ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Emotional Skills Predict Postsecondary Enrollment. ACT Research. Technical Brief
Author: Walton, Kate E.
Date: 2022-11-00
Type: Reports - Research
Subjects: High School Students,Social Emotional Learning,Social Development,Emotional Development,Predictor Variables,College Attendance,Family Income,Grade Point Average,Scores,Standardized Tests,College Readiness,College Entrance Examinations

Social and emotional (SE) skills are known to be linked to many important life outcomes, some of which fall in the academic domain. For example, meta-analytic analyses show that conscientiousness (a trait related to self-management, perseverance, and being organized and planful) accounts for 28% of the explained variance in academic performance even when controlling for cognitive ability (Mammadov, 2021). Data also reveal that SE skills are related to performance on standardized college entrance exams (Anguiano-Carrasco et al., 2022). In a recent study with long-term tracking of high school students, those who came from schools with a strong emphasis on SE skill development were more likely to enroll in college within two years of high school graduation (Jackson et al., 2022). There is, however, little research on SE skills predicting college enrollment. This study examines the extent to which SE skills have incremental validity in predicting postsecondary enrollment above socioeconomic status (SES), high school grade point average (HS GPA), and ACT Composite scores.
Development and Sustenance of Indigenous Languages in Nigeria: The Role of Ninlan and Its Library
Author: Ikoro, Francisca M.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Knowledge,Indigenous Populations,African Languages,Second Languages,Cultural Pluralism,Library Role,Native Language

Nigeria has over 400 indigenous languages, few are developed, some are developing while the majority are not developed. It has been a problem teaching and learning with foreign languages in Nigeria hence the idea of establishing a National Institute for Nigerian Languages to bridge the gap. The institute was established under an Act in 1992 by the Federal Government of Nigeria. Its major mandate is to produce researchers and teachers. The Institute is to serve as a center for the teaching, development, preservation, retrieval, transmission, and utilization of Indigenous Languages and culture to ensure sustenance. This paper is set out to investigate the journey so far, constraints and prospects. This paper will investigate these issues using library information and participatory observation research methods, the study will suggest how the institute library can help to advance and enhance indigenous languages development and sustenance. The study is significant as it will serve as a template for the institute and Federal Government to assess their efforts so far and find avenues for improvement. [For the complete proceedings, see ED625798.]
Expanding Apprenticeship to New Sectors and Populations: The Experiences and Outcomes of Apprentices in the American Apprenticeship Initiative
Author: Walton, Douglas
Date: 2022-08-00
Type: Reports - Research
Subjects: Apprenticeships,Federal Aid,Grants,Employers,Program Effectiveness,Program Evaluation,Individual Characteristics,Experience,Occupations,Wages,Employment Patterns,On the Job Training,Employment Level,Technical Education,Outcomes of Education

The U.S. Department of Labor's (DOL) American Apprenticeship Initiative (AAI) supported 46 grantees across the country to expand registered apprenticeship into new sectors, such as healthcare, and to populations historically underrepresented in apprenticeships. DOL commissioned an evaluation of the AAI grants to build evidence about the effectiveness of registered apprenticeship for apprentices and employers. This report presents findings from the outcomes study of that evaluation. It examines the characteristics, reasons for enrollment, program experiences, and post-program outcomes of AAI apprentices and pre-apprentices. The data sources include an AAI Apprentice Survey administered to a sample of approximately 2,600 registered apprentices, program records from grantees, and administrative earnings data from the National Directory of New Hires.
Teacher Residency Workgroup Findings. Report to the Legislature
Author: Gillon, Nicholas
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Emergency Programs,Federal Aid,Grants,COVID-19,Pandemics,Teacher Interns,Preservice Teacher Education,Models,Cooperating Teachers,Preservice Teachers,Program Development,Mentors

In April 2021, the Washington State Legislature appropriated $60,000 of the federal Elementary and Secondary School Emergency Relief (ESSER) III funds of the American Rescue Plan Act to support a technical advisory workgroup to explore recommended residency options for pre-service educators. This had a focus on educators of color and bilingual/multilingual speakers. The Teacher Residency Workgroup focused its efforts on identifying, describing, and strategizing to develop a residency model that could overcome key challenges that are involved in establishing a statewide paid teacher residency. The members of the Workgroup heard presentations from expert guest speakers and shared their varied experiences with teacher residencies. Project leads systematically analyzed presentations and discussions from these workgroup sessions, academic and professional literature, and Washington State contextual factors to develop recommendations. This report provides details on each of these recommendations, workgroup materials, agendas, and meeting outlines, as well as summaries and synthesized recommendations of each meeting.
Progress Report on the Federal Implementation of the STEM Education Strategic Plan [2019]
Author: Executive Office of the President, Office of Science and Technology Policy
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: STEM Education,Federal Programs,Program Implementation,Change Strategies,Financial Support,Educational Change,Educational Improvement,Partnerships in Education,Strategic Planning,Agency Cooperation,Diversity,Inclusion,Equal Education,Technological Literacy,Employment Qualifications,Interdisciplinary Approach,Accountability

In December 2018, the National Science and Technology Council's (NSTC) Committee on STEM Education (CoSTEM) released &quot;Charting a Course for Success: America's Strategy for STEM Education&quot; (ED590474), a five-year strategic plan for STEM education. The intent of this progress report is to provide Congress and the wider STEM education stakeholder community with a window into ongoing and planned Federal activities, with the goal of leading by example toward the North Star vision of the strategic plan. The report includes an analysis of actions developed by the agencies of FC-STEM in support of the strategic plan's objectives, a discussion of major focus areas across the Federal STEM education community, a description of the ways Federal agencies will work together to address common challenges, and an inventory of Federal STEM education programs.
Progress Report on the Implementation of the Federal STEM Education Strategic Plan [2020]
Author: Executive Office of the President, Office of Science and Technology Policy
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: STEM Education,Federal Programs,Program Implementation,Change Strategies,Financial Support,Educational Change,Educational Improvement,Partnerships in Education,Strategic Planning,Agency Cooperation,Diversity,Inclusion,Equal Education,Technological Literacy,Employment Qualifications,Interdisciplinary Approach,Accountability

In December 2018, the National Science and Technology Council (NSTC) Committee on STEM Education (CoSTEM) released &quot;Charting a Course for Success: America's Strategy for STEM Education&quot; (ED590474), a five-year STEM education strategic plan. The intent of this progress report is to provide Congress and the wider STEM education stakeholder community with a window into ongoing and planned Federal activities, with the goal of leading by example toward the North Star vision of the Federal STEM Education Strategic Plan. This progress report includes: a summary of FC-STEM progress on the implementation of the STEM strategy, an analysis of actions developed by the agencies of FC-STEM in support of the Strategic Plan's objectives, a discussion of major focus areas across the Federal STEM education community, a description of the ways Federal agencies will work together to address common challenges, and an inventory of Federal STEM education programs. The annual report also includes actual investments for FY2019, estimated investments for FY2020, and requested funding levels for FY2021 by agencies' Federal STEM programs. This report provides an interim update, covering from August 2019 through May 2020 on STEM education activities of the FC-STEM subcommittee and Interagency Working Groups under CoSTEM. It is responsive to the requirements of Section 101(c) of the America COMPETES Reauthorization Act of 2010 (42 U.S.C. §6621). [For the 2019 report, see ED625835.]
Familial Influence on Engineering Student Sense of Belonging and Identity
Author: Stephan, Abigail
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Family Influence,Social Influences,Engineering Education,Educational Attainment,Parent Background,Undergraduate Students,Academic Achievement,Inclusion,Perception

As social beings, humans are influenced by other individuals in the contexts in which they interact. From early childhood through young adulthood, the family is one of the most significant social contexts contributing to one's identity development and social capital as they relate to education and career goals. Students' intended career paths and decisions about college are impacted by familial and societal factors (Inchara, Gayathri, &amp; Priya, 2019). Additionally, family members often act as a source of support and inspiration for college students when they are deciding on their major and future career (Meador, 2018). While current engineering education research has focused on the role that parental education attainment and profession play in engineering students' persistence, choice of major, and career pathways (Martin &amp; Simmons, 2014), there has been little examination of how familial social capital influences students' sense of belonging and engineering identity. The purpose of the current study is to investigate the impact of familial influence, determined through parental education levels and professions, on undergraduate engineering students' sense of belonging in their engineering major, engineering identity, and academic performance. Results for this sample did not suggest that familial influence for undergraduate engineering students will significantly affect their sense of belonging and engineering identity. These findings and potential implications are discussed. [For the complete proceedings, see ED625798.]
Afterschool: A Bipartisan Solution to Help Young People Thrive
Author: Afterschool Alliance
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: After School Programs,Summer Programs,Political Attitudes,Political Influences,Parent Attitudes,Access to Education,Educational Finance,COVID-19,Pandemics

At a time of deep partisan divides, Afterschool Alliance surveys have found an area of consensus around support for afterschool and summer learning programs. Across the political spectrum, parents identifying as Democratic, Independent, and Republican strongly agree that afterschool and summer learning programs are keeping kids safe, inspiring learning, and providing peace of mind to working parents, with overwhelming majorities in favor of public funding for such programs. Surveys of parents of school-age children before and during the pandemic demonstrate the value parents place on afterschool and summer learning programs, regardless of political affiliation.
Keeping the Pell Grant Promise: Increasing Enrollment, Supporting Success. Hearing before the Subcommittee on Higher Education and Workforce Investment of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (July 29, 2021). Serial No. 117-26
Author: US House of Representatives. Committee on Education and Labor, Subcommittee on Higher Education and Workforce Investment
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Grants,Federal Aid,Enrollment Rate,Enrollment Influences,Educational Trends,Access to Education,Institutional Role,Federal Legislation,State Policy,Equal Education,Low Income Students,Student Recruitment,Colleges,Selective Admission,Students with Disabilities

The Subcommittee on Higher Education and Workforce Investment met to hear testimony on ''Keeping the Pell Grant Promise: Increasing Enrollment, Supporting Success.'' The meeting was entirely remote. The aim of the meeting was to examine trends related to Pell eligible students' access to public four-year institutions, the State and institutional roles in helping students succeed, and how Federal legislation could help. Member statements were provided by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Education and Workforce Investment. Witness statements were provided by: (1) Robert J. Jones, Ph.D., Chancellor, University of Illinois Urbana-Champaign; (2) Justin Ortagus, Ph.D., Associate Professor of Higher Education Administration and Policy, Director of the Institute of Higher Education, University of Florida; (3) Michael B. Poliakoff, Ph.D., President, American Council of Trustees and Alumni; and (4) Darleny Suriel, Student, City College of New York. Additional submissions were provided by: (1) Chairman Scott (&quot;Higher Education School Finance Inequity and Inadequacy in Virginia,&quot; ERN, July 2021 and &quot;How to make good colleges want low-income students,&quot; &quot;The Hill,&quot; July 14, 2021); and (2) Honorable Joseph Morelle, a Representative in Congress from the State of New York (Prepared statement of the Association on Higher Education and Disability (AHEAD)).
Engaging Employers to Register Apprenticeship Programs: Outcomes from the American Apprenticeship Initiative Evaluation Employer Engagement Demonstration
Author: Trutko, John
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Apprenticeships,Employers,Program Development,Federal Aid,Grants,Program Implementation,Employer Attitudes,Training,Technical Assistance,Salesmanship,Outreach Programs,Recruitment

The U.S. Department of Labor (DOL) American Apprenticeship Initiative (AAI) funded 46 grantees across the country to expand registered apprenticeship into new sectors, such as healthcare, and to populations historically underrepresented in apprenticeships. DOL commissioned an evaluation of the AAI grants to build evidence about the effectiveness of registered apprenticeship for apprentices and employers. This report presents findings from the demonstration study that examined the impact of employer engagement efforts on employers' take-up of registered apprenticeship. The primary data source is data collected by the two grantees in the demonstration on their efforts to research, contact, and subsequently develop apprenticeship programs with employers. Other data sources include interviews conducted during site visits to and phone calls with the two grantees, and observations of technical assistance provided to grantee staff by a consultant. [This report was produced in partnership with Capital Research Corporation.]
Massachusetts Early Childhood Support Organization (ECSO): Year 2 Annual Implementation Evaluation Report
Author: Hofer, Kerry G.
Date: 2022-10-05
Type: Reports - Evaluative
Subjects: Early Childhood Education,Leaders,Organizational Climate,Professional Development,Workplace Learning,Evaluation,Instruction,Educational Improvement,Educational Quality,Partnerships in Education

The Massachusetts Early Childhood Support Organization (ECSO) initiative seeks to improve the quality of early education programs (EEPs) by supporting leaders to strengthen their organizational climate, provide job-embedded professional learning opportunities for educators, support the use of instructional curriculum and child assessments in their program, and engage in continuous quality improvement. This report presents findings from an implementation study conducted by Abt Associates, an independent research firm. The findings are based on data collected from ECSOs and participating EEPs in the 2021-2022 school year, including surveys, classroom observations, and administrative data. Although the findings are descriptive and changes over time cannot be attributed to the initiative because there is no comparison group, they show promise and warrant further study.
West Virginia Higher Education Policy Commission Enrollment Report, Fall 2022
Author: West Virginia Higher Education Policy Commission
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,High School Graduates,College Attendance,Academic Persistence,College Credits,Reverse Transfer Students,Dual Enrollment,Full Time Equivalency,College Freshmen,Gender Differences,Undergraduate Students,In State Students,Out of State Students,Foreign Students,Educational Policy,State Colleges,State Universities,Community Colleges,Adult Students,Graduation,Graduate Students,For Profit Colleges,Graduation Rate

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Student Persistence and Completion; (5) Credit Headcount Enrollment; (6) Fall 2022 Headcount Enrollment Shifts; (7) Transfers from Four-Year to Two-Year Institutions; (8) High School Dual Enrollment Headcount; (9) Dual Enrollment College Matriculation; (10) Credit Headcount Enrollment; (11) Full-Time Equivalent (FTE) Enrollment; (12) First-Time Freshmen Headcount Enrollment; (13) Undergraduate Headcount Enrollment; (14) Credit Headcount Enrollment by Gender; (15) Female Credit Headcount Enrollment; (16) Male Credit Headcount Enrollment; (17) In-State Headcount Enrollment; (18) Out-of-State Headcount Enrollment; (19) Headcount Enrollment by Residency; (20) International Student Headcount Enrollment; (21) Higher Education Policy Commission (HEPC) System Summary; (22) Bluefield State College; (23) Concord University; (24) Fairmont State University; (25) Glenville State College; (26) Marshall University; (27) Potomac State College of West Virginia University; (28) Shepherd University; (29) West Liberty University; (30) West Virginia School of Osteopathic Medicine; (31) West Virginia State University; (32) West Virginia University; and (33) West Virginia University Institute of Technology. [For the 2021 report, see ED621116.]
An Instructional Design with iTunes U to Develop One-to-One Teaching Strategies in K12 Schools
Author: Gürgün, Serhat
Date: 2017-11-00
Type: Journal Articles
Subjects: Educational Technology,Tablet Computers,Learning Management Systems,Student Participation,Private Schools,Foreign Countries,Flipped Classroom,Computer Assisted Testing,Homework,Assignments,Elementary Secondary Education

The tablet is one of the most important developments of the educational environments today. It is used at schools especially at private schools. The number of teacher and student using the tablet is rising day by day due to the development of digital instructional objects. Many approaches are being used in the schools and companies where tablets are used for education. LMS's which are introduced to the market and applications which can be reached from application stores are being used more effectively classrooms via web software. The most important points that schools and teachers have to emphasize are: (1) How to run the strategies of education with the help of BYOD or tablets given to students. (2) To form 1:1 instructions for teaching with the help of tablets. Modelling of education to be studied on is applied with functions like: (1) Getting students involved before the lesson; (2) Getting them taking part in the lessons in an efficient way; and (3) Make them a part of the process even when the lesson is over. This instructional model has started at a private school with 310 students and 160 teachers during 2014/15 in Istanbul, Turkey and continuing with closely 1000 students now. In this study, the focus is on the model that has been in progress.
Embedding Credit for Prior Learning in Career Pathways. Policy Benchmark Tool
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: College Credits,Prior Learning,Vocational Education,Educational Policy,Barriers,Educational Practices,Postsecondary Education,Career Pathways,Scoring Rubrics,Benchmarking

Credit for Prior Learning (CPL) refers to the various processes for recognizing and awarding credit for college-level learning gained outside the classroom. In December 2021, Advance CTE and Education Strategy Group convened the Credit for Prior Learning Shared Solutions Workgroup, whose members represented state postsecondary education agencies and governance boards, two- and four-year systems and institutions and national partner organizations. The workgroup was tasked with: (1) Identifying the main barriers or challenges to building a robust and fully equitable system of CPL policies and practices; (2) Exploring best practices related to statewide and local guidance on the implementation of CPL to advance more accessible and equitable postsecondary programming, career pathway completion and credential attainment; (3) Identifying existing resources or models to engage learners in utilizing CPL policy within their career pathway; and (4) Informing and contributing to tools and resources to support state and local leaders in the development and implementation of policies and practices that lead to effective, scaled use of CPL. The workgroup engaged with the existing body of research and tools on credit for prior learning to guide their approach to designing this Policy Benchmark Tool. This policy benchmark tool serves as a comprehensive resource to empower state, system and institutional leaders to assess current CPL policy and practice to accelerate learners' completion of career pathways that lead to high-quality credentials.