ethanporcaro/eric-fulltext-meta huggingface dataset:
Living with It: Federal Policy Implementation in Adult Basic Education. The Cases of the Workforce Investment Act and Welfare Reform. NCSALL Reports #24
Author: Belzer, Alisa
Date: 2003-09-00
Type: Reports - Research
Subjects: Adult Basic Education,Welfare Services,Public Policy,Federal Legislation,State Agencies,Federal State Relationship,Government School Relationship,Adult Programs,Change,Interviews,Agency Role,Compliance (Legal),Professional Development,Accountability,Instructional Improvement,Access to Education,Program Administration,Educational Assessment,Data Collection,Educational Change,Resources

The Personal Responsibility and Work Opportunity Reconciliation Act (&quot;welfare reform&quot;) and the Workforce Investment Act (WIA) have influenced greatly the provision of services in adult basic education (ABE). WIA and welfare reform provide two excellent cases for the study of questions related to how federal legislation affects ABE practice at the program and classroom level. This study gathered data from six states through in-depth interviews on practitioners' perceptions of how WIA and welfare reform changed their practices. Although all state agencies studied had a similar problem to solve, they responded to the WIA and welfare reform policy shifts in diverse ways. The responses were shaped by the agencies' anticipation of the policies, their perception of their role in supporting programs, the infrastructure they had in place for professional development, and a range of other contextual factors. Individual programs responded in a variety of ways to the requirements the state agencies placed on them as a result of the new policies. The data provide hypotheses that can be explored through analysis of other data now available from the National Reporting System (NRS). It can also provide insights that may be helpful for policy discussions and plans related to the reauthorization of these two statutes, as well as future policy initiatives. A list of programs is appended. (Contains 10 footnotes and 1 table.)
The Characteristics and Concerns of Adult Basic Education Teachers. NCSALL Reports #26
Author: Smith, Cristine
Date: 2003-11-00
Type: Reports - Research
Subjects: Adult Basic Education,Adult Educators,Teacher Role,Teacher Characteristics,Teacher Attitudes,Teacher Education,Teaching Conditions,Labor Turnover,Teacher Persistence,Professional Development,Instructional Development,Testing,Adult Programs,Program Administration,Influences,Problems,Profiles

In this report, the authors present the results of their analysis of who adult basic education (ABE) teachers are, how they approach their work, the challenges they face, and the concerns they have about their work. Using the teachers' own words as often as possible, this report describes teachers within their four roles, as: classroom teachers, program members, members of the field, and learners who are learning how to teach. The main implication of these findings is that ABE teachers require better preparation, but even that is not enough. Teachers need to be better supported if they are to provide high-quality instruction and services to students. This information suggests the beginnings of an improvement plan for teacher support. However, a plan for improving teacher preparation and working conditions should be built upon research that demonstrates the connection among well-trained, well-supported teachers, student persistence and achievement, and impact on students' lives. More research that investigates this connection are needed. A list of profiles of teachers is appended. (Contains 18 tables, 4 figures, and 41 footnotes.)
How Teachers Change: A Study of Professional Development in Adult Education. NCSALL Research Brief
Author: Smith, Cristine
Date: 2003-11-00
Type: Reports - Research
Subjects: Adult Education,Adult Educators,Change,Professional Development,Teacher Workshops,Mentors,Academic Persistence,Teacher Role,Teacher Characteristics,Influences,Teaching Experience,Teacher Motivation,Educational Attainment,Teaching Conditions,Educational Quality,Time Factors (Learning),Participative Decision Making

This study investigated how adult education teachers changed after participating in one of three different models of professional development (multisession workshop, mentor teacher group, or practitioner research group), all on the same topic of learner persistence. The study also investigated the most important individual, professional development, program, and system factors that influenced the type and amount of teacher change. This study was conducted primarily to help professional development decision-makers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development. Overall, teachers who gained the most from participating in professional development were those who: worked more hours in adult education, had well-supported jobs (good benefits, ample prep time, paid professional development release time), had a voice in decision-making in their programs, had their first teaching experience in adult education, were relatively new to the field, had more access to colleagues, did not have an advanced degree (above Bachelor's), and participated for more hours in high-quality professional development. [For the full report, see ED508607.]
How Teachers Change: A Study of Professional Development in Adult Education. NCSALL Reports Number 25
Author: Smith, Cristine
Date: 2003-11-00
Type: Reports - Research
Subjects: Adult Education,Adult Educators,Change,Professional Development,Teacher Workshops,Mentors,Academic Persistence,Teacher Role,Teacher Characteristics,Influences,Teaching Experience,Teacher Motivation,Educational Attainment,Teaching Conditions,Educational Quality,Time Factors (Learning),Participative Decision Making,Models

The National Center for the Study of Adult Learning and Literacy (NCSALL) Professional Development Study investigated how adult education teachers changed after participating in one of three different models of professional development (multisession workshop, mentor teacher group, or practitioner research group), all on the same topic of learner persistence. The study also investigated the most important individual, professional development, program, and system factors that influenced the type and amount of teacher change. This study was conducted primarily to help professional development decision-makers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development. The sample consisted of 106 women and men from three New England states (Maine, Massachusetts, and Connecticut). For the teachers in this study, change did not occur in a vacuum. How--and how much--a teacher changed was influenced by a complex interaction of factors: who teachers were coming into the professional development, the professional development itself, and the program and system in which teachers worked. While most teachers who participated in the professional development made some change, change was limited among teachers who felt less of a need to learn, who attended professional development that was not of high quality, and/or who worked in programs and situations where they were not supported to change. The authors propose several recommendations, based on the findings from their study, for policymakers in programs and states, for professional developers, and for teachers themselves to better support teachers so that they are able to make the most of professional development and contribute to the positive differences they seek in students' lives. Appendices include: (1) Professional Development Models and Objectives; (2) Defining Teacher Change; (3) Criteria for Rating Group Quality; and (4) Additional Information on Factors. (Contains 38 tables, 4 figures, and 73 footnotes.) [For the research brief, see ED508606.]
Outlook. Number 353
Author: Council for American Private Education
Date: 2010-03-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,Budgets,Presidents,Federal Government,Federal Legislation,Urban Schools,Educational Vouchers,Federal Regulation,Educational Legislation,Discipline Policy,School Policy,Government School Relationship,School Choice,Documentaries,Films

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Obama Budget Proposes Dramatic Changes for ESEA (Elementary and Secondary Education Act); (2) Push Continues for DC Voucher Program; (3) House Poised to Regulate Private Schools; (4) Hoop Dreams; and (5) CAPE Notes.
Improving Access, Equity and Transitions in Education: Creating a Research Agenda. Create Pathways to Access. Research Monograph No. 1
Author: Lewin, Keith M.
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Consortia,Research Universities,Partnerships in Education,Access to Education,Goal Orientation,Equal Education

The Consortium for Research on Educational Access, Transitions and Equity (CREATE), was established with DFID [the UK Department for International Development] support in 2006. It is a partnership between research institutions in the UK, Bangladesh, India, Ghana and South Africa. This paper is the first in a series of CREATE publications which will be developed over the life of the consortium. The first part of this paper discusses why access issues remain at the centre of the problems of achieving Education for All and the Millennium Development Goals. Many children remain unenrolled at primary level, many of those enrolled attend irregularly and learn little, and large numbers fail to make the transition to secondary schooling. After outlining the magnitude of the challenge of improving access to universal levels, the paper develops analytic frameworks to understand access issues in new ways, and generate empirical studies related to each of the zones of exclusion identified. The last part of the paper briefly outlines some of the empirical research that is being developed. Two appendixes are included: (1) The Six Dakar Goals and the Eight MDGs [Millennium Development Goals]; and (2) Some Research Propositions. (Contains 21 footnotes, 2 tables, and 12 figures.)
Impact of Health on Education Access and Achievement: A Cross-National Review of the Research Evidence. Create Pathways to Access. Research Monograph No. 2
Author: Pridmore, Pat
Date: 2007-06-00
Type: Information Analyses
Subjects: Foreign Countries,Developing Nations,Public Health,Child Health,Status,Food,Context Effect,Cognitive Processes,Academic Achievement,Access to Education,Models,School Surveys,Educational Attainment,Educational Research

This literature review synthesises the findings from published reviews and key individual studies of health, nutrition and educational access with a particular emphasis on issues of gender, poverty, social exclusion and innovative practices. It discusses the advantages and disadvantages of the range of research designs and methods employed in these studies and the theoretical models of health and education that lie behind the studies and identifies knowledge gaps that could be filled by new empirical research. It also draws implications from the literature review for the further conceptual development of the CREATE Zones of Access model and for the design of future empirical studies paying special attention to school and community-based studies and identifying questions that could be included in household and school survey instruments. Three appendixes are included: (1) The Research Framework; (2) Health Questions to go into a Household Survey Questionnaire; and (3) Questions for Inclusion in School-based Surveys.
NGO Provision of Basic Education: Alternative or Complementary Service Delivery to Support Access to the Excluded? Create Pathways to Access. Research Monograph No. 3
Author: Rose, Pauline
Date: 2007-06-00
Type: Information Analyses
Subjects: Foreign Countries,Access to Education,Elementary School Students,Nongovernmental Organizations,Nontraditional Education,Intention,Needs Assessment,Basic Skills

While access to state schooling has grown in many countries in recent years, a hardcore of marginalised children continue to be excluded from this. Some of these children are able to gain access to education through non-state provision. The focus of this paper is on primary school aged children who find access through (international) non-government organisations (NGOs). Based on a review of the available literature, the paper shows that there have been fluctuations in attention paid to NGO provision by education researchers since the 1970s. Changes are due in part to the prevailing political and economic environment, as well as to pressure placed on international agencies and national governments to reach education targets. The paper also shows that there has been a shift in the priorities of these providers over this period, from seeing themselves as supporting a parallel, alternative system of education independent of the state system, towards one aimed at being complementary to the state system, with the intention of ultimately supporting children's access to a state-provided education. The paper highlights that much of the available literature suggests that NGO provision often intends to bring benefits in terms of the alternative forms of pedagogy and accountability it aims to offer. However, as the paper indicates, there is very little systematic, critical analysis of who is gaining access to education offered by alternative providers, or what they are actually getting access to. As such, there is a need for analysis of educational access to pay greater attention to diverse forms of access--both in terms of who provides, and what is provided. Moreover, changes in priorities associated with the effects of the international economic and political agenda, along with the intention of integrating multiple providers of education into a system-wide approach, give rise to the need for an analysis of the implications for NGO-government collaboration to ensure sustainability of educational access to those who would otherwise be excluded. (Contains 13 footnotes, 4 tables, and 5 figures.)
Supporting Non-State Providers in Basic Education Service Delivery. Create Pathways to Access. Research Monograph No. 4
Author: Rose, Pauline
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Access to Education,Disadvantaged,Elementary Education,Delivery Systems,Private Schools,Church Role,Parochial Schools,Educational Indicators,Comparative Analysis,Educational Policy,Nongovernmental Organizations

Basic education is commonly regarded as a state responsibility. However, in reality, non-state providers (NSPs) have always been involved in basic education service delivery, and there is often a blurring of boundaries between state and non-state roles with respect to financing, ownership, management, and regulation. In recent years, the focus on the role of non-state providers (NSPs) has intensified within the context of the move towards achieving Education for All (EFA). The paper considers this shift, with particular attention towards service delivery to &quot;underserved groups&quot;, defined as those for whom access to affordable government services of appropriate quality is most problematic. In some cases, this refers to particular sub-groups of a population within a country. In other cases (notably fragile states), it can refer to large sections of the country's population. The paper indicates the wide range of NSPs that exist to serve different underserved groups. It notes that NSPs are commonly viewed as having a comparative advantage over state provision--in terms of quality, cost-effectiveness, choice, accountability to citizens etc. However, in reality there is very limited robust analysis to support some of these claims. The paper then considers the ways in which non-state providers engage with the state in education service delivery, including with respect to contracting, policy dialogue, and regulation--and the role that donors play in this relationship. The paper concludes that relations between NSPs and the state are not straightforward given the range of different providers involved in education service delivery, with those serving the better-off tending to dominate engagement with government. This can be at the expense of smaller-scale, informal providers aiming to support those otherwise under-served by government provision. As such, the paper argues that there is a need for greater, and more constructive, engagement between NSPs and the state to ensure collaboration benefits the underserved, and so assists in moving towards the achievement of Education for All. Selected education indicators are appended. (Contains 15 footnotes, 1 figure, 6 tables, and 6 boxes.) [Abstract modified to meet ERIC guidelines. This paper was commissioned by the UK Department for International Development (DFID) Policy Division as part of a study on non-state providers in the water, sanitation, education and health sectors.]
The Limits to Growth of Non-Government Private Schooling in Sub Saharan Africa. Create Pathways to Access. Research Monograph No. 5
Author: Lewin, Keith M.
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Private Schools,Delivery Systems,Access to Education,Developing Nations,Secondary Education,Educational Demand,Nongovernmental Organizations,Costs

There is a lively debate about the extent to which private providers of educational services can contribute to the achievement of Education for All and the Millennium Development Goals. There is evidence that in some poor countries private provision has been growing especially at the secondary level. The reasons for this are not simple but include excess demand (more applicants than places), differentiated demand (preference for alternatives to existing public schools), and the opportunities created for entrepreneurs by newly liberalised regulatory frameworks for educational services. This paper identifies a range of constraints and contextual realities that will shape future development. The first section draws attention to the diversity of non-government private provision and some fundamental issues that shape its likely contribution to enhanced access to schooling. Second, estimates are presented of the numbers of children currently out of school and their location in Sub-Saharan Africa. Third, data is discussed which illustrates the extent to which exclusion is related to wealth, location and gender, focusing on economic constraints. Fourth, costs related to teachers are modelled to indicate likely minimum operating costs for unsubsidised schooling. Fifth, an analysis is offered of the underlying demographic realities of expanded enrolment to reinforce the need to understand the magnitude of the task of achieving the MDGs [Millennium Development Goals] and the need to identify mechanisms that expand services to large numbers of school-age children drawn from the poorest households. Finally some concluding remarks draw together the arguments. (Contains 22 footnotes, 4 tables, and 9 figures.) [This paper is published as a Chapter 3 in: Walford, G and Srivastava, P. (2006) &quot;Private Schools in Developing Countries.&quot; Symposium Books.]
School Processes, Local Governance and Community Participation: Understanding Access. Create Pathways to Access. Research Monograph No. 6
Author: Dunne, Mairead
Date: 2007-07-00
Type: Information Analyses
Subjects: Foreign Countries,Nongovernmental Organizations,Educational Research,Partnerships in Education,Networks,Access to Education,State Schools,Governance,Educational Change,Popular Education,Community Involvement,Local Government

The main aim of this study is to provide an overview of the research that has explored aspects of access that surround formal state schooling. The specific focus of this review concerns research on the relations within and between schools, communities and local governance institutions and their combined influence on access within local contexts. Each of these three social sites individually could be the subject of a research review but in distinction from this, in this review we draw together literature that contributes to understandings of the local processes, that is, the ways in which schools, communities and school governance institutions inter-relate to produce particular access outcomes. The underlying assumption of this review is that it is these inter-connections are central to the local conditions of access and exclusion. Two appendixes are included: (1) Report Methodology; and (2) Review Paper Searches. (Contains 4 figures and 2 footnotes.)
Long Term Planning for EFA and the MDGs: Modes and Mechanisms. Create Pathways to Access. Research Monograph No. 7
Author: Lewin, Keith M.
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Long Range Planning,Educational Planning,Access to Education,Program Implementation,Sustainable Development,Educational Finance,Equal Education,Goal Orientation,Discussion,Developing Nations,Group Unity

This discussion paper provides an overview and analytic guide to long term planning of education systems in the context of Education for All and the Millennium Development Goals. Long term gains in educational access depend on anticipating future financial and non-financial constraints on growth and on successful implementation of plans which support growth that can be sustained. Some recent expansion of primary schooling has failed to take a sufficiently long term approach to growth and has risked the creation of resource bottlenecks, poor trade offs between quality and quantity, and dependence on uncertain financing. The paper first outlines three different styles of long term planning--Planning Lite, Framework National Planning, and Participatory Planning. It distinguishes between aspirational and target-generating approaches. It then describes the processes and tools that are needed to develop long term plans for expanded access that can reconcile goals and targets with realistic resource envelopes. These processes are designed to include mechanisms to promote consensus and build commitment. The nature of Medium Term Expenditure Frameworks (MTEF) is then explored as a necessary tool to manage implementation. Appendix 1 provides more detailed discussion of the three approaches to planning. Appendix 2 elaborates on aspirational planning and gradients of achievement. Appendix 3 explores issues concerned with targets and indicators of performance. Appendix 4 contains a selected list of source materials. (Contains 15 footnotes, 8 figures, and 1 table.) [This study was commissioned by the Department for International Development in response to the need to re-examine approaches to long term planning and to investment strategies to expand access to primary and secondary schooling. It first presented at the annual Human Development Retreat of Education and Health Advisors in February 2007.]