ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming School Funding for Equity, Transparency, and Flexibility: An Introduction to Student-Based Budgeting
Author: Chang, Betty
Date: 2018-09-00
Type: Guides - General
Subjects: Educational Finance,Budgeting,Resource Allocation,Educational Equity (Finance),Finance Reform,Accountability,Funding Formulas,Program Implementation,School Districts,Academic Achievement,Educational Quality

Student-Based Budgeting (SBB)--also called weighted student funding, fair student funding, student-based allocations, or student-centered funding--is a school funding system where schools receive dollars based on the number of enrolled students and their individual needs (such as English language learners, or students from high-poverty backgrounds), and often includes giving school leaders more control over their budgets. SBB differs from the traditional funding system used in most American school districts, where resources are distributed to schools in the form of staff and dollars designated for specific purposes. As a result, principals in traditional systems have limited flexibility over their resources. Many districts also provide little transparency as to why schools get what they get, which makes it difficult to assess how equitably the funding system allocates resources. In contrast, SBB is designed to promote the three pillars of a high-performing funding system: (1) Equity; (2) Transparency; and (3) Flexibility. As of 2018, as many as 16 major urban school systems use SBB. This report examines what districts need to consider to ensure that SBB is fully integrated into their overall system strategy. It is intended to help district leaders assess whether SBB is the right strategic move for their district.
Aiming at Academic Excellence, or Learning for Employment (A Case Study of a Doctoral School)
Author: Hanesová, Dana
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Doctoral Programs,Academic Achievement,Excellence in Education,Graduates,Career Development,College Faculty,Employment Opportunities,Schools of Education,Program Descriptions,Foreign Countries,Case Studies,Doctoral Students,Outcomes of Education

At present there is an animated discussion in the well-known universities offering doctoral (PhD) studies about the future of their graduates. What kind of a job should they be prepared for? Should PhD studies continue to develop the academic excellence of their graduates and thus to prepare them for an academic career? Or should the universities re-orientate their PhD study aims to preparing the students for employment in jobs outside academia? Should the PhD studies have a broad aim or be narrowly specialized? What is the most appropriate response to these questions in case of PhD studies in educational sciences? The authors of this article argue for retaining a high quality of academic and methodological approach, and developing the thinking and research skills of PhD students. On the other hand, they suggest that, at the same time, such focus of the PhD education should be combined with enhancing carefully selected generic skills that can be useful for the PhD graduates to be able to find (predominantly educational) jobs outside academia. The study presents a process of projecting a new doctoral school at the Faculty of Education, Matej Bel University in Slovakia, implementing a combined-aims approach in educational sciences. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]
Child Rearing in the North: The Traditional Sakha Family and Modern Trends
Author: Yakovleva, Anastasia
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Child Rearing,Parenting Styles,Cultural Influences,Climate,Rural Areas,Parent Attitudes,Attitude Change,Social Values

Yakut people or Sakha (self-designation) are a Siberian indigenous ethnic group in North East Asia, inhabiting the Sakha Republic in Russia. Their language belongs to the Turkic family, and it is generally believed that they originated from Central Asia and migrated to the north about a thousand years ago. The article attempts to examine the traditional Yakut family, its child rearing practices and modern tendencies of parenting in the context of the complex ethnogenetic phenomenon. Research suggests that the Sakha people were formed through a long period of adaptation to extreme climatic conditions in the region of permafrost. The Yakut family was inherently multi-generational: the need of several generations to live together in one household was caused by the harsh climate. The elderly lived with their grown children - that cohabitation facilitated housekeeping, saved resources and played an integral part in parenting practices. Additional factors included socioeconomic hardships and the communal nature of the traditional Yakut society. All these elements promoted early development of positive qualities in children, such as self-reliance, tolerance and acceptance, hospitality and respect for elders. The child was treated as an equal as soon as he or she started participating in the family activities, first entrusted with small tasks, then with permanent duties. To examine the contemporary changes, modern rural families were interviewed. The study reveals a change in parental attitudes with signs of encouraging childish qualities in adolescent children and the desire to promote a prolonged childhood. The traditional parenting model &quot;to live with and be a part of my child's adult life&quot; is replaced with &quot;let my child have less hardships than I had&quot;, lifting the requirement of taking care of the elders in the family. Despite the differences, the core values of the traditional family remain relatively unchanged, mainly its child-centric characteristic and the instilled values. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]
Developing Spatial Aesthesis through Phenomenological Approaches to Teaching Architectural History
Author: Manoliu, Raluca
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Phenomenology,Architecture,History,Teaching Methods,Architectural Education,Studio Art,Student Projects,Aesthetics

In recent years, major schools of architecture have considered that teaching architectural history has become obsolete, for it could not possibly respond to the crisis our contemporary buildings and cities are facing, a crisis that derives, as increasing research demonstrates, from breaking apart architecture from its user, the human being. Architectural history represents, simplistically expressed, the account of centuries of interaction between human beings and the spaces they created. This paper will present a novel pedagogical methodology that uses a phenomenological approach in teaching the history of architecture, its purpose being to progressively and intuitively help students realize spatial perception is not a high abstraction, a complicated notion, but an objective biopsychological human feature they can access at any time and use to feel, understand and create spaces that will become places imbued with meaning. Contemporary architectural pedagogy is preponderantly focused on cultivating spatial intelligence through a series of conceptual studio projects and theoretical courses dealing mainly with abstract notions. Even architectural phenomenology, when and where it is taught, remains at a theoretical level. Pedagogy focused on conceptual architecture creates architects with highly skilled aptitudes to produce only geometrically feasible and sound spaces, spaces that are not necessarily places to be inhabited in the sense Husserl, Heidegger, Merleau-Ponty, Norberg-Schulz, Alvar Aalto, Juhani Pallasmaa, Tadao Ando or Kengo Kuma would have meant them to be. In such a conceptually-driven studio culture, using historical architectural precedents, analyzing them and extracting the essential, objective and unchanging principles they hold, and using those principles discovered though analysis in joint studio projects, has proved to offer interesting and unexpected benefits in students' ability to sense space, to understand the inherent qualities of various types of spaces and to subsequently make use of the acquired spatial experience in their projects, the results being architectural places, not just architectural spaces. Though studying the different ways in which physical spaces have been artfully created and used, programmatically speaking, throughout the history of architecture, students are given the opportunity to understand how those spaces and their interrelations objectively affect humans as conscious beings, regardless of the culture they come from or the language they speak, and offer them a deeper understanding of the spatial &quot;alphabet&quot; some architects write dry prose with, while others create profound, meaningful poetry. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]
Building Up Creativity as a Professional Skill of the Modern Manager
Author: Mironova, Margarita D.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Creativity,Job Skills,Professionalism,21st Century Skills,Problem Solving,Decision Making,Management Development,Foreign Countries,Economic Impact,Administrators

The paper focuses on the management professionalism concept in the framework of a new type of economy, the &quot;creative economy&quot;. In accordance with the skill-based approach accounting for the general professionalism model applicable to most occupations, a range of creative management abilities have been specified. It is creativity that turns into a professionally important feature of a modern manager which can be developed by occupational training educational programs and relevant training courses such as the Theory of Inventive Problem Solving and the Theory of Management Decision-Making. They enhance understanding that internal factors and environment-related factors are essential to improving creative abilities. The creative class theory directly interrelates the development of this new social stratum with the economic success of regions. Under modern civilizational development, small regions can have greater economic power, since there is already no need for large material and human resources; another change in the economy is associated with the transition from firms' competition for markets to competition of cities for creative professionals. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]
Vision Partnership, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-02-27
Type: Reports - Research
Subjects: Vision Tests,Vision,Visual Impairments,Screening Tests,Partnerships in Education,Student Needs,Health Needs,Assistive Technology,Access to Health Care,Elementary Secondary Education,Program Effectiveness,Standardized Tests,Scores,At Risk Students,Minority Group Students,Females,Racial Differences,Ethnicity,Gender Differences,Transportation,Clinics,Academic Achievement,Student Participation,Economically Disadvantaged,Student Characteristics,Special Education,Limited English Speaking,Academically Gifted,Age Differences,Barriers

The Vision Partnership is an alliance between the Houston Independent School District (HISD) and One Sight Vision Partnership that began in 2009 to address the vision and vision-related health needs of students who cannot afford eye care services. Campus-based vision screenings are offered to district students at all grade levels at no cost. In addition, through the Vision Partnership follow-up evaluations, consultations, corrective eye wear, and fittings for corrective eye wear are provided to students at no cost during special events that are held throughout the school year at multiple clinics in non-academic community locations. This may enable students to fully engage in the academic opportunities the district offers. The goal of the Vision Partnership is to enhance student achievement by ensuring that the basic vision and vision-related health needs of HISD students are met. Key findings reported include: (1) Campus-based vision screenings were provided to 89,650 students in 2012-2013 and 92,894 students in 2013-2014, an increase of 3.6 percent; (2) From the 2009-2010 school year to the 2013-2014 school year, an estimated 17,077 HISD students have received services through the Vision Partnership program, including 2,999 in 2013-2014; (3) A total of 117 or 41.8 percent of HISD's 280 schools had students participate in vision clinics provided through the Vision Partnership program, 17 (12.7 percent) fewer schools than the 134 schools that participated in 2012-2013; (4) Vision-screened students who received vision correction met the passing standards in reading at higher rates than did students district wide at grades 3, 6, 7 and 8 in 2013-2014; (5) Vision Partnership participants who received vision correction met the passing standards at higher rates than did students district wide in reading at grades 3, 5, and 6 in 2013-2014; and (6) Vision-screened students and Vision Partnership participants who received vision correction met the passing standards at higher rates than did students districtwide in mathematics at grades 6 and 7 and in writing at grade 7 in 2013-2014.
Ensuring of Differentiation and Individualization of Training as a Condition of Creation of a Trajectory of Individual Development of the Students of Arctic Schools
Author: Zhirkova, Zoya S.
Date: 2018-00-00
Type: Reports - Research
Subjects: Individualized Instruction,Student Development,Migrants,Rural Schools,Individual Development

Relevance of this article is a problem of creation of a trajectory of individual development of students by means of differentiation and individualization of training is caused by the fact that the organization of training in an individual educational trajectory demands a special technique and technology. The practical solution of this task was implemented in the conditions of nomadic and small rural schools of the Arctic, taking into account specific features of pupils and a harkter of training. Results of creation of own educational trajectory of pupils of development of languages (Even and English) and ethno-cultures are given in the article. The purpose of the article consists in creation of conditions of creation of a trajectory of individual development of students by means of the differentiated, individual training. The personal focused approach giving an opportunity to consider a problem in a complex is leading in a research. The organization of personal focused education of pupils allows each pupil to exercise the opportunities and the rights to development of subject matters. The main plan of a research consists in consideration of an individual trajectory of education as result of realization of personal potential of pupils in his development through own activity. Materials of article introduces practical value for development of the theory of personal - focused training; can be used when developing concepts of creation of a trajectory of individual development of students as factor of realization of personal potential of pupils of his further formation through own activity. Results of a research can be used for methodological justification of educational programs of subjects and ethno-cultural education. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]
Notes on the Report of the Professional Fate of the Mechanical Department Graduates of the Maritime Academy in Szczecin
Author: Matuszak, Zbigniew
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Marine Education,Foreign Countries,Educational Legislation,Higher Education,College Graduates,Navigation,Engineering,Economics,Transportation,Tests,Employment,Job Skills,Education Work Relationship,Program Descriptions,Place of Residence,Outcomes of Education

In Poland there is a Higher Education Act introduced in October 2011, which imposes an obligation to monitor the careers of graduates. Career Office Maritime Academy in Szczecin conducted a first pilot research, which aimed to prepare the mandatory tests and tame the graduates for a new trial, which are cyclic test of careers of graduates: Navigation, Mechanical and Transport Engineering and Economics. The first research was conducted among graduates who have passed engineer or master exam by the end of 2012. The paper presents the methodology of the research careers of graduates of the Maritime Academy in Szczecin in 2016. The paper presents research tools and research results. Career situation of the graduates of the Mechanical Department is characterized. Sectors of the economy and positions on which graduates found employment after graduation are presented. The paper shows assessment of the skills acquired during the studies at the Maritime Academy of Szczecin by the graduates in their professional work. The paper also provides a subjective evaluation of the studies by the respondents. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]
Formation of Key Competences of Students on the Basis of the Individual and Differentiated Approaches
Author: Spiridonova, Maya E.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Competency Based Education,Foreign Countries,Instructional Effectiveness,Second Language Learning,Cognitive Processes

Relevance of this article are questions of the differentiated approach in a specification of the purposes, tasks, contents and ways of the organization of teaching and educational process to training and formations of key competences of students on the basis of accounting of individual abilities and requirements. The purpose of article consists in a possibility of the differentiated approach in concrete educational institution and technology of implementation of individual approach to students according to the level of their abilities and opportunities for the purpose of definition of their vocational guidance, the maximum development of each personality at all grade levels. The leader in this research is individual approach to students according to the level of their abilities and opportunities for the purpose of definition of their vocational guidance, the maximum development of each personality at all grade levels. Materials of article provides practical value for formation of competences and to improvement of quality of education. Results of a research can be used for methodological justification and in development of individual training programs of training. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]
Project-Based Learning in Training of a New Generation of Specialists: A Corporative Analysis
Author: Betta, Jan
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Active Learning,Student Projects,Specialists,Comparative Education,Foreign Countries,Program Administration,Universities,Competency Based Education,Innovation,Standards

One of the most important component of innovative economy is forming of effectively functioning the work market. This is particularly true for countries with developing economy, that requires the formation of new pedagogical paradigms. The universities face a global challenge - to rebuild the educational process, taking into account the challenges and requirements of modern production. A successful preparing of future specialists, who are able to independent, creative, solving problems and strive toward their goals achieving is a practice-oriented project management education. It should consist in the work on educational project of different level of sophistication, using adapted educational attempts. Studying in this ideology, students acquire the experience of team work required in professional activity, such as team work, practice of presentation and defending of their ideas and responsibility of solutions adapted. Such an approach is actively applied in many leading universities in the world. The main task of the authors is to carry out a comparative analysis of educational design practices in different areas of training (engineering, management, public administration, organization of work with youth) in two leading universities in Poland and Russia -- Wroclaw University of Science and Technology and Ural Federal University. Used research methods are general and particular document's analysis, data integration, benchmarking, constructive congruency and case study. It is established that project competences are universals and recommended in national learning standards at all levels and streams of education. Regardless of corporative specificity, project management affects education matters, resources of educational process and pedagogical technologies. Project education of students has a systemic, infiltrating, successional and interdisciplinary character. Specificities of project learning, its social and corporative heterogeneity, are addicted many factors. Among them, the most important are project learning content, specificity of national project background, level of adaptivity in regional practices and different methodological approaches to project management--from the classical to agile one. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.]