ethanporcaro/eric-fulltext-meta huggingface dataset:
German: The German Language in Education in South Tyrol (Italy), 2nd Edition. Regional Dossiers Series
Author: Huber, Ulrike, Comp.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: German,Foreign Countries,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Educational Legislation,Language of Instruction,Second Language Learning,Instructional Materials

This regional dossier aims to provide a concise description of the European minority language, German in South Tyrol, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Lists of regulations, references and further reading, and useful addresses concerning the minority language are given at the end of the dossier. [This Regional dossier was originally compiled by Katrin Pircher, Ulrike Huber and Herbert Taschler. Ulrike Huber, Helmuth Mathà and Herbert Taschler updated the dossier in 2017. Unless otherwise stated academic data refer to the 2016/2017 school year.]
Scots: The Scots Language in Education in Scotland, 2nd Edition. Regional Dossiers Series
Author: Niven, Liz, Comp.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Language Minorities,Indo European Languages,Foreign Countries,Educational Policy,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Adult Education,Diachronic Linguistics,English,Language of Instruction,Second Language Learning,Second Language Instruction,Language Usage

This regional dossier aims to provide a concise description of the European minority language, Scots, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Lists of regulations, references and further reading, and useful addresses concerning the minority language, are given at the end of the dossier. [This Regional dossier was originally compiled by Liz Niven. She updated the dossier in 2017. Unless otherwise stated academic data refer to the 2016/2017 school year.]
Extracting Success in Pre-K Teaching: Approaches to Effective Professional Learning across Five States
Author: Lieberman, Abbie
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Teacher Competencies,Preschool Teachers,Preschool Education,Kindergarten,Child Development,Developmentally Appropriate Practices,Knowledge Base for Teaching,Faculty Development,Teacher Leadership,Coaching (Performance),Alignment (Education),Program Effectiveness,STEM Education,Teacher Role,Technological Literacy,Mentors,Outcomes of Education,Social Development,Emotional Development,Literacy Education,Language Skills

There are multiple explanations for why many children do not have access to well-prepared pre-K teachers. The five programs profiled in this report show that it is possible to give pre-K teachers rich, research-based training that prepares them to work with young children. However, there is a scarcity of opportunities focused on the developmental needs of young children and most programs lack the funding to execute them well. The five profiles show how communities within New Jersey, Texas, Illinois, Tennessee, and California are strengthening pre-K teachers' knowledge and competencies to ensure that they are effectively prepared to work with young children. This report includes a range of models at different stages in their development that are taking different approaches to professional learning and focusing on different content areas. Researchers sought out local models that were being evaluated for their effectiveness, because as Curry School of Education explains, while there are agreed-upon components of high quality professional learning, there is also evidence that many well-designed professional learning programs do not improve teacher practice or child outcomes. These five programs, while different from one another, each incorporate multiple aspects of what experts have determined to be high-quality professional learning. These program profiles illustrate that offering high-quality professional learning requires planning and careful implementation. Programs need to create structures and content that align with the research about how both adults and children learn best. Five lessons for professional learning design and implementation emerged from research on these programs: (1) Embrace that high-quality professional learning is an investment of time and money; (2) Help teachers and administrators see the value early on; (3) Develop opportunities for teacher leadership and growth; (4) Coach the coaches; and (5) Align the program model with the latest research on professional learning and use evaluation tools for continuous improvement.
Walking the Tightrope: Teacher Effectiveness and Personnel Policies. NCTQ Databurst
Author: National Council on Teacher Quality
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Job Layoff,Teacher Dismissal,State Policy,Teacher Effectiveness,Teacher Evaluation,Geographic Regions,Grievance Procedures

Deciding under what circumstances teachers are laid off during a reduction in force or dismissed will always be a tightrope. Teachers deserve a fair process and one that respects their contributions to a school district, just as every student deserves competent teachers. This NCTQ Databurst looks at how states approach these two tough issues, examining if states are achieving an appropriate balance of interests between teachers and students.
Strengthening Reading Instruction through Better Preparation of Elementary and Special Education Teachers. NCTQ Databurst
Author: National Council on Teacher Quality
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Reading Instruction,Elementary School Teachers,Special Education Teachers,Preservice Teacher Education,Preservice Teachers,Teaching Methods,Teacher Competencies,State Standards,State Policy,Teaching Skills,Teacher Qualifications,Standardized Tests

This study examines all 50 states' and the District of Columbia's requirements regarding the science of reading for elementary and special education teacher candidates.
Making a Difference: Six Places Where Teacher Evaluation Systems Are Getting Results
Author: Putnam, Hannah
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Evaluation Methods,Program Effectiveness,School Districts,Program Implementation,Program Development,Teacher Competencies,Teacher Persistence,Teacher Effectiveness,Teacher Recruitment,Achievement Gains,Student Surveys,Faculty Development,Feedback (Response),Teacher Attendance,Teacher Responsibility,Compensation (Remuneration)

The past decade has been marked by rapid changes in teacher evaluations. While many districts and states announced their intention to install better systems, they faced political and structural challenges. In this study, [National Council on Teacher Quality] NCTQ examines evidence of the impact of teacher evaluation in six places (four districts and two states) that have stayed the course in developing and implementing improved teacher evaluation systems: Dallas Independent School District, Denver Public Schools, District of Columbia Public Schools, Newark Public Schools, New Mexico, and Tennessee. The districts and states highlighted here have surmounted challenges to implement successful teacher evaluation systems that are yielding substantial benefits.
Building Better Degrees Using Industry Certifications: Lessons from the Field
Author: Prebil, Michael
Date: 2018-09-17
Type: Reports - Research
Subjects: College Students,Academic Degrees,Student Certification,Industry,Community Colleges,Technical Institutes,Credentials,Licensing Examinations (Professions),State Agencies,Educational Finance,Program Implementation

The Bachelor's of Applied Science in Information Technology is one of almost 40 bachelor's and associate degrees at Broward College that embed industry certifications into the course of study. Programs with embedded certifications allow students to earn two types of credentials: one issued by industry, the other by higher education. These new degree designs are particularly well-suited to adult learners with significant work experience and clear career advancement goals. While Broward is certainly not the only college embedding certifications into its degree programs, relatively little is known about the practice. Which institutions are doing it, in which programs, and to what effect? In 2016, Lumina Foundation conducted the first national survey of institutions aimed at finding out how they use industry certifications. It revealed that many community and technical colleges across the country embed certifications into a number of their certificate and degree programs. The survey also revealed a host of financial, administrative, and practical challenges that make it hard for institutions to scale up the practice beyond a few degree offerings. In 2017, New America conducted follow-up research with survey respondents to better understand the opportunities for, and challenges to, embedding certifications into degree programs through a series of in-depth interviews and site visits. They also learned how some institutions were able to overcome challenges through a combination of creative leadership and targeted support from state education and workforce agencies. This paper begins with a review of the research on the use and value of industry certifications. The authors then summarize the current landscape of embedded certifications as uncovered through Lumina Foundation's survey. Next, they present the results from their own research, including key similarities and differences among interviewed institutions, followed by an in-depth look at Broward College's success at embedding industry certifications across a wide range of degree programs.
Comparative Throughput Analysis for AB 705 Compliance: Disaggregation by EOPS and DSPS Student Populations
Author: RP Group
Date: 2018-10-00
Type: Reports - Research
Subjects: Compliance (Legal),Community Colleges,State Legislation,College Mathematics,College English,Student Placement,Two Year College Students,Statistics,Calculus,Grade Point Average,Academic Achievement,Disabilities

The Multiple Measures Assessment Project (MMAP) research team has conducted this study in order to examine whether student completion of a transfer-level course in math or English within one year varies by students' participation in either the Extended Opportunities Programs and Services (EOPS) program or the Disabled Students Programs and Services (DSPS) program. In addition, this study seeks to examine if throughput rates vary in relation to whether a student enters directly into a transfer-level English or math course compared to beginning the sequence one level below transfer. The data examined in this report are disaggregated by students' EOPS and DSPS status and across high school grade point average (HSGPA) ranges associated with different levels of college course performance as determined by the Multiple Measures Assessment Project decision trees for transfer-level English, statistics, and pre-calculus. This report presents the throughput rates for students whose first course at a California Community College (CCC) was either at transfer-level or one level below transfer in English, statistics, or pre-calculus to determine whether observations of higher throughput for direct placement are consistent across subpopulations in the CCCs. In the first section of the report, the report briefly provides an important context for this study by describing MMAP's use of decision trees and the ways in which MMAP analyses are now being utilized to advance compliance with newly adopted AB 705 requirements. The remainder of the report presents the success rates of students who entered English or math at transfer level and also analyzes the throughput rates for students who began at one level below and then went on to enroll in the transfer-level course. These success and throughput rates are examined by students' EOPS and DSPS participation and are further disaggregated by students' level of high school performance. The report concludes with a summary of the primary takeaways and overall recommendations. [This report was co-written with Educational Results Partnership.]
Painting the ESSA Canvas: Four Ideas for States to Think Big on Educator Quality
Author: Tooley, Melissa, Ed.
Date: 2017-03-00
Type: Collected Works - General
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Teacher Effectiveness,Preservice Teacher Education,Teacher Recruitment,Teacher Persistence,Teacher Evaluation,Faculty Development

Across the country, states are working to develop the plans required by the Every Student Succeeds Act (ESSA), the latest reauthorization of the federal Elementary and Secondary Education Act of 1965. One area of ESSA--Part A of Title II--is specifically focused on &quot;preparing, training, and recruiting high-quality teachers, principals, or other school leaders.&quot; Despite the Trump Administration's proposal to eliminate Title II-A funding in its recently-released budget blueprint, a focus on human capital remains a critical aspect of state and district strategies for school improvement and ensuring equitable access to effective teachers. Title II-A of ESSA provides states and districts with new latitude to think beyond a &quot;paint by numbers&quot; approach to educator quality. In this brief, New America interviewed education policy experts, selected for their individual and organizational expertise, to provide clear, actionable ideas and examples of where states can &quot;think big&quot; in employing ESSA Title II-A funds. Each interview digs into an area explicitly highlighted in Title II-A, and provides contours of what a high-potential, high-quality state effort to re-envision (or double down on) work in that area could look like: (1) educator preparation; (2) educator recruitment and retention; (3) educator evaluation and support systems; and (4) comprehensive professional learning systems. In addition to providing innovative, actionable ideas for states, the brief also highlights key themes that arise throughout for how states can support equity and excellence in their schools. Contributors to this brief's interviews are: (1) Benjamin Riley (Deans for Impact) on educator preparation; (2) Stephanie Dean and Bryan Hassell (Public Impact) on educator recruitment and retention; (3) Alexandra Broin and Margaret Young (New Leaders) on educator evaluation and support; and (4) Melinda George and Janice Poda (Learning Forward) on comprehensive professional learning systems.
Socioeconomic Status as a Moderator of the Link between Reappraisal and Anxiety: Laboratory-Based and Longitudinal Evidence
Author: Hittner, Emily F.
Date: 2018-12-17
Type: Reports - Research
Subjects: Socioeconomic Status,Anxiety,Cognitive Processes,Psychological Patterns,Evaluation,Measurement Techniques,Longitudinal Studies,Spouses,National Surveys,Measures (Individuals),Adults

Cognitive reappraisal reduces anxiety, but we know little about how socioeconomic status (SES) moderates this association. Drawing from developmental, affective, and health psychological frameworks, the present two studies investigated SES as a moderator of reappraisal and anxiety using performance-based (Study 1) and self-report (Study 1 and 2) measures of reappraisal; analyzing non-clinical (Study 1) and clinical (Study 2) symptoms of anxiety; and utilizing a small, laboratory-based study (Study 1) and a large-scale 9-year longitudinal study (Study 2). Across studies, findings showed that reappraisal predicted lower anxiety at low levels of SES but did not or less so at high levels of SES. These results were found for self-report measures of reappraisal; generalized across non-clinical and clinical symptoms of anxiety; and emerged both concurrently and prospectively across 9 years. Findings remained stable when controlling for a number of covariates, including age, gender, and race; were more robust for income than education; largely generalized across gender (except for a men-specific moderation effect for education in Study 2); and were directional such that SES did not moderate associations between anxiety and changes in reappraisal. These findings highlight the importance of considering socioeconomic context in the link between reappraisal and anxiety. [This is the online version of an article published in &quot;Emotion.&quot;]
Why Didn&apos;t Students Complete a Free Application for Federal Student Aid (FAFSA)? A Detailed Look. Stats in Brief. NCES 2018-061
Author: Bahr, Steven
Date: 2018-12-00
Type: Reports - Research
Subjects: College Students,College Applicants,Student Financial Aid,Financial Aid Applicants,Paying for College,Access to Education,Barriers,High School Students,College Bound Students,Grade 9,Student Characteristics,High School Graduates,Student Needs,Parent Financial Contribution,Debt (Financial),Eligibility

The Free Application for Federal Student Aid (FAFSA) is an important tool to help students find financial assistance. Not only do students fill out the FAFSA to apply for federal aid for post-secondary education, but also to be considered for aid by states, institutions, and private funders. Thus, filling out the FAFSA, specifically, and applying for financial aid, more generally, is one of many important steps that college-going students might undertake in their transition from secondary to postsecondary education (Klasik 2012), and challenges with financial aid considerations--alongside other barriers--may undercut students' access to higher education (Castleman and Page 2013, French and Oreopoulos 2017). This brief builds on prior National Center for Education Statistics (NCES) publications (Chen, Wu, and Tasoff 2010; Ifill 2016) to provide an updated and detailed look at why students or their parents reported that they did not complete the FAFSA. This report uses data from the 2013 Update of the NCES High School Longitudinal Study of 2009 (HSLS:09), a nationally representative study of a cohort of students who were ninth-graders in fall 2009. HSLS:09 focuses on understanding students' trajectories from the beginning of high school into higher education and the workforce.
Dual Language Learner Data Gaps: The Need for Better Policies in the Early Years
Author: Carnock, Janie T.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Bilingualism,Bilingual Students,Early Childhood Education,Educational Policy,School Readiness,Kindergarten,Program Effectiveness,Enrollment Trends,English Language Learners,Geographic Location,Student Evaluation,State Standards

Because dual language learners (DLLs) represent a growing segment of the U.S. population, and because the early years are so foundational to long-term success, it is important that education leaders have clear insights about these students: who and where they are, the services they receive, and how they are progressing. Several advocates and researchers have drawn attention to the need for better early care and education (ECE) data systems for all children in general. Such information has potential to empower a variety of audiences: policymakers, families, educators, and other community stakeholders. To be most effective, the leaders designing these data policies should pay particular attention to how they incorporate multilingual children and families, responding to their distinct needs and assets. At present, there is wide room for improvement in this area. Glaring information gaps are problematic: without increasing the availability and quality of ECE data on DLLs, state policymakers cannot serve these children in intentional, equitable ways. The U.S. Department of Health and Human Services and U.S. Department of Education officials have stressed that better DLL data is vital to state leaders' decision-making in allocating finite resources, developing educators' competencies, and reaching out to and partnering with families in culturally and linguistically responsive ways. How, then, can state leaders build data systems that more fully account for the growing population of DLLs and their distinct needs? This report highlights current practices and proposes how states can better collect and use ECE data in three areas: (1) tracking DLL enrollment; (2) evaluating program quality; and (3) assessing kindergarten readiness. Ultimately, better data across these domains has potential to empower leaders and families, addressing key information gaps to serve DLLs more strategically.
Can Moving Teachers between Grade Levels Actually Hurt Student Learning?
Author: National Council on Teacher Quality
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Instructional Program Divisions,Teacher Distribution,Program Effectiveness,At Risk Students,Teacher Effectiveness,Teacher Persistence,Leadership Responsibility

A great deal of attention has been given to the learning loss that can take place under brand new teachers, but there is a growing body of research that shows moving teachers between grade levels, or &quot;grade switching,&quot; can actually be harmful to student achievement, too. While grade switching is a common practice for many reasons (about a quarter of all teachers in a school have switched grades any given year), there are a few things to consider when determining teacher assignments for the coming year. This document discusses the following topics for consideration: (1) Grade switching is not good for teachers; (2) The negative impact on student learning is big and can still be measured two years out; (3) &quot;Strategic&quot; grade switching may actually backfire; (4) The most vulnerable students are more likely to be assigned to a teacher who switched grades; (5) Teachers who switch schools see an even bigger decline in effectiveness; and (6) Keeping teachers in the same grade also helps retain teachers. Recommendations for school leaders are included.