ethanporcaro/eric-fulltext-meta huggingface dataset:
A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities, 2010-2018
Author: Liu, Kristin
Date: 2020-01-00
Type: Information Analyses
Subjects: English Language Learners,Students with Disabilities,Testing Accommodations,Student Needs,Elementary Secondary Education,Bilingual Students,Tests,Scores,Dictionaries,Glossaries,Native Language,Translation,Reading Aloud to Others,Visual Aids,Program Effectiveness

Providing accommodations during assessments for students with disabilities has long been a standard requirement in federal education legislation. Providing assessment accommodations for English learners (ELs), on the other hand, is a newer requirement appearing only over the past few decades. As such, state assessment policies vary widely in terms of what accommodations are permitted for ELs on state assessments. The purpose of this literature review is to examine the published EL accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this subject. In this review, the authors examine the purpose of each study, the type of assessment measured, the content area assessed, the type of linguistic support accommodation examined, the characteristics of the research sample and the participants, the type of research design, the findings, and the author-identified limitations. A key recommendation for researchers is to address the need for more studies on effective accommodations decision-making processes for individual ELs with varying characteristics. Additional recommendations for future research include the need to ensure the collection of accurate information documenting student use of available accommodations and an emphasis on the continued need for more studies in this area.
Black Certified Educators&apos; Lived Experiences Seeking Employment in Connecticut&apos;s Public Education System
Author: Samuels-Watkins, Anita
Date: 2019-11-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: African American Teachers,Teacher Selection,Teacher Employment,Racial Bias,Public School Teachers,Barriers,Teacher Attitudes,Job Applicants,Critical Theory,Race,Educational Opportunities

Many researchers have studied how Black educators serve as role models for Black students and affect students' academics and emotionality. Currently, a shortage of U.S. Black educators has prompted many state legislatures to create initiatives to increase the number of Black educators in school systems. In the State of Connecticut, legislators implemented initiatives in 2012 and 2015 to increase the number of minority (Black and Hispanic) school teachers and administrators. To date, these initiatives have not been successful. In fact, approximately 270 Black educators certified between 2013 and 2017 had not found employment in public schools in 2018. The researcher conducted a qualitative study to explore the perceptions and lived experiences of certified Black educators seeking employment in Connecticut's public school system. The researcher sought a better understanding of the barriers and opportunities these educators encountered throughout the hiring process. Data for this study were collected from semistructured interviews of Black certified educators in Connecticut who experienced the hiring process since the passage of legislation seven years ago. The researcher found all participants perceived racial discrimination and unconscious bias when applying for positions. The personal stories of participants represented their various challenges, which included many application submissions, few interviews, and even fewer hires. In addition, participants seeking administrator opportunities found the path toward job attainment more difficult than did those pursuing teaching positions. Because the State has expressed the need for more Black certified educators, and Black certified educators are finding it difficult to get hired, a better understanding of possible motives is needed. The findings show that Connecticut's State Department of Education should monitor human resource departments and hiring practices at the local and district levels. [This dissertation is published in Theses and Dissertations at DUNE: DigitalUNE.]
Developing Policy to Prevent Youth Suicide. Policy Update. Vol. 21, No. 3
Author: Blanco, Megan
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Suicide,Prevention,Educational Policy,Student Needs,State Boards of Education,Board of Education Role,At Risk Students,Agency Cooperation,School Community Relationship,State Legislation,Wellness

Between 2007 and 2017, the suicide rate among young people ages 10-24 increased by 56 percent, making it the second leading cause of death in the United States for this age group. State boards of education must ensure that students have the supports, environments, and education necessary to thrive. To lay the foundation, these policymakers can collaborate on a model suicide prevention policy. U.S. students face persistent pressures to juggle academics, social dynamics, and multiple responsibilities in addition to dealing with cyberbullying, social media, safety, and the availability of drugs and alcohol. As a result, many students may develop debilitating health conditions--anxiety, depression, sleep loss, substance use, and eating disorders--which can escalate to suicide ideation and attempts. This update examines suicide prevention policies in the United States. It also has questions and resources so state boards can help address youth suicide in their states.
Strategies for Addressing Mental Health Support on Campus. NASPA Policy and Practice Series. Issue No. 4
Author: Wesley, Alexa
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Mental Health,Student Needs,Student Personnel Services,Student Personnel Workers,School Counselors,School Health Services,Legal Responsibility,Mental Disorders,Educational Legislation,Parent Rights,Privacy,Student Records,Federal Legislation,Civil Rights Legislation,Students with Disabilities,Access to Health Care,Fees,Costs,Referral,School Personnel,Diversity,Telecommunications,Interdisciplinary Approach,School Counseling,Student Participation

This issue of &quot;Policy and Practice&quot; offers counselors and student affairs professionals strategies to effectively support the mental health needs of today's students. Students require transparent, connected, and flexible systems that meet the full range of mental health needs. To achieve such systems, institutions must have a robust infrastructure in place that includes a clearly defined scope of service that best fits the campus context; well-documented policies and procedures centered on equity and in alignment with applicable legal and ethical standards; and mechanisms for cross campus communication, assessment, and ongoing improvement. This brief overviews relevant federal legislation and liability concerns, highlights trends in counseling center practices, and offers recommendations for campus mental health policies and practices.
Critical Care: Policy Recommendations to Restore American Higher Education after the 2020 Coronavirus Shutdown
Author: National Association of Scholars (NAS)
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Disease Control,Colleges,Higher Education,Educational Finance,Economic Factors,Student Needs,Financial Support,Student Financial Aid,Loan Repayment,Student Loan Programs,Intellectual Freedom,Civil Rights,Teacher Salaries,National Security,Foreign Students,Tuition,Foreign Countries,Undocumented Immigrants,Compliance (Legal),State Policy,Educational Policy,Costs,Constitutional Law,COVID-19,Pandemics,School Closing

The coronavirus pandemic has inflicted enormous financial damage on colleges and universities and the cost is still growing. American higher education will undergo an unprecedented financial crisis in the coming months. &quot;Critical Care&quot; is a plan to guide the federal response to these unprecedented disruptions facing higher education in the midst of the pandemic.
Promoting Persistence in the Biological and Medical Sciences: An Expectancy-Value Approach to Intervention
Author: Hecht, Cameron A.
Date: 2019-00-00
Type: Reports - Research
Subjects: First Generation College Students,College Science,Introductory Courses,Biology,STEM Education,Biomedicine,Majors (Students),Academic Persistence,Minority Group Students,Achievement Gap,Science Achievement,Intervention,Outcomes of Education,Psychological Patterns

A wide range of occupations require science, technology, engineering, and mathematics (STEM) skills, yet almost half of students who intend to pursue a postsecondary STEM education abandon these plans before graduating from college. This attrition is especially pronounced among underrepresented groups (i.e., racial/ethnic minorities and first-generation college students). We conducted a 2-year follow-up of a utility-value intervention that had been implemented in an introductory biology course. This intervention was previously shown to improve performance in the course, on average and especially among underrepresented students, reducing the achievement gap. The goal of the present study was to examine whether the intervention also impacted persistence in the biomedical track throughout college. The intervention had a more positive impact on long-term persistence for students who were more confident that they could succeed at the beginning of the course, and this effect was partially driven by the extent to which students reflected on the personal relevance of biological topics in their essays. This mechanism was distinct from the process that had been found to underlie intervention effects on performance-engagement with course material-suggesting that utility-value interventions may affect different academic outcomes by initiating distinct psychological processes. Although we did not find that the intervention was differentially effective for underrepresented students in terms of persistence, we found that positive effects on performance were associated with increased persistence for these students. Results suggest that utility-value interventions in an introductory course can be an effective strategy to promote persistence in the biomedical sciences throughout college. [This is the in press version of an article published in &quot;Journal of Educational Psychology&quot; (ISSN 0022-0663). For the final published version of this article, see EJ1232813.]
How Students Learn Content in Science, Technology, Engineering and Mathematics (STEM) through Drawing Activities
Author: Wu, Sally P. W.
Date: 2019-01-15
Type: Reports - Research
Subjects: STEM Education,Freehand Drawing,Learning Processes,College Students,Correlation,Self Management,Standardized Tests,Executive Function,Art Activities,Control Groups,Cognitive Processes,Schemata (Cognition),Spatial Ability,Social Influences,Cultural Influences,Visual Perception,Intellectual Disciplines,Instructional Design,Learning Activities

Recent research suggests that drawing activities can help students learn concepts in the science, technology, engineering, and mathematics (STEM) disciplines. In particular, drawing activities, which mimic the practices of STEM professionals, can help students engage with visual-spatial content. However, prior work has also shown that students struggle to learn from drawing activities. One major issue is that the learning processes underlying the effects of drawing activities are mostly unknown, and therefore, it is unclear how best to design effective drawing activities in STEM learning environments. To address this gap, our review of prior research investigates which learning processes may explain how drawing activities facilitate learning of STEM content. Specifically, we reviewed prior research across cognitive and sociocultural theoretical perspectives. We identified six learning processes fostered by drawing activities. Each learning process describes how drawing can change the way students interact with the content. Our review shows how instructional support for drawing activities that targets each learning process can enhance learning. Our findings have theoretical implications regarding how drawing activities have been studied and yield open questions about the mechanisms accounting for the effects of drawing activities on students' learning in STEM disciplines. Further, our findings suggest practical recommendations on how to effectively implement drawing activities that help students learn STEM content. [This is the online version of an article published in &quot;Educational Psychology Review.&quot; For the final published version of this article, see EJ1206582.]
Expanding the Frame: Institutional Responses to Students Accused of Sexual Misconduct
Author: Henkle, Jennifer E.
Date: 2020-01-00
Type: Reports - Research
Subjects: Rape,Universities,National Surveys,Campuses,Incidence,Program Descriptions,College Students,Institutional Characteristics,Best Practices,Sexual Abuse,Intervention,Planning,Prevention,At Risk Persons,Sexual Harassment,Law Enforcement,Disclosure,Confidentiality,School Safety,Federal Legislation,Victims,Advocacy,Student Personnel Services,Staff Development

This report presents findings from a national survey to ascertain the prevalence of respondent services on college and university campuses, the institutional positionality of those services, and how those support services operate. A joint project of NASPA and the University of Kentucky College of Education, this research provides a landscape view of the services available to responding parties in campus sexual misconduct cases. The report presents challenges campuses are facing in providing respondent services as well as recommendations for improving student services. [This report was produced by the University of Kentucky College of Education.]
A Second Chance: College-in-Prison Programs in New York State
Author: Craft, Trevor
Date: 2019-06-04
Type: Reports - Research
Subjects: Correctional Education,Correctional Rehabilitation,Postsecondary Education,Institutionalized Persons,Federal Aid,Grants,Public Colleges,Private Colleges,Eligibility,Student Recruitment,Admission Criteria,Educational Quality,Educational Finance,Program Implementation,Best Practices,Educational Legislation

College-in-prison programs are run by accredited universities and colleges, and allow participants to earn college degrees intended to facilitate positive real-world outcomes outside of the criminal justice system. Reduced rates of recidivism and increased employment opportunities are among the most cited benefits of providing higher education to incarcerated individuals. Correctional education can also have a positive impact on incarcerated students, the community inside the prison, and society writ large. While academic literature has made clear that programs of this type are extremely effective in improving recidivism rates and labor-market outcomes for formerly incarcerated students. However, less is known about best practices and policies for educating the prison population. In the 2019, the authors performed an extensive review of the academic literature and conducted in-depth interviews with policy experts and practitioners in order to identify best practices and develop recommendations for promoting postsecondary correctional education throughout New York State prisons.
The Pedagogical Model of Philippine STEAM Education: Drawing Implications for the Reengineering of Philippine STEAM Learning Ecosystem
Author: Anito, Jovito C., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,STEM Education,Agricultural Education,Animal Husbandry,Educational Change,Change Strategies,Skill Development,Labor Needs,Job Skills,Models,Educational Methods,School Business Relationship,Teacher Competencies,Outcomes of Education,Educational Quality,Accreditation (Institutions)

The education sector has to cope with the shifting contour of the global economic landscape. Because industries are highly technology-driven, and humans are at the brink of being replaced by machines, new set of skills are required from the human workforce. Higher education institutions (HEIs) need to nurture graduates who demonstrate skills that machines are not capable of. Because most innovations emerge from Science, Technology, Engineering, Agri-Fisheries, and Mathematics (STEAM) disciplines, STEAM education needs to be reinvented. This article proposes a framework to reengineer the Philippine STEAM learning ecosystem, inspired by the recently developed Philippine Pedagogical Model of STEAM Education. The proposed framework was developed as a recommendation to the Philippine government on how the current paradigm and practices of STEAM education in the country can be further improved. The proposed framework features a skills-based learning architecture where competencies are mapped primarily from industry requirements and global trends. The proposed framework specifically implies venturing into non-conventional learning modalities to uphold efficient and effective development of emerging and future skills requirements of the labor market, thereby increasing its productivity and innovation indices.
Determining the Sports Participation Motivations of Ski Athletes
Author: Duyan, Mehdi
Date: 2020-00-00
Type: Journal Articles
Subjects: Motivation,Athletics,Adolescents,Early Adolescents,Foreign Countries,Participation,Skill Development,Physical Activities,Physical Fitness,Competition,Recreational Activities,Social Status,Success,Teamwork,Friendship,Cooperation,Leisure Time,Secondary School Students

The research was carried out to determine the motivation of sports participation for licensed skiers who have been actively working for at least 3 years within Bitlis, Erzurum, Hakkâri, Mus Youth and Sports Provincial Directorate. In the sample of this descriptive study, a total of 125 athletes between the ages of 11-19 were included. Frequency, percentage, and arithmetic average calculations were made statistically. Besides, according to normality test, since the data did not show normal distribution, the Mann Whitney U test was used for binary comparisons from nonparametric tests, and Kruskal Wallis H variance analysis was used to compare more than two groups. p &lt;0.05 was considered statistically significant. The most important sub-dimensions of skating athletes' participation in sports are &quot;Skill Development&quot; (1,17 ± 0,327), &quot;Moving / Being Active&quot; (1,19 ± 0,365), &quot;Physical Fitness&quot; (1,25 ± 0,353), &quot;Competition&quot; (1,26 ± 0,392), &quot;Entertainment&quot; (1,28 ± 0,368), &quot;Success / Status&quot; (1,30 ± 0,356), &quot;Team Membership / Spirit&quot; (1, 32 ± 0.430) and &quot;Friendship&quot; (1,38 ± 0,458) respectively. While there was no significant difference according to gender and age variables, &quot;Team Membership / Spirit&quot;, &quot;Friendship&quot;, &quot;Physical Fitness&quot; and &quot;Entertainment&quot; sub-dimensions were found to be significant differentiation. As a result, it can be said to have an important role for ski athletes to have a sense of togetherness, to evaluate their leisure time, to have a healthy and high moral strength through sport.
Understanding the Australian Vocational Education and Training Workforce. Research Report
Author: Knight, Genevieve
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Labor Force,Labor Force Development,Vocational Training Centers,Employment Patterns,Vocational Education Teachers,National Surveys,Teacher Qualifications,Volunteers

A comprehensive picture of the overall vocational education and training (VET) market combined with an updated profile of the VET workforce is essential to informing policy development and workforce planning to ensure the sector has the capacity to meet the skill development needs of industry in a rapidly changing economy. This report presents estimates of the size and nature of the Australian VET workforce as of February 2019. Using data collected between March and May 2019 through the 2019 National VET Workforce Survey, the report provides an estimate of the number of individuals working in registered training organisations (RTOs), with a particular focus on the qualifications held by trainers and assessors. Information is also presented for volunteers, who play an important role in some RTOs.
Tracking and the Future of Career and Technical Education: How Efforts to Connect School and Work Can Avoid the Past Mistakes of Vocational Education
Author: Hodge, Emily
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: School Role,Career Exploration,Career Readiness,Track System (Education),Equal Education,Educational History,High Schools,Administrator Role,Minority Group Students,Low Income Students,Social Class,Racial Bias,Ethnicity,Career Education,Technical Education,Elementary Secondary Education,Educational Legislation,Federal Legislation

Despite the popularity of Career and Technical Education (CTE), concerns remain about the availability of resources for different CTE pathways, their relative status, and the degree to which adults working within schools are problematically sorting students explicitly or implicitly into different course-taking pathways. This brief examines the tension that has often arisen between the desire to link learning to post-high-school work and the desire to avoid low academic expectations for students perceived as unlikely to attend college. The authors explore the question of how schools might meaningfully support career exploration and preparation, while avoiding the tendency of prior vocational education to disproportionately sort students into distinct tracks by ethnic, racial, and/or socioeconomic characteristics. They conclude with recommendations for enacting CTE in ways that support the equitable distribution of educational opportunity.
Improving STEM Learning through Collaboration. State Innovations. Vol. 23, No. 2
Author: Hedger, Joseph
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: STEM Education,Access to Education,State Standards,Science Instruction,Career Readiness,College Readiness,Educational Policy,Community Involvement,Elementary School Science,Secondary School Science,Partnerships in Education,Credentials

The Every Student Succeeds Act (ESSA) calls on states to take advantage of new opportunities to combat uneven access to quality instruction in science, technology, engineering, and math (STEM)--a key component of a well-rounded education. This piece highlights how state boards are improving STEM learning through revised standards, special diplomas, and promotion of partnerships.