ethanporcaro/eric-fulltext-meta huggingface dataset:
Everyday Mathematics®. What Works Clearinghouse Intervention Report. Updated November 2015
Author: What Works Clearinghouse (ED)
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematics Curriculum,Elementary Education,Preschool Education,Mathematical Concepts,Mathematics Skills,Program Effectiveness,Mathematics Achievement,Concept Formation,Skill Development,Relevance (Education),Problem Solving,Educational Technology,Communication Skills,Family Involvement,Program Evaluation

The &quot;Everyday Mathematics®&quot; curriculum aims to provide students in prekindergarten through grade 6 with multiple opportunities to learn math concepts and practice skills. Since the release of the WWC's 2010 Everyday Mathematics report, the curriculum continues to be widely used and evaluated. This updated review includes 30 studies that were not in the 2010 report. Despite the new research, no additional studies meet WWC design standards and therefore, the WWC rating remains unchanged. Based on the research, the program was found to have potentially positive effects on math achievement for elementary students. The following are appended: (1) Research details for Waite, 2000; (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. A glossary of terms is provided. [For the 2010 edition of this report see ED511794.]
Coping with Changes in International Classifications of Sectors and Occupations: Application in Skills Forecasting. Research Paper No 43
Author: Kvetan, Vladimir, Ed.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Coping,Classification,Educational Change,Educational Practices,Change Strategies,International Studies,Labor Market,Job Skills,Skill Analysis,Database Design,Database Management Systems,National Standards,Alignment (Education),Usability,Trend Analysis,Employment Qualifications,Employment Statistics,Job Development,Performance Technology,Foreign Countries

Reliable and consistent time series are essential to any kind of economic forecasting. Skills forecasting needs to combine data from national accounts and labour force surveys, with the pan-European dimension of Cedefop's skills supply and demand forecasts, relying on different international classification standards. Sectoral classification (NACE) and occupational classification (ISCO) standards underwent substantial changes in recent years, related not only to internal structure but also the logic of how companies or workers are classified. It is natural that changes to key classification standards had significant impact on this pan-European exercise but Cedefop has developed methodology to overcome this problem and to find the best match between the old and new classifications. This publication details Cedefop's action, which should also have value for those dealing with labour market analysis at national level. The following are appended: (1) General limits of the LFS-based database; (2) Cedefop pan-European forecasting model of skills supply and demand; and (3) Detailed results of employment share analysis. [This research paper is based on contributions from Terry Ward, Robert Stherer (Alphametrics), and Rob Wilson (Institute for employment research University of Warwick. This project is supported financially by the progress programme, a European Union programme to promote employment and social solidarity (2007-13).]
Navigating Difficult Waters: Learning for Career and Labour Market Transitions. Research Paper No 42
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-00-00
Type: Reports - Research
Subjects: Career Readiness,Labor Needs,Adults,Individual Needs,Professional Identity,Biographies,Change Agents,Lifelong Learning,Career Development,Midlife Transitions,Data Analysis,Educational Opportunities,Transitional Programs,Guidance Programs,Barriers,Performance Factors,Adult Learning,Professional Development,Professional Education,Educational Practices,Foreign Countries,Interviews

This report analyses how learning supports labour market transitions and career changes of adult workers across five countries (Denmark, Germany, Spain, France and Italy). To make the most of career and labour market opportunities, individuals have to rely on their own resources and their agency but also know how to navigate the institutional context. To make successful labour market transitions, individuals need to have a sense of direction, they need to learn about opportunities, and they need to learn skills. Education and training has a special role in supporting adult workers in their careers, providing them with the competences, qualifications and, in some cases, with the self-confidence needed for successful transition. Guidance services tailored to individual needs can help individuals find appropriate career trajectories in their search for suitable job opportunities, and can foster relational, emotional, cognitive and practical learning. [This report is the result of a team effort. Cedefop is grateful to Alan Brown, Jenny Bimrose and Barbara Merrill from the University of Warwick (Institute for Employment Research and Centre for Lifelong Learning) for coordinating the research teams and contributing to and editing project reports. The interviews were carried out and the country reports prepared by country teams: Massimo Tomassini from the Faculty of Education Science, University of Roma Tre and Silvia Zanazzi from the Faculty of Education Science, University of Roma La Sapienza (Italy); Rie Thomsen, Ida Juul and Pia Cort from Aarhus University (Denmark); Esther Oliver and Lena de Botton from the University of Barcelona and Itxaso Tellado from University of Vic (Spain); M'Hamed Dif from the University of Strasbourg (BETA-Céreq Alsace), Rachel Mulvey from the University of East London and Sophie Perdrix from the University of Lausanne (France); as well as Simone Haasler and Barbara Rinken from the University of Bremen (Germany). Cedefop experts Antje Barabasch and Giovanni Russo coordinated the study, under the supervision of the Head of Area Pascaline Descy, with a valuable contribution from Pedro Moreno Da Fonseca who reviewed this publication. The work was carried out under Cedefop's service contract No AO/RPA/GRUSSO-ABARA/Narrative learning transitions/015/11.]
Skills for a Low-Carbon Europe: The Role of VET in a Sustainable Energy Scenario. Synthesis Report. Research Paper No 34
Author: Ranieri, Antonio, Ed.
Date: 2013-00-00
Type: Reports - Research
Subjects: Labor Market,Public Policy,Foreign Countries,Intervention,Conservation (Environment),Qualitative Research,Statistical Analysis,Energy Conservation,Sustainability,Employment,Job Skills,Vocational Education,Technical Education,Climate,Vignettes,Employment Qualifications

This report provides an analysis of the labour market impacts of EU policy interventions designed to support the transition to a job-rich, low-carbon economy. The approach taken is innovative as it combines quantitative (econometric modelling) and qualitative (case study) methods to investigate the expected impact of sustainable energy policies on employment and skills demand, while providing insights for the development of effective policies for VET activities that allow skills demands to be met. This report claims that the climate and energy targets can be achieved at the same time as EU employment targets. However, to do so requires greater integration of climate and energy polices with measures to support employment and skills development across the EU. Recognising the complementarity of education and training policies to low-carbon strategies is essential to ensuring skills needs are met and that the transition process is not held back. The following annexes are included: (1) Glossary of terms; (2) Abbreviations; (3) References; (4) Model-based approach; (5) Detailed model outputs; (6) Sustainable energy policy context; and (7) Domain analysis.
Macroeconomic Benefits of Vocational Education and Training. Research Paper No 40
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Job Skills,Foreign Countries,Educational Attainment,Productivity,Skill Development,Academic Achievement,Skilled Occupations,Skilled Workers,Unskilled Workers,Educational Methods,Cross Cultural Studies,Cultural Differences,Secondary Education,Postsecondary Education,Employment Qualifications

Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth. This report builds on and expands this body of research in two ways: (1) It investigates the differential impact of various skill types--higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low--on labour productivity; and (2) It accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six European Union Member States--Denmark, Germany, France, the Netherlands, Sweden, and the United Kingdom--representing different modes of vocational education and training (VET) and those for which data were available. The analysis suggests that general and vocational skills complement each other and that the effect of certified skills on productivity is stronger when certified skills are reinforced by training. This study underlines that learning in the workplace, both in initial and continuing VET, makes a fundamental contribution to productivity, and comes to support policy efforts to develop apprenticeship and adult learning. The following annex is included: (1) Overview of research methods used in the study. [This publication is the result of a team effort reflecting the work of a research consortium of Geoff Mason, Dawn Holland, Iana Liadze, Rebecca Riley, Ana Rincon-Aznar, and Mary O'Mahony, and their aids Tatiana Fic, Rachel Whitworth, Yasheng Maimaiti, and Fei Peng. This work was carried out under contract number 2009-0216/AO/RPA/GUTCHPDE/VET-Macroeconomic-benefits/010/0.]
Lindamood Phoneme Sequencing® (LiPS®). What Works Clearinghouse Intervention Report. Updated November 2015
Author: What Works Clearinghouse (ED)
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Reading Skills,Spelling,Reading Instruction,Decoding (Reading),Cognitive Processes,Phonemic Awareness,Sequential Learning,Reading Comprehension,Alphabets,Instructional Effectiveness,Reading Fluency,Grade 1,Elementary School Students,Literature Reviews,Beginning Reading

The &quot;Lindamood Phonemic Sequencing&quot;® program is designed to improve reading and spelling skills by teaching students the skills needed to decode and encode words and to identify individual sounds and blends in words. The WWC has updated its 2008 review of &quot;Lindamood Phonemic Sequencing&quot;® to include 16 new studies, two of which meet WWC group design standards without reservations. Based on the evidence now available, &quot;Lindamood Phonemic Sequencing&quot;® was found to have potentially positive effects on reading comprehension and mixed effects on alphabetics for beginning readers. The following are appended: (A.1) Research details for Gunn, 1996; (A.2) Research details for Torgesen et al., 2010; (B) Outcome measures for each domain; (C.1) Findings included in the rating for the comprehension domain; (C.2) Findings included in the rating for the alphabetics domain; (D.1) Description of supplemental findings for the comprehension domain; (D.2) Description of supplemental findings for the alphabetics domain; and (D.3) Description of supplemental findings for the reading fluency domain. A Glossary of terms is included. [For the 2010 version of this report see ED508796.]
The Validation Challenge: How Close Is Europe to Recognising All Learning? Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Informal Education,Prior Learning,Validity,Program Implementation,Educational Quality

The European inventory on validation of non-formal and informal learning provides an unrivaled source of information detailing how validation of prior learning is developing across Europe. It shows that validation strategies and legislation, despite complexity of the task before them, have been developing slowly but steadily. However, there is room for improvement, especially concerning reliability of information on take-up and use of validation arrangements. This fifth update of the inventory comprises a portfolio of more than 1,000 pages, providing an overview of validation across 33 European countries. It includes examples of good practice and a thematic analysis of issues relating to further development and implementation of validation.
Increasing the Value of Age: Guidance in Employers' Age Management Strategies. Research Paper No 44
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2015-00-00
Type: Reports - Research
Subjects: Aging (Individuals),Age Differences,Employers,Employees,Planning,Career Planning,Guidance,Human Resources,Job Skills,Productivity,Foreign Countries,Evaluation Methods,Recruitment,Persistence,Work Environment,Training,Public Policy,Strategic Planning,Delivery Systems

The European active population is ageing. In the face of growing skills shortages, both national States and employers need to prolong the working lives of their most experienced workers. While enterprises strive to respond to this challenge, most still have not fully explored the potential of guidance activities in addressing age-related issues in career development. This Cedefop study analyses the role of guidance in the age management strategies of firms. Evidence from this report illustrates how guidance activities allow older individuals to plan their mature career stages and exit strategies in a structured way, increasing the likelihood of successfully prolonging their careers. Guidance also allows firms to maximise the potential of their human resources, by providing tools to assess and develop worker skills and knowledge, as well as strategies to increase the productive contribution of the older workforce. If supported by a life-span perspective, guidance allows for effective age management strategies, with smooth integration in internal processes and covering all staff. The findings of this report encourage further development of the role of guidance in age management strategies, offering insights on the creation of incentives for firms and individuals, on strategies for stakeholder engagement, and on the application of quality frameworks. [This report is the result of team work, particularly Cedefop expert Pedro Moreno da Fonseca, who supervised the study, and of Bert-Jan Buiskool, Paul Vronhoof, and Michel Winnubst of Panteia, who undertook the research and drafted the report. Work was carried out under Cedefop service contract 2012-004/AO/ECVL/MILA/Guidance-in-age-management-strategies/019/11.]
Attractiveness of Initial Vocational Education and Training: Identifying What Matters. Research Paper No 39
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Employment Potential,Context Effect,Systems Approach,Outcomes of Education,Educational Policy,Comparative Education,Best Practices,Employment Qualifications,Economic Climate,Demography,Trend Analysis,Labor Market,Educational Practices,Student Participation,Educational Attainment,Graduates,Income,Educational Indicators,Education Work Relationship,Reputation

Stereotypes prevail: many Europeans still opt for a vocational educational pathway as second choice when deciding about a future career. Despite being high on European and national policy agendas for more than a decade, and despite all efforts made, VET is no more attractive in most countries today than it was some years ago. Building on a system approach, and drawing on quantitative and qualitative analysis, this research paper explores how several drivers affect the attractiveness of IVET. Endogenous drivers having impact on IVET systems and outcomes are relevant, but context also matters. IVET outcomes need to be communicated in the right way to highlight the attractiveness of this educational path to young people. A total of 10 case studies of policy initiatives from six countries are analysed to see what works, and why, in different national contexts. Three annexes are included: (1) Notes on quantitative data; (2) Overview tables on policy initiatives; and (3) Mindspace. [Many individuals contributed to the research described in this report. The Cedefop project supervisor, Maria Hrabinska ensured overall coordination and management of the project. Advice and support were provided by Pascaline Descy, Cedefop Head of Area Research and Policy Analysis. Cedefop is grateful also to Jan Varchola from the European Commission (Directorate General for Education and Culture) for his interest in the study and feedback. Special thanks go to Dmitrijs Kulss, who reviewed the paper. Comments and suggestions provided by Torsten Dunkel in the earlier stages of the project are also acknowledged. The report summarises findings of the analysis conducted under Cedefop's service contract No 2011-0114/AO/RPA/MHRAB-TODUN-FFERR/IVET attractiveness/003/11 by Cathleen Stasz, Susan Guthrie, Craig Holmes, Hubert Ertl, Sophie Castle-Clarke, Samuel Drabble and Lydia Villaba Van-Dijk from RAND Europe and the ESRC Centre on Skills, Knowledge and Organisational Performance (SKOPE).]
Erasing Queer Subjects, Constructing Disabled Subjects: Towards a Queering of Mathematics Disabilities
Author: Sheldon, James
Date: 2013-04-05
Type: Speeches/Meeting Papers
Subjects: Ideology,Special Education,Disabilities,Social Attitudes,Social Bias,Minority Group Students,Working Class,Intervention,Normalization (Disabilities),Student Rights,Rehabilitation,Mathematics Skills,Problem Solving,Rote Learning,Student Participation,Student Characteristics,Homosexuality,Equal Education,Mathematics Education

This paper explores how the ideology of compulsory able-bodiness functions in special education. The apparatus of special education, this paper contends, applies a bureaucratic gaze to students from historically oppressed groups (e.g. students of color and working class students) and, finding them deficient, interpellates them as disabled. They are compelled by the logic of rehabilitation to submit to interventions designed to make them non-disabled, denied any ability to articulate their own needs and goals, and are denied any kind of collective identity or ability to articulate a confrontational position. Once trapped in this logic of rehabilitation, the paper observes, students &quot;with mathematics disabilities&quot; are denied the opportunity to engage in mathematical problem solving and conversation and instead are relegated to performing rote operations, the very thing that they struggle with. These rote operations are not really prerequisite skills for problem solving, but are often seen as such by special educators. When the students are allowed to participate in problem solving, the paper argues, they are basically given the methods and answers and don't get to apply their own creativity and reasoning. This paper offers an alternative queer reading of mathematics disability, one that accounts for radical difference. It concludes by offering a vision of a mathematics that takes all students' ideas seriously and of a special education apparatus that accounts for and celebrates radical difference.
Global National Qualifications Framework Inventory: Country Cases from EU and ETF Partner Countries
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Employment Qualifications,Certification,Academic Degrees,Validity,Labor Force Development,Developing Nations,Human Capital,Educational Change,Educational Policy,Vocational Education,Career Change,International Cooperation,Legal Responsibility,Stakeholders,Outcomes of Education,Informal Education,Lifelong Learning,Career Choice,Accreditation (Institutions),Higher Education

Certificates, diplomas and titles are commonly known as qualifications. Their purpose is to show employers, training providers, and individuals what the person holding the qualification has learned and can do. Every country issues many different qualifications, but for the European labor market to work as intended--that is for European citizens to be able to work in any European Union (EU) country--employers, schools, and education authorities need to understand what qualifications from other EU countries represent. The ETF (European Training Foundation) is an EU agency that helps transitional and developing countries to harness the potential of their human capital through the reform of education, training, and labour market systems in the context of the EU's external relations policy. The European Centre for the Development of Vocational Training (CEDEFOP) helps to achieve mutual understanding by contributing to the concept, design, development and implementation of common European instruments and principles in education and training. These are designed to help people progress through education and training to change career, move abroad for work or further education. The principles are expected to lead to greater consistency in employment, education and training policy throughout Europe. In addition, European Skills/Competencies, Qualifications and Occupations (ESCO) aims to provide a single language for all job seekers, employers, and educators. This report provides an inventory of recent National Qualifications Framework Developments in European Training Foundation Partner (ETF) countries. Countries from the following world regions included in this report are: (1) Western Balkans &amp; Turkey; (2) Southern &amp; Eastern Mediterranean; (3) Eastern Europe; and (4) Central Asia. Information provided here for each of the countries in a region includes such topics as: (1) Challenges needing to be addressed; (2) Main policy objectives; (3) Involvement of stakeholders and legal arrangements; (4) Levels, descriptors, and the use of learning outcomes; (5) Progression Pathways and Recognition and Validation of non-Formal and Informal Learning; (6) Referencing to regional framework; and (7) Important lessons and future plans. A bibliography is provided as well as a list of acronyms and abbreviations to assist in understanding and interpreting the information provided in this report.