ethanporcaro/eric-fulltext-meta huggingface dataset:
The Professional Identity and Achievement of Education Majors in the Cross-Border Region of Hungary, Romania and Ukraine
Author: Kovacs, Edina
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Identity,Academic Achievement,Teacher Education,Majors (Students),Foreign Countries,Undergraduate Students,Student Attitudes,Kindergarten,Student Characteristics,Reputation,Cultural Capital,Career Choice,Teacher Role

Recent studies show that students with lower secondary school performance2 apply to teacher training programs; moreover, teacher training graduates showing poorer academic performance are more likely to become teachers. However, fulfilling the role of a successful teacher involves having complex knowledge and skills, such as co-operation, self-understanding and good problem-solving skills. This complexity is interpreted differently by experts. Some claim that it leads to deprofessionalization while others empathize the crucial role of teacher training development and renewal, which would compensate for the loss of prestige in the teaching profession. Although it is not common in Hungary, Paszkál Kiss and his research group have recently carried out a competence-based assessment of students studying in higher education. Their results confirm that academic success alone does not predict competence-based achievement. Our analysis was based on two data collections performed in 2010 and 2012 on students studying in the higher-education institutions of the cross border regions of Hungary, Romania and Ukraine. Our results support the claims in literature that the academic performance of education majors is poorer than the academic performance of other students while, in some areas, other indicators of achievement demonstrate the advantage of education majors. [For the complete Volume 12 proceedings, see ED597979.]
The Role of Music Education in Preparing Globally Competent Pupils
Author: Dobrota, Snjezana
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Music Education,Role of Education,Preferences,Curriculum Development,Non Western Civilization,Cultural Awareness,Global Approach,Student Development,High School Students,Foreign Countries,Competency Based Education,Adolescents

Music has very important function in the lives of most teenagers, but there is a disjunction between music at school and music at home. Adolescent's music preferences are very heterogeneous and they can be explained by various social and individual factors. The author discusses the problem of music education in Croatian grammar schools and speaks in favour of expanding music curriculum with nonwestern musical idioms, primarily by inclusion of world music and popular music. In that way music education will create globally competent pupils. [For the complete Volume 12 proceedings, see ED597979.]
Pre-Service Teacher Training in Ethno-Cultural, Religious and Linguistic Diversity Offered by Québec Universities: A Quantitative and Qualitative Portrait
Author: Andrew, Marie M. C.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Cultural Awareness,Multicultural Education,Diversity,Intercultural Programs

This portrait of pre-service teacher training in diversity at the 12 Québec universities is the first part of a comparative research program on the development of this field and the issues it raises. Combining quantitative and qualitative methodologies, it is based on a content analysis of 37 courses covering approaches to ethnocultural, religious and linguistic diversity in an educational milieu and on interviews with 35 university trainers who teach these courses. The study shows this training has expanded significantly over the last ten years in the province but still faces numerous challenges, chiefly related to the lack of established institutional anchorage for this field. [For the complete Volume 12 proceedings, see ED597979.]
Preparing Students for Learning, Work and Life through STEAM Education. Policy Brief
Author: Dell'Erba, Mary
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: STEM Education,Art Education,Educational Policy,State Policy,Educational Benefits,Skill Development,Labor Force,Education Work Relationship,Careers,Active Learning,Social Development,Emotional Development,Creative Thinking,Cultural Awareness,Integrated Activities,Program Implementation

Technology and the need for new skills are shifting the workforce -- requiring workers to be more creative and demanding culturally competent and innovative thinkers who are prepared to solve new global problems. Advocates for STEAM education -- the intersection of science, technology, engineering, arts and math -- believe it builds the habits of mind for life and work in the 21st century. In late 2018, the Arts Education Partnership (AEP) launched new work investigating policies and practices in STEAM education. To date, the work has produced a landscape analysis of state polices that include STEAM education, including those related to access, funding and coordination of state leadership. This work revealed that states are just beginning to include the arts in STEM policies and that more questions than answers exist. To address these questions, AEP and Education Commission of the States convened 14 leaders to look beyond current state policy and explore new opportunities in STEAM. Conversations at this Thinkers Meeting focused on the perspectives of researchers, policymakers and practitioners. Collectively, the group considered questions to guide future practice, research and policy work: (1) What unique value do the arts bring to STEM and STEM to the arts? (2) What is the workforce rationale for STEAM skills? and (3) What are the policy opportunities to support arts learning in STEM? This report highlights the Thinkers Meeting participants' conversations and insights.
Title I, Part A Parent Involvement, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-03-13
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Parent Participation,Disadvantaged Schools,Minority Group Students,Academic Achievement,Racial Differences,African American Students,Hispanic American Students,White Students,Contracts,Family Literacy,School Districts,School Demography,Parent School Relationship,Enrollment,Parent Teacher Conferences,Planning,Volunteers

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational programs to Title I, Part A schools, which have a high percentage of students living in poverty. Title I, Part A also includes provisions to engage parents in the education process, which helps schools and parents share accountability for high student achievement. This Title I, Part A Parent Involvement Report for 2013-2014 describes the level of parental involvement in Title I schools, as reported by schools through Chancery, and by families through the Your Voice Survey. Household demographic data are also included, and the data are aggregated by school, school office, and district. Some of the highlights are as follows: (1) Overall, the district had a 72.5 percent parent involvement participation rate recorded in Chancery. Hispanic students (127,288) represented the largest Title I student group districtwide and had a 73.1 percent parent involvement participation rate in Chancery. African American students had the lowest rate at 63.9 percent; (2) The 2013-2014 Your Voice Survey was completed by 23,441 parents of Title I students reflecting 11.9 percent of all Title I students enrolled; (3) According to Chancery, 77.8 percent of parents were identified as having received a copy of the individual/school compact. Among other parent participation categories in Chancery, the category with the highest participation rate was Conference with 42.6 percent and the category with the lowest participation rate was Parent Literacy with 9.6 percent; and (4) The question related to parent involvement from the Your Voice Survey with the highest agreement rate was &quot;My child's school gives opportunities for and encourages me to participate in parent/teacher conferences, school activities, and meetings&quot; with 90.1 percent. The question with the lowest agreement rate was &quot;My child's school gives me the training and materials to help me to help my child&quot; with 75.0 percent.
Title I, Part A Parent Involvement, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-01-27
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Parent Participation,Disadvantaged Schools,Minority Group Students,Academic Achievement,Racial Differences,African American Students,Hispanic American Students,White Students,Contracts,Family Literacy,School Districts,School Demography,Parent School Relationship,Enrollment,Parent Teacher Conferences,Planning,Volunteers

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational programs to Title I, Part A schools, which have a high percentage of students living in poverty. Title I, Part A also includes provisions to engage parents in the education process, which helps schools and parents share accountability for high student achievement. This Title I, Part A Parent Involvement Report for 2014-2015 describes the level of parental involvement in Title I schools, as reported by schools through Chancery, and by families through the Your Voice Survey. Demographic data are also included. The data are aggregated by school, school office, and district. Key findings include: (1) Overall, 197,895 students were enrolled in 2014-2015 Houston Independent School District (HISD) Title I schools. Excluding individual/school compact, the district had a 48.9 percent parent involvement participation rate recorded in Chancery. Hispanic students (127,923) represented the largest Title I student group, districtwide. Asian students had the highest parent involvement participation rates (53.2 percent), while students identifying as Pacific Islander had the lowest parent involvement participation rate (31.6 percent); (2) The 2014-2015 Your Voice Survey was completed by 24,070 parents of Title I students, reflecting 12.2 percent of all Title I students enrolled; and (3) The question related to parent involvement from the Your Voice Survey with the highest agreement rate was &quot;My child's school gives opportunities for and encourages me to participate in parent/teacher conferences, school activities, and meetings&quot; with 90.3 percent. The question with the lowest agreement rate was &quot;My child's school gives me the training and materials to help me to help my child&quot; with 76.1 percent.
Title I, Part A Parent Involvement, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-11-22
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Parent Participation,Disadvantaged Schools,Minority Group Students,Academic Achievement,Racial Differences,African American Students,Hispanic American Students,White Students,Contracts,Family Literacy,School Districts,School Demography,Parent School Relationship,Enrollment,Parent Teacher Conferences,Planning,Volunteers

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational programs to Title I, Part A schools, which have a high percentage of students living in poverty. Title I, Part A also includes provisions to engage parents in the education process, which helps schools and parents share accountability for high student achievement. This Title I, Part A Parent Involvement Report for 2015-2016 describes the parental engagement levels for students enrolled in Title I schools within Houston Independent School District, as recorded in the student information system, Chancery. The data are aggregated by the district, school office, and the school level. Key findings include: (1) Overall, 214,422 students were enrolled at HISD Title I schools in 2015-2016. Excluding individual/school compact, the district had a 45.2 percent parent involvement participation rate recorded in Chancery. The 2015-2016 participation rate was a 7.6 percentage decrease from the 2014-2015 participation rate (48.9 percent); (2) Districtwide, Hispanic students (137,220) represented the largest Title I student group, at 64.0 percent. On average, Hispanic students had the highest parent involvement participation rate (47.9 percent), while students identifying as American Indian had the lowest parent involvement participation rate (36.0 percent); (3) Other than the Individual/School Compact categories, the category with the highest participation rate was Conference with 38.0 percent and the category with the lowest participation rate was Volunteer Involvement with 8.7 percent; and (4) Schools from the Elementary Schools Office 1 had the highest parental involvement rates in five of seven categories: Individual/School Compact, 83.3 percent; Parent Literacy, 15.9 percent; Family Literacy, 23.4 percent; Planning, 13.8 percent; and Volunteering, 18.8 percent, as recorded in Chancery. Elementary Schools Office 2 showed the highest parental involvement in Conference, 56.9 percent, and the Secondary Schools Office 1 had the highest parent involvement rate for Education Training, 22.0 percent.
Title I, Part A Parent Involvement, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-01-30
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Parent Participation,Disadvantaged Schools,Minority Group Students,Academic Achievement,Racial Differences,African American Students,Hispanic American Students,White Students,Contracts,School Demography,Parent School Relationship,Enrollment,Parent Teacher Conferences,Planning,Volunteers

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational programs to Title I, Part A schools, which have a high percentage of students living in poverty. Title I, Part A also includes provisions to engage parents in the education process, which helps schools and parents share accountability for high student achievement. This Title I, Part A Parent Involvement Report for 2016-2017 describes the level of parental involvement coded in Chancery at Title I schools within the Houston Independent School District. This report also summarizes parents' responses to the 2016-2017 HISD Title I, Part A Parental Involvement Survey. Key findings include: (1) Overall, data recorded in Chancery indicated that 226,496 students were enrolled in 262 Title I schools in the district by the end of 2016-2017. HISD had an average parent involvement rate of 48.9 percent in 2016-2017. White students on average had the highest parent involvement rate (54.3 percent), while students identified as Black or African American had the lowest parent involvement rate (43.7 percent) in 2016-2017; (2) Districtwide, the five parental involvement categories which had rates that persistently fell below 20 percent included: Education/Training, Family Literacy, Parent Literacy, Planning, and Volunteer; (3) Moderately high positive responses on the survey were indicated for the following four questions: participation in conferences, school activities, and meetings (Q1, 81.3 percent); provided copy of parent involvement policies (Q2, 80.4 percent); provided copy of parent/school compact (Q3, 80.1 percent); and language of communication (Q10, 86.7 percent); and (4) Fewer positive responses on the survey were noted to occur for five questions: encouraged to share suggestions and experiences (Q7, 65.8 percent), training to address family needs (57.1 percent), training and materials to help students at home (Q9, 59.0 percent), encouraged to provide input about parental involvement at campus (Q11, 63.0 percent), and utilization of community resources (Q13, 56.3 percent).
It Takes a City: How the Portfolio Strategy Can Bring Schools, Districts, and Communities Together to Transform Special Education
Author: Lake, Robin
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Special Education,Educational Change,Students with Disabilities,School Community Relationship,Educational Improvement,Urban Schools,Centralization,Inclusion,Educational Innovation,Best Practices,Educational Finance,Parents,Needs,Public Schools

America's schools must improve outcomes in special education. Students with disabilities remain 25 percent less likely than their peers to graduate high school despite the belief among researchers that 80 to 85 percent of students with disabilities should be able to meet the same academic standards as their peers. We convened leaders from cities around the country to explore ways that school districts can use the portfolio strategy to help cities improve education for students with disabilities--and ultimately for all students. The goal of the meeting was to identify strategies that would improve outcomes for special populations--a group that includes English language learners, homeless students, students in foster care, those who are gifted and low-income, and those who have experienced trauma. Portfolio managers must coordinate the development of new, differentiated programs that can better serve students with disabilities who require unique programming. Drawing on their cities' experience, participants defined the principles that will help cities rise to meet this challenge: (1) Citywide leadership is required to improve special education. The right organization or governing body to take on this leadership role may vary by city; (2) Portfolio leaders can drive citywide action by using data to shine a light on groups of students with unmet needs; (3) Schools need the flexibility to solve problems around students' unique needs. But citywide leaders can help drive adult learning to ensure problem solving and innovation that builds on a foundation of quality teaching and evidence-based interventions; and (4) Parents benefit from having options, but they need help navigating the system and making sense of the options that exist. School system leaders must ensure that funding, facilities, and the local talent supply give schools the incentive to develop new programs for students with disabilities. The portfolio strategy helps cities strike a balance between empowering schools and community organizations to develop new ways to serve students with disabilities, and ensuring their efforts cohere into a meaningful citywide strategy that results in better outcomes for every student.
Hispanic-Serving Institutions: 2017-18 Factsheet
Author: Excelencia in Education
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Institutional Characteristics,Enrollment,Student Characteristics,Geographic Location,School Location,Governance,Public Colleges,Private Colleges,Graduate Study

In 2017-18, there were 523 Hispanic-Serving Institutions (HSIs) located in 27 states, the District of Columbia, and Puerto Rico. These institutions represented 17% of all institutions of higher education and enrolled 66% of Latino undergraduates. In this fact sheet, we provide a summary of HSIs based on location and governance and information about Emerging HSIs and HSIs with graduate programs.
Data for the People: Prioritizing Equity in California&apos;s State Longitudinal Data System
Author: Nellum, Christopher J.
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Equal Education,Evidence Based Practice,Educational Policy,Longitudinal Studies,Data Collection,Family Involvement,Privacy,Access to Information

California needs better data on the state's education systems to uncover and remedy systemic, long-standing racial and socioeconomic inequities. To create more just institutions, students, families, policymakers, educators, and advocates need access to quality, disaggregated data that allows them to answer questions about how well the state's public schools, colleges, and universities are serving today's Californians. Indeed, recognizing this state need and the strong constituent support for it, the Governor's office and the state legislature have proposed policies to create a statewide P-16 and workforce longitudinal data system (SLDS) that must be used to advance racial and socioeconomic equity in the state. To meet the needs of families of color and to spur equity-driven, evidence-based action and tools, policymakers must design the system with equity at the forefront. This brief describes five foundational equity principles that policymakers must incorporate in addition to fully funding a SLDS. [This brief was written in collaboration with Mamie Voight.]