ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Needs of Adult Learners in Chicago: A Data Profile
Author: Brown, Madeline
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Adult Learning,Adult Students,Student Needs,Student Characteristics,Urban Schools,Nontraditional Students,Racial Differences,Ethnicity,Gender Differences,Educational Attainment,Employment Level,Income,Family Structure,Military Service

In 2020, the City Colleges of Chicago (CCC) began working with the Urban Institute to develop a picture of adult learners in Chicago. We developed a comprehensive definition of adult learners that guided specific data inquiries from publicly available American Community Survey data. In this data profile, we define an adult learner as: anyone who is 25 years or older, or anyone who is ages 18-24 but assumes an adult role, such as a parent, full-time worker, or veteran. We proceed by including key tables and visualizations of this population in Chicago, including implications for programming should CCC decide to focus on any of the subpopulations. By releasing this data profile publicly, we aim to inform other Chicago-based organizations in their efforts to serve adult learners, as well as to provide other communities outside of Chicago a framework for understanding their adult learner population.
Program Review as an Opportunity to Drive Anti-Racist Change. Pathways to Results. Implementation Partnerships Strategy Brief
Author: Rockey, Marci
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Community Colleges,Equal Education,Educational Change,Vocational Education,Educational Legislation,Federal Legislation,Racial Bias,Ethnicity,Minority Group Students,Change Strategies

Recent iterations of the Program Review manual to guide the five-year program review process for Illinois community colleges asks institutions to disaggregate data toward identifying equity gaps, the process provides Illinois community colleges with an opportunity to utilize the review as a vehicle to implement anti-racist change. Within the context of career and technical education (CTE) programs of study, the state Perkins V plan identifies equity as a central tenet and encourages colleges to move beyond the race-neutrality of identified special populations to include &quot;others who have been or are marginalized by education and workforce systems&quot; (Illinois State Board of Education &amp; Illinois Community College Board, 2020, p. 5). Even outside of the context of CTE and Perkins V, the program review templates can facilitate the examination of disaggregated data, identification of racial equity gaps, and commitment to systemic change across programs, academic disciplines, and departments within a single institutional context. In Illinois, historical and systemic racism has especially impacted opportunities for Black and Latinx students to access and complete a postsecondary credential (Partnership for College Completion, 2021a). Racism is multidimensional and occurs at the personal (or individual), interpersonal, institutional, and structural levels (Suarez, 2018). The examples provided in the document illustrate opportunities inherent within the program review process to address these levels with intentionality toward closing racial equity gaps and leading anti-racist change.
Distance Education in Further Professional Training in Enterprises during Pandemic Period
Author: Matulcíková, Marta
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Distance Education,Professional Development,Training,Integrated Learning Systems,Corporate Education,Web Based Instruction,Technology Uses in Education,Asynchronous Communication,Synchronous Communication,Foreign Countries

Constraints on our personal and professional life imposed by the COVID-19 pandemic have radically influenced our approach to forms of education, including those used in further professional training of employees. This shift means the focus on distance education as a managed educational form, which is suitable for further professional training. The aim of the paper is to present the implementation of distance education in further professional training in enterprises and based on the empirical research propose ways of improving options of education. Distance education is characterised in terms of its principles and developmental stages. Its first generation was correspondence education. The Learning Management System (LMS) and Learning Content Management System (LCMS) are described as the systems applied in further professional training. The research was conducted by means of the questionnaire method, combined with the pre-research survey. Results of empirical research are presented in tables. Separate parts of the paper deal with ICT application in corporate education (correspondence education, Computer-based training (CBT), Web-based training (WBT), Technology Based Training (TBT) and with the utilisation of Learning Management Systems (LMS). Analysis of respondent opinions shows that respondents tend to prefer the face-to-face form of corporate education. The length of the pandemic is going to affect the spread of e-learning in corporate education and its role in education. The learners' interest may be expected to be shifted to LCM and LCMS utilisation. The paper is a partial result of the research scheme VEGA No. 1/0309/18 &quot;Social networks in human resource management&quot; supported by the Ministry of Education, Science and Research and Sports, Slovakia. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
The Impact of Student Blogs on Their Professional and Social Competencies
Author: Khoroshilova, Svetlana
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Web Sites,College Students,Public Speaking,Second Language Learning,Language Proficiency,Student Attitudes,Soft Skills,Technology Uses in Education,Educational Technology,Foreign Countries,English (Second Language),Program Effectiveness,Language Skills

In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can't imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners' outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students' perspective. The research questions were: (1) to investigate the students' experience with running an educational blog; (2) to evaluate the impact of a student educational blog in Public Speaking Course on students' foreign language proficiency level perceived by language learners themselves; and (3) to assess the students' beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners' opinions about the impact of students' blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents' experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students' multimedia blogs in the target language would have a positive impact on students' professional as well as social competences and would enhance their motivation and participation rates. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Aligned and Coherent Communications to Serve the Whole Person: A Workbook for Strengthening State Education Agencies&apos; Strategic Communications. Serving the Whole Person
Author: Canavero, Steve
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Organizational Communication,Alignment (Education),Holistic Approach,State Departments of Education,Educational Objectives,Stakeholders,Capacity Building,Data Use,Audience Analysis,Strategic Planning,Program Implementation

Strategic communications is important for building awareness, engagement, and commitment for serving children and youth. When this communication is bidirectional, it also creates avenues for state education agency (SEA) leaders to receive timely, honest feedback from stakeholders about the effectiveness of whole-person initiatives. This guide is organized around six interrelated domains of alignment and coherence: Goals, Funding and Policies, Strategic Communications, Stakeholder Engagement, Capacity Building, and Data Use. This Strategic Communications Workbook is designed to be used by SEA leaders as a companion to &quot;Serving the Whole Person: An Alignment and Coherence Guide for State Education Agencies&quot; (ED616264) in order to aid in the design and launch of their strategic communications efforts.
English Learners and Critical Languages
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: English Language Learners,National Security,Strategic Planning,Scholarships,Grants,Second Language Learning,Second Language Instruction,Kindergarten,Elementary Secondary Education,Native Language,Heritage Education,Language Maintenance,Language Skill Attrition,Native Language Instruction,Language Dominance,Bilingualism,Multilingualism,Identification,Semitic Languages,Afro Asiatic Languages,Chinese,Vietnamese,Russian,Portuguese,School Districts,Student Characteristics,Trend Analysis,Language Proficiency,Bilingual Education Programs,Code Switching (Language),Teaching Methods,African Languages,Sino Tibetan Languages,Indo European Languages,Japanese,Haitians,Creoles,Korean,Tagalog,Urdu

The U.S. government encourages the study of critical languages spoken in geographic areas of strategic importance to U.S. national security and the global economy through a variety of discretionary grants and scholarship programs. U.S. students are traditionally underrepresented in the study of these languages; however, many of the nation's K-12 English learners (ELs) enter U.S. schools already speaking these critical languages as home or heritage languages. A federally funded consensus study reported that without school or home support, attrition of these home languages can occur as soon as 12 months after exposure to the dominant language. This fact sheet provides the following data on ELs and critical languages over the 2018-2019 school year: (1) Number and Percentage of Identified English Learners Who Spoke a Critical Language: School Year 2018-19; (2) Percentage of English Learners Who Spoke a Critical Language: School Year 2018-19; (3) Percentage of Identified English Learners Who Spoke the Top Four Critical Languages: School Years 2010-11 to 2018-19; and (4) States with the Highest Percentage of Identified English Learners Who Spoke a Critical Language: School Year 2018-19.
Teacher Projections for English Learners
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Teacher Supply and Demand,Teacher Recruitment

This fact sheet focuses on the five-year projections for teachers of English learners (ELs) reported by states. States may have different definitions of EL instructors and different ways of calculating the five-year projections. It provides the following data for teacher projections for ELs in the 2017-18 school year: (1) Number of States That Met or Exceeded Projected Need for English Learner Instructors: School Year 2017-18; (2) Top Five States That Most Exceeded Their Projections for English Learner Instructors: School Years 2012-13 to 2017-18; and (3) Top Five States Furthest From Meeting Their Projections for English Learner Instructors: School Years 2012-13 to 2017-18.
English Learners in Advanced Placement and International Baccalaureate Courses
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Advanced Placement,Advanced Placement Programs,Secondary School Students,English (Second Language),Second Language Learning

The Civil Rights Data Collection (CRDC) is a biennial survey required by the U.S. Department of Education's Office of Civil Rights since 1968. This survey collects data on key education and civil rights issues in our nation's public schools. Using CRDC data, this fact sheet explores and presents the following data for English learner (EL) enrollment in Advanced Placement (AP) and International Baccalaureate (IB) courses for the 2017-18 school year: (1) English Learners as a Percentage of the Population and Advanced Placement Enrollment in Eligible Schools That Do and Do Not Offer Advanced Placement Courses: School Year 2017-18; and (2) English Learners as a Percentage of the Population in Eligible Schools That Do and Do Not Offer International Baccalaureate Courses: School Year 2017-18.
Digital Divide in UK Education during COVID-19 Pandemic: Literature Review. Research Report
Author: Coleman, Victoria
Date: 2021-06-11
Type: Information Analyses
Subjects: Foreign Countries,Access to Computers,Disadvantaged,COVID-19,Pandemics,Distance Education,Electronic Learning,School Closing,Educational Research,Elementary Secondary Education

The COVID-19 pandemic has had an unprecedented effect on education worldwide. Countries around the world have had to go into lockdown, leading to widespread school closures which required education to be delivered remotely (UNESCO, 2021). Remote education can take various forms, but in many contexts, it has relied on the use of digital technology. In the UK, COVID-19 led to nationwide school closures in March 2020, with most children receiving remote education until the start of the new school year in September 2020. Increases in COVID-19 cases led to a second period of school closure in January 2021, with students again learning remotely until March/April 2021. There are concerns that the move to remote education has led to inequalities in access to learning. Specifically, there are concerns that there is a digital divide, resulting in digital inequality, with already disadvantaged children being most affected. The digital divide has various dimensions: as well as access to devices and internet, digital skills are important, as are external factors such as parental support, teacher skills and learning environment. This report reviews and summarises research that has examined aspects of the digital divide during COVID-19 related school closure in the UK. Given the recency and ongoing nature of the COVID-19 pandemic, there is limited published academic literature examining aspects of the digital divide in education, and so most of the research considered in this report is 'grey literature'. There is evidence of a digital divide in education in terms of access, as well as parent, teacher and learning environment factors, with differences across different school types and groups of students. Very few studies considered digital skills and so this warrants further investigation.
Achieving More, Together: Improving School and Student Outcomes via Distributed Leadership. A Policy Primer. Distributed Leadership Toolkit
Author: New Leaders
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Educational Improvement,School Effectiveness,Educational Policy,Instructional Leadership,Leadership Styles,Decision Making,Institutional Autonomy,School Administration,Administrative Organization,Educational Needs,Outcomes of Education,Evidence Based Practice,Citations (References),Educational Resources,Guides,School Districts,Metropolitan Areas,Charter Schools,Elementary Secondary Education,Kindergarten,Statewide Planning,Vignettes

Schools that support teachers and other members of the school community in taking initiative and exercising leadership over their work look and feel different from schools where decision-making and influence are more centralized. A growing body of research, backed by the experience of teachers and school leaders across the country, supports the notion that expanding leadership--or &quot;distributing leadership&quot;--is a critical strategy for addressing the professional needs of educators, catalyzing existing and nascent leadership within a school community, and achieving real, sustained results for students. To help policymakers at all levels more deeply understand distributed leadership and the variety of ways it may manifest at the school level, we conducted a comprehensive review of the research on distributed leadership. Our goal is to support policymakers in developing evidence-based strategies to support distributed leadership and improve school and student outcomes. Our findings and recommendations are summarized in the Policy Primer. For those who want to dig deeper into the research, we offer an explanation of our definition (Resource A), more detail on our findings from the literature review along with relevant citations (Resource B), and reflections on how research limitations should inform policy decisions (Resource C). Finally, to bring the research and policy actions to life, we have developed a series of vignettes that show how school and system leaders are distributing leadership and, together, improving results for schools and students. By capturing their learning and experiences, we aim to help illustrate what is possible when supportive, evidence-based practices and conditions are in place.
Finding Florence: The Need for Community College Educators as Topics of Historical Research. Feature: The Community College Context. Volume 6, No. 2
Author: Turner, Francena F. L.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Faculty,African American Teachers,Women Faculty,Educational Research,Educational History,Qualitative Research,African American History

In this OCCRL Community College Context feature brief, Dr. Francena F.L. Turner calls attention to the need for additional historical study of community college educators, particularly Black women who teach at these institutions.
Fostering Access, Affordability, and Equity: A Primer on the Role of Open Educational Resources in Illinois Career and Technical Education. Strategies to Close Gaps in Community Colleges
Author: Perez, Marielisbet
Date: 2021-00-00
Type: Reports - Research
Subjects: Open Educational Resources,Vocational Education,Community Colleges,Web Sites,Academic Libraries,Librarians,Role,Access to Information,Job Skills,Cost Effectiveness,Program Effectiveness,Barriers,Textbooks,Costs,Equal Education,Students with Disabilities,Culturally Relevant Education,Program Evaluation

With growing interest among higher education faculty and administration in adopting open educational resources (OER), several nationwide and statewide OER initiatives are attempting to increase the awareness and encourage the implementation of OER. In the exploration of OER resources for career and technical education (CTE) in Illinois community colleges, the research team conducted the literature review, text analysis through college websites, and secondary data analysis. They found learning about OER courses and materials in CTE difficult to navigate and not all that accessible. Furthermore, they barely found specific information about how OER resources are managed and maintained and who had such accountability in its management. However, they found colleges' libraries and librarians are leading efforts to manage OER alongside creating it. To identify OER in CTE in Illinois community colleges, the research team conducted a crosswalk between the Classification of Instructional Programs (CIP) focusing on the CTE field of study to Standard Occupational Classification (SOC). The CIP-SOC-CTE in IL Crosswalk data indicate that instructional programs of CTE in community colleges in the CIP category provide knowledge and skills to directly prepare individuals for performance in jobs classified in the SOC category (NCES, 2020). It also provides information and guidance to students in making decisions about cost and careers, as well as education, training choices, or conducting a job search. Finally, the authors attempt to provide a set of indicators to evaluate OER in CTE.
Migratory Children Who Are English Learners
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Migrant Children,Migrant Education,English Language Learners,Elementary School Students,Secondary School Students,Incidence,Scores,Language Arts,Reading Achievement,Mathematics Achievement

A migratory child is one whose parent or guardian is a migratory agricultural worker or fisher and who has moved from one school district to another during the regular school year. The Migrant Education Program (MEP) provides supplemental support to eligible migratory children from birth through age 21. Children who are themselves migratory agricultural workers or fishers, or who are the children of such workers, face numerous education challenges. Because of their migratory lifestyle, these children may start school late, leave early, or miss long periods of schooling during the academic year. Additional challenges may include language and cultural barriers, economic hardship, and access to continuous health care. This fact sheet provides the following data on migratory children: (1) number of migratory children in the U.S. in school year (SY) 2017-18; (2) percentage of migratory children who were English learners (ELs) in SY 2017-18; (3) percentage of students who are English learners, by grade, among all students and migratory children: school year 2017-18; (4) five states with the greatest number of migratory children who are English learners: school year 2017-18; (5) five states with the highest percentage of migratory children who are English learners: school year 2017-18; and (6) percentage of migratory children, English learners, and all students who received a score of proficient or above on statewide assessments in Reading/Language Arts and Mathematics: school years 2015-16 through 2017-18.