ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Teachers&apos; Metaphoric Perceptions of &quot;Student, Teacher and School&quot;
Author: Dilekçi, Ümit
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Figurative Language,Student Characteristics,Student Role,Teacher Characteristics,Teacher Role,Institutional Characteristics,School Role,Foreign Countries

This study aimed to determine pedagogic formation students' metaphorical images of &quot;students, teachers, and schools.&quot; The study sample consisted of 101 pedagogical formation students of the University of Bolu Abant Izzet Baysal in the 2019-2020 academic year. Participants were recruited using convenience sampling. Metaphors were used as a means of qualitative data collection. Data were collected using a semi-structured metaphor form and analyzed using content and descriptive analysis. Participants generated 48 different (80 in total), 45 different (86 in total), and 42 different (82 in total) metaphors for &quot;students, teachers, and schools&quot; respectively. Conceptual categories concerning students, teachers, and schools were developed based on literature and participants' justifications for their metaphors. Conceptual categories were ranked based on their frequency. The categories for students were &quot;Students as individuals who are molded, Students as information providers/receivers, Students as developing individuals, Students as obedient individuals, Students as unique individuals, Students as inhibited individuals, Students as individuals who are on their way/looking for a way, and Students as selfless individuals.&quot; The categories for teachers were &quot;Teachers as guides, Teachers as sources and transmitters of knowledge, Teachers as sources of love and trust, Teachers as sources of authority, Teachers as role models, Teachers as molders, Teachers as self-sacrificing individuals, and Teachers as sources of improvement.&quot; The categories for schools were &quot;Schools as sources of information, Schools as part of life, Schools as places of change, development, and maturation, Schools as places of trust and happiness, Schools as places of inclusion, Schools as places of inhibition, Schools as places of molding, Schools as places of guiding and leading, Schools as indispensable places, Schools as complex places, Schools as places of socialization, and Schools as places that have lost their purpose.&quot; The following are suggestions based on the results: Prospective teachers' metaphoric perceptions of students, teachers, and school should be used to develop better teacher training policies. Possible causes of negative metaphors should be addressed to reform education policies. Future studies should use different research methods and recruit larger groups of participants from different cities to analyze the concepts of student, teacher, and school.
Motor, Play and Self-Care Skills: An Index of Children&apos;s Pre-Indications
Author: Cempron, Daryl Niko L.
Date: 2021-05-00
Type: Journal Articles
Subjects: Psychomotor Skills,Daily Living Skills,Play,Child Development,Developmental Stages,Preschool Education,Skill Development,Age Differences,Foreign Countries

The construct of this inquiry had been drawn from the lensing of developmental progression of children in the College of Human Ecology Nursery Development Center. This work sought at presenting an index showing how children perform the basic tasks expected of them in terms of motor, self-care, and play skills using the development checklist. Results showed that the majority were observed to have performed the developmental milestones despite the absence of certain learning materials and facilities. The observances of these milestones significantly indicated that the children could perform the movement tasks that are crucial in their age; they manifested a sense of independence as they could do certain tasks independently, and they were capable of relating to other children especially during play, which is essential for their overall development. Indicatively, a few were not observed to have performed certain tasks. These inobservances may entail difficulties in the aforesaid developmental areas which may hinder the children's progress and growth in the future if actions will not be taken. The findings all in all were deemed as an important catalog for appropriate actions and as a baseline at tracking the development of the children whilst in the nursery development center.
Issues in Apprenticeships and Traineeships -- A Research Synthesis
Author: Stanwick, John
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Trainees,Vocational Education,Graduation,Incentives,Off the Job Training,On the Job Training,Relevance (Education),Government Role,Alignment (Education),Difficulty Level

This research summary provides an overview of aspects of apprenticeships and traineeships in Australia. More particularly, it provides an overview of some of the more enduring issues, or what could be considered the 'pain points' associated with apprenticeships and traineeships. These include issues around congestion, harmonisation, apprenticeship and traineeship completions, incentive payments and other supports to employers and apprentices or trainees, the interface between apprentices/trainees and training providers, and the relevance of the current model of apprenticeship training. Also included is an overview of apprenticeship and traineeship activity over the last 20 years. The discussion in this paper is limited to post-school apprenticeships and traineeships that involve a contract of training. It largely excludes discussion of school-based apprenticeships or traineeships or those falling outside the contract of training model (for example, higher apprenticeships at university).
School Life: Official Organ of the Office of Education, United States Department of the Interior. Volume XV. September, 1929-June, 1930
Author: Evans, Henry R., Ed.
Date: 1930-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Educational Theories,Intellectual Disciplines,Books,Organizations (Groups),Citizenship

This document contains the September 1929 through June 1930 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Bureau of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XV index is included.
&quot;The Most Important Door That Will Ever Open&quot;: Realizing the Mission of Higher Education through Equitable Admissions Policies
Author: Bussey, Karen
Date: 2021-06-00
Type: Reports - Research
Subjects: Institutional Mission,Higher Education,Equal Education,Admission Criteria,College Admission,School Policy,Educational Change,Student Recruitment,Early Admission,Standardized Tests,Criminals,College Transfer Students,Student Financial Aid,College Entrance Examinations,Public Colleges,Private Colleges

In signing the Higher Education Act of 1965, President Lyndon B. Johnson described education as &quot;the most important door that will ever open.&quot; Earning a college credential can mean a better living and a better life for students and their families. But to earn that credential, students must first navigate the admissions process. Education is indeed a door, but recruitment, admissions, and enrollment policies and practices dictate how wide that door is open. This report demonstrates how these policies and practices limit opportunities for Black, Latinx, Indigenous, and underrepresented Asian American Pacific Islander students and students from low-income backgrounds. As Institute for Higher Education Policy (IHEP) has done for nearly 30 years, this report provides research-backed, data-informed, student-centered solutions to disrupt these inequities and promote opportunities for underrepresented students.
K-2 Assessment Systems Enable Early Intervention to Foster Student Success. Policy Perspectives
Author: Jensen, Joanne L.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Primary Education,Grade 1,Grade 2,Elementary School Students,Student Evaluation,State Policy,Educational Policy,Academic Achievement,Summative Evaluation,Formative Evaluation,Diagnostic Tests,Screening Tests

Across the United States, statewide assessments in English language arts and mathematics are federally mandated each school year in grades 3 through 8 and once in high school. The intent is to help educators, policymakers, and parents directly gauge how students and their school systems are performing against state standards. Missing nationwide, however, is any systematic state-level attempt to evaluate students' ongoing progress in grades K-2, the grades that lay the foundation for all later learning. This paper focuses on this lag in K-2 assessment systems and how states can act to address it. We first review a range of assessment types and their utility for supporting learning in the early years of schooling. We then discuss research findings on state K-2 assessment policies that provide insights for other policy leaders to consider as they work to build K-2 assessment systems that effectively help districts and schools support academic success for their youngest students. [For the companion paper, &quot;Kindergarten Readiness Assessments Help Identify Skill Gaps. Policy Perspectives,&quot; see ED616031.]
Kindergarten Readiness Assessments Help Identify Skill Gaps. Policy Perspectives
Author: Jensen, Joanne L.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Kindergarten,Young Children,School Readiness,Student Evaluation,Early Intervention,Identification,State Standards,Academic Standards,Educational Policy,Data Use

Researchers have long traced achievement gaps in the elementary years back to readiness gaps at the start of kindergarten. Educators seeking to address these gaps, which are associated with race and ethnicity, home language, disability status, and indicators of economic disadvantage, need systematic ways to identify which children need what kinds of support as they begin school. To help meet that need, over the past decade, states have developed a kindergarten readiness assessment (KRA) that schools and districts can use to evaluate how well prepared each child is to begin learning the state's academic standards across multiple domains. In this paper, we review the status of states' development of KRAs and how states are using KRA data to profile skills at kindergarten entry, help track longitudinal progress, provide early warnings for needed intervention, and guide policy decisions. [For the companion paper, &quot;K-2 Assessment Systems Enable Early Intervention to Foster Student Success. Policy Perspectives,&quot; see ED616030.]
The Best of Both Worlds? Integrating VET and Higher Education. Research Report
Author: Hodge, Steven
Date: 2021-00-00
Type: Reports - Research
Subjects: Vocational Education,Higher Education,Alignment (Education),Sustainability,Models,Curriculum Design,Student Attitudes,Interpersonal Relationship,Teacher Collaboration,Relevance (Education),Industry,Educational History,Postsecondary Education,Teacher Qualifications,Institutional Cooperation,Foreign Countries

There is renewed interest in better aligning vocational education and training (VET) and higher education (HE) to enable students to move between, and draw from, both sectors. This is not a new concept, with a long history of policies, research projects and reports examining and promoting pathways between the two sectors. Loosely integrated qualifications, whereby pathways might be endorsed but where no credit is specified or arranged, are numerous. In these examples, the possibility of following a pathway (usually from VET to HE) exists, but responsibility falls on the student to navigate it. This project is focused on more highly integrated VET and HE qualifications, those that can be described as 'consecutive', 'concurrent' or 'embedded'. These integrated models are designed to provide clear linkages and pathways between VET and HE qualifications, enabling better student engagement with both. Through the examination of existing examples of these more highly integrated qualifications, this project explored the characteristics of such arrangements, determining whether and how they might be implemented more broadly. [For the support document, see ED616033.]
The Best of Both Worlds? Integrating VET and Higher Education - Support Document
Author: Hodge, Steven
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Higher Education,Alignment (Education),Sustainability,Models,Curriculum Design,Relevance (Education),Industry,Educational History,Postsecondary Education,Teacher Qualifications,Institutional Cooperation,Foreign Countries,Standards,Educational Practices,Evaluation Methods,Barriers,Educational Finance

This document was produced by the authors based on their research for the report &quot;The Best of Both Worlds? Integrating VET and Higher Education&quot; and is an added resource for further information. This support document includes two sections: (1) Tables and Figures; and (2) Literature Review. [For the full report, see ED616032.]
Voices from the Field: County Office of Education Leaders Discuss COVID-19&apos;s Impact on California Education. Knowledge Brief
Author: Delgado-Jones, Francesca
Date: 2020-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Districts,Administrator Attitudes,Teacher Attitudes,Educational Cooperation,Educational Change,Needs Assessment,Family Involvement,Transitional Programs,Distance Education

This knowledge brief is part of a continuing series designed to inform California education leaders about new research findings on key state policy topics. To better understand the reopening planning process and other issues related to education during the pandemic, WestEd conducted telephone interviews with County Office of Education (COE) leaders from five different counties about how school closures due to COVID-19 impacted their work with districts and schools. The five COE leaders who were interviewed for this brief represent different corners of the state: Tehama, Tulare, Orange, Napa, and Placer counties. Across these counties, common themes emerged throughout the interviews around how COVID-19 has impacted COE work with schools and districts. Most notably, the school closures have changed how COEs and local educational agencies (LEAs) collaborate and communicate with each other, with their students and their families, and with service providers. To place these findings from California in a national context, the authors of this brief also analyzed data from RAND's 2020 American Educator Panels, the American School Leader Panel (ASLP) and the American Teacher Panel (ATP) surveys. Although responses from California teachers cannot yet be isolated in these data, the ASLP and ATP results are among the first large-scale survey data releases to include responses to COVID-related questions, providing a glimpse into how school leaders and teachers in the United States are viewing the issues that WestEd researchers discussed with COE leaders.
What California Teachers Are Saying about Their Instructional Materials for English Learner Students. Knowledge Brief
Author: Burr, Elizabeth
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Public School Teachers,English Teachers,Language Arts,Teacher Attitudes,Instructional Materials,English Language Learners,Culturally Relevant Education,Academic Standards,State Standards,Curriculum Development

California public schools enroll some 1.2 million students who are classified as English learners (ELs), representing a little more than 19 percent of the statewide student population. Given the size of this population and given the state's efforts over the last decade to recommend to districts materials lists for high-quality, standards-aligned materials for all students, education leaders need to understand teachers' perceptions of the quality and suitability of materials available for use with their EL students. This information can help inform the provision of differentiated supports that meet the needs of schools, teachers, and learners across the Golden State. This brief, produced by the CA Analysis for Learning &amp; Engagement (CALE) project, summarizes survey data about California teachers' views of and experience instructional materials in relation to their EL students. It draws from a survey that included items about subject-matter materials in general, along with items about the cultural relevance and linguistic appropriateness of the materials, digital materials, and teachers' modification of materials for EL students. To place California's results in a national context, the authors also compared California's subject-specific teacher responses to those of teachers in other states who responded to the same survey.
Guidelines for Participation in West Virginia State Assessments, 2021-2022. Guidance for Accommodations for State Testing
Author: West Virginia Department of Education
Date: 2021-09-00
Type: Guides - Non-Classroom
Subjects: Measurement,Educational Assessment,Testing Accommodations,Students with Disabilities,Summative Evaluation,English Language Learners,College Entrance Examinations,National Competency Tests,Participation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Alternative Assessment,Language Tests,Standardized Tests,Occupational Tests

The West Virginia Department of Education has crafted this document to offer policy guidance to teams and Section 504 committees in providing appropriate access for students in statewide assessments; and to assist teachers and schools to work within the framework of federal law and state policies. The guidelines are referenced by West Virginia Board of Education (WVBE) Policy 2340, West Virginia Measures of Academic Progress; WVBE Policy 2419, Education of Exceptional Students; and WVBE Policy 2417, Regulations and English Language Proficiency Standards for English Learners; as such, this document is an addendum to the above-mentioned state policies. The purposes of the &quot;Guidelines for Participation in West Virginia State Assessments&quot; (Participation Guidelines) include the following: (1) providing policy guidance to individualized education program (IEP) teams, Section 504 committees, and English learner (EL) committees for appropriately accommodating students in statewide and district-wide assessments; (2) helping teachers and schools work within the framework of federal law and state policies; and (3) providing information for documentation of implementation and assurances for federal requirements under the Every Student Succeeds Act (ESSA 2015) which has replaced requirements within the Elementary and Secondary Education Act (ESEA) enacted in 2002. This document includes requirements set by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). [This report was produced by the West Virginia Department of Education Assessment Services. For &quot;Guidelines for Participation in West Virginia State Assessments, 2020-2021. Guidance for Accommodations for State Testing,&quot; see ED609054.]
U.S. Department of Education&apos;s Charter School Program: Investing in Students by Investing in Charter School Authorizing
Author: National Association of Charter School Authorizers
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Federal Programs,Charter Schools,Technical Assistance,Grants,Federal Aid,Access to Education,Public Education,Educational Improvement,Professional Development,Partnerships in Education,Capacity Building

The Charter Schools Program (CSP) is a key lever that the federal government uses to ensure charter schools provide more students access to excellent public schools. As the U.S. Department of Education studies the program, a new National Association of Charter School Authorizers (NACSA) brief, &quot;U.S. Department of Education's CSP: Investing in Students by Investing in Charter School Authorizing,&quot; provides four recommendations for improving technical assistance in the CSP State Entity grant -- a critical component to ensuring strong, equitable, and effective authorizing: (1) Boost funding for technical assistance, by increasing the 7% set-aside to at least 10%; (2) Promote and support high-quality authorizing by ensuring half of all technical assistance funding is used on authorizing; (3) Provide flexibility for grantees to spend more technical assistance funding in the first two-years of grants; and (4) Ensure transparency and effectiveness by requiring grantees to conduct a needs assessment when applying for and an evaluation when concluding a CSP grant.
Florida Career and Professional Education Act: Technical Assistance Paper. Updated
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: State Legislation,Vocational Education,Educational Legislation,Certification,Educational Finance,Middle Schools,High Schools,Data Collection,Testing,Reports

The purpose of this technical assistance paper is to assist education leaders and administrators in the consistent implementation of the Florida Career and Professional Education (CAPE) Act in Section 1003.491, Florida Statutes (F.S.). This technical assistance paper addresses questions on the legislation, funding, and data reporting.
Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems
Author: Kittelman, Angus
Date: 2021-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Measures (Individuals),Test Construction,Construct Validity,Content Validity,Test Reliability,Sustainability,Goodness of Fit,Fidelity,Program Implementation

To identify the most effective strategies for implementing and sustaining Tier 2 and 3 behavior support systems, a measure of general and tier-specific factors hypothesized to predict sustained implementation is needed. To address this need, we conducted two studies examining the construct validity of the &quot;Advanced Level Tier Interventions Treatment Utilization and Durability Evaluation&quot; (ALTITUDE) measure: one assessing the content aspects of construct validity (Study 1) and one assessing the structural and external aspects of construct validity (Study 2). In Study 1, participants included an expert panel of 26 members who provided iterative feedback during measure development. The results showed strong content representativeness (content validity index = 0.93) for assessing elements indicating sustainability. In Study 2, participants were school personnel from 646 schools who completed the measure. The results showed model fit was good for both a three-factor correlated model (CFI = 0.98, RMSEA = 0.06, SRMR = 0.05) and Bifactors S-01 model with correlated Tier 2 and Tier 3 specific residual factors (CFI = 0.98, RMSEA = 0.06, SRMR = 0.05). In addition, ALTITUDE latent factors were found to have both convergent and discriminant evidence in relation to concurrent fidelity of school-wide positive behavioral interventions and supports (SWPBIS) implementation at tiers 1, 2, and 3. This construct validity evidence will support the use of the ALTITUDE in identifying the strongest tier-general and tier-specific predictors of sustained implementation of Tier 2 and 3 behavior support systems. [This paper was published in &quot;Journal of School Psychology&quot; v85 p140-154 2021.]