ethanporcaro/eric-fulltext-meta huggingface dataset:
Out of the Gate, but Not Necessarily Teaching: A Descriptive Portrait of Early-Career Earnings for Those Who Are Credentialed to Teach. Working Paper No. 263-0422
Author: Goldhaber, Dan
Date: 2022-04-00
Type: Reports - Research
Subjects: Preservice Teachers,Insurance,Unemployment,Data,Public Schools,Wages,Career Choice,Credentials,Beginning Teachers,Income,Career Change,Teacher Salaries

Prior work on teacher candidates in Washington State has shown that about two thirds of individuals who trained to become teachers between 2005 and 2015 and received a teaching credential did not enter the state's public teaching workforce immediately after graduation, while about one third never entered a public teaching job in the state at all. In this analysis, we link data on these teacher candidates to unemployment insurance data in the state to provide a descriptive portrait of the future earnings and wages of these individuals inside and outside of public schools. Candidates who initially became public school teachers earned considerably more, on average, than candidates who were initially employed either in other education positions or in other sectors of the state's workforce. These differences persisted at least 10 years into the average career and across transitions into and out of teaching. There is therefore little evidence that teacher candidates who did not become teachers were lured into other professions by higher compensation. Instead, the patterns are consistent with demand-side constraints on teacher hiring during this time period that resulted in individuals who wanted to become teachers taking positions that offered lower wages but could lead to future teaching positions.
VET for Secondary School Students: A Research Synthesis
Author: Circelli, Michelle
Date: 2022-00-00
Type: Reports - Research
Subjects: Vocational Education,Secondary School Students,Foreign Countries,Student Participation,Apprenticeships,Educational Quality,Outcomes of Education,Employment Level,Postsecondary Education,Governance,Barriers,Educational Change,Occupational Aspiration,Student Characteristics,Academic Persistence,Geographic Location,Career Pathways

Vocational education and training (VET) in schools promises a seamless entry into apprenticeships, skilled work and further education options, with many best practice examples of this type of training delivered in schools identified around Australia. This synthesis identifies insights emerging from existing research on the delivery of VET to secondary students in Australia, insights that could assist in providing a meaningful consideration of and response to concerns such as those described. The focus here is on nationally recognised VET qualifications delivered to secondary school students, those that contribute to their Senior Secondary Certificate of Education (SSCE) rather than the more general career education and work experience activities that constitute vocational learning. The paper focuses on reasons for choosing and participating in VET programs delivered in schools; models of delivery; quality of delivery; and outcomes, both short and medium-term, from these programs. Current knowledge gaps are identified with areas for further research suggested.
Moving Forwards, Making a Difference: A Planning Guide for Schools 2022-23
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2022-05-00
Type: Guides - Non-Classroom
Subjects: Educational Planning,Educational Strategies,COVID-19,Pandemics,Evidence Based Practice,Achievement Gap,Disadvantaged,Case Studies,Guidance,Teacher Effectiveness,Educational Quality,Academic Achievement,Metacognition,Scaffolding (Teaching Technique),Grouping (Instructional Purposes),Technology Uses in Education,Diagnostic Tests,Literacy,Mathematics Education,Faculty Development,Intervention,Attendance,Student Behavior,Social Emotional Learning,Program Implementation

Instability caused by the coronavirus pandemic (COVID-19) completely transformed teaching and learning in schools. Throughout this time, teachers and school leaders have had to find new ways to conduct lessons, assess learning, and maintain relationships with the children in their care. This guide is designed to support teachers and school leaders in identifying and addressing the key areas for development in their setting. It offers practical advice and signposts evidence-informed resources on a variety of areas of teaching practice, from ensuring high quality teaching to removing non-academic barriers to attainment. Drawing on the Education Endowment Foundation's (EEF's) tiered model, the guide is designed to support school planning. The guide aids school leaders in determining how best to focus time, effort, and resources by identifying evidence-informed strategies with the greatest potential to support pupil attainment. Alongside these strategies, the planning guide includes an array of school case studies and expert insights from school leaders, teachers and teaching assistants.
Educating for Citizenship: Arizona Case Study
Author: Sailer, John D.
Date: 2022-05-00
Type: Reports - Research
Subjects: Citizenship Education,Civics,Higher Education,Public Colleges,United States History,Diversity,Equal Education,Inclusion,Curriculum,Political Attitudes,Educational Legislation,State Legislation,Educational Policy,General Education,Educational Change

This report surveys the political and legal background for Arizona's civics instruction in public higher education. It then examines in detail how the three major public universities under the jurisdiction of Arizona Board of Regents (ABOR)--the University of Arizona, Arizona State University, and Northern Arizona University--teach civics and American history, and how they have substituted diversity, equity, and inclusion for civics in their curriculum and their &quot;co-curriculum.&quot; It concludes with recommendations to Arizona's citizens, elected representatives, and ABOR on how they may ensure that Arizona's public universities fulfill their civic mission, and especially their mandate to instruct students in American institutions.
Student Access to School Nursing Services. Position Statement
Author: Yonkaitis, Catherine F.
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Access to Health Care,School Health Services,School Nurses,Barriers,Low Income Students,Health Promotion,Disease Control,Prevention

It is the position of the National Association of School Nurses (NASN) that all students should have access to school nursing care by a registered, professional school nurse (hereinafter referred to as school nurse) all day, every day. For students who face barriers to accessing healthcare, especially those living in predominantly low-income, rural and minority communities, a school nurse may serve as their only regular healthcare provider. School nurses provide students, staff, and school communities with quality healthcare that is critical for health promotion, disease prevention, health maintenance, and health equity (National Academy of Medicine, 2021). This document provides the background and rationale for NASN's position.
School-Located Vaccination. Position Statement. Revised
Author: Amidon, Christine
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: School Health Services,Immunization Programs,Access to Health Care,School Nurses,Information Sources

It is the position of the National Association of School Nurses (NASN) that reaching high vaccination coverage of school-age children, as outlined in Healthy People 2030 (U. S. Department of Health and Human Services [USDHHS], 2021a), is an essential public health objective. The National Strategic Plan for the United States 2021-2025 highlights the importance of increasing the availability of vaccines and removing barriers to access in non-traditional healthcare settings. School-located vaccination (SLV) can enhance other emerging non-traditional vaccination sites (USDHHS, 2021b). The registered professional school nurse (hereinafter referred to as the school nurse) is in a critical position to create awareness, influence action, and provide leadership in the development of SLV programs. This document provides the background and rationale for NASN's position. [This position statement was initially adopted in January 2013 and was revised in January 2018 and January 2022.]
Serial Multiple Mediation of Self-Transcendence and Psychological Resilience in the Relationship between Fear of COVID-19 and Subjective Happiness in University Students
Author: Anli, Gazanfer
Date: 2022-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Psychological Patterns,COVID-19,Pandemics,Correlation,Fear,Undergraduate Students,Student Attitudes,Measures (Individuals),Graduate Students,Foreign Countries,Depression (Psychology),Anxiety,Comparative Analysis

During COVID-19 period, positive psychology and positive aspects of human nature become important. The aim of this study is to examine the mediating role of self-transcendence and psychological resilience in the relationship between fear of COVID-19 and subjective happiness in university students during the COVID-19 period. The Fear of COVID-19 Scale, Brief Resilience Scale, Self-transcendence Scale and Subjective Happiness Scale were completed online by 437 university students. According to the results of correlation analysis, positive significant correlations were found between psychological resilience, self-transcendence and subjective happiness and fear of COVID-19 was negatively related to these variables. The mediating roles were examined by using the bootstrap method with Hayes' PROCESS template. As a result of this analysis, the serial multiple mediation of self-transcendence and psychological resilience in the relationship between fear of COVID-19 and subjective happiness was statistically significant. Obtained findings were discussed in line with the literature and suggestions were made to the researchers.
How Much Material Do EFL College Instructors Cover in Reading Courses?
Author: Al-Jarf, Reima Saado
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Translation,College Second Language Programs,Textbooks,Undergraduate Students,Reading Skills,Teaching Methods,Language Teachers,Teacher Attitudes,Time on Task,Reading Comprehension,Foreign Countries

EFL students at the College of Languages and Translation take 4 reading courses in the first four semesters of the translation program. The textbooks used are Interactions 1 &amp; 2 and Mosaic 1 &amp; 2. The present study examines the amount of reading texts, reading exercises, and reading subskills covered by instructors in the Reading I, II, III, and IV courses. Subjects of this study consisted of 24 instructors (6 instructors per course). Since students usually mark texts, do exercises, and take notes on their textbooks, three reading textbooks per instructor were randomly collected from students enrolled in the Reading I, II, III, IV courses. Each book was examined page by page. The number of chapters, reading texts, reading subskills and exercises taught in each textbook were calculated. It was found that the typical instructor taught 50% of the reading texts in Interactions 1 and Interactions 2; one third of the reading texts in Mosaic 1; and one fifth of the reading texts in Mosaic 2. In Addition, the typical instructor taught 65% of the reading subskills and exercises in Interactions 1; half of the reading skills and exercises in Interactions 2; one third of the reading skills and exercises in Mosaic 1; and one fourth of the reading skills and exercises in Mosaic 2. Findings are reported in detail and are discussed in the light of some issues affecting content coverage as revealed by the instructors themselves in their responses to a questionnaire-survey.
Barriers and Facilitators to Providing Assistive Technologies to Children with Disabilities in South Sudan
Author: Whittaker, Golnaz
Date: 2022-02-00
Type: Reports - Research
Subjects: Foreign Countries,Barriers,Assistive Technology,Disabilities,Incidence,Children,Nongovernmental Organizations,Agency Role,International Organizations,Government Role,Donors,Financial Support,Public Policy,Conflict,War,Access to Health Care,Access to Education,Rehabilitation,Crime,Costs,Social Bias,Access to Information,Human Resources,COVID-19,Pandemics

South Sudan is in a protracted crisis. Four million people have been displaced and many have been left living with high levels of injury, poverty and food insecurity. The impact of the crisis on children -- who make up over 29% of the population -- is particularly high, and a large number are at risk of being born with or acquiring a disability. Assistive technologies (AT) -- the systems, services and products that enhance the functioning of people with impairments -- are likely to be required by many children in South Sudan with disabilities. There is no reliable data available on disability prevalence or AT needs in South Sudan, though estimates suggest a range between 10% and 15% of the population. This work aims to understand the landscape of AT provision and the barriers and facilitators to provision and provides recommendations for priority actions.
The Provision of Assistive Technology to Children with Disabilities in Humanitarian Settings: A Review of the Available Evidence on the Current State of Provision, Gaps in Evidence, and Barriers to and Facilitators of Better Delivery
Author: Whittaker, Golnaz
Date: 2022-02-00
Type: Information Analyses
Subjects: Disabilities,Children,Poverty,Incidence,Assistive Technology,Access to Health Care,Barriers,International Organizations,Rehabilitation,Emergency Programs,Community Programs,Best Practices,Social Bias,War,Natural Disasters,Conflict,World Problems,At Risk Persons,Needs Assessment,Evidence,Civil Rights,Delivery Systems,Geographic Location,Nongovernmental Organizations,Data Collection,Government Role,Foreign Countries

The World Health Organization estimates that 1 billion people in the world live with a disability, of whom UNICEF estimates 240 million are children. The majority of the world's children with disabilities live in low- and middle-income countries, where humanitarian crises are most likely to occur. Humanitarian crises increase the prevalence of child disability and the need for assistive technologies (AT) as children sustain new disabling injuries, children with disabilities lose their assistive devices, or access to limited existing health services is worsened by crisis. In addition, there are likely to be many more children with disabilities in humanitarian settings whose need for AT has never been identified. This literature review discusses the barriers to AT provision in humanitarian settings and considers possible entry points for provision in future. Recommendations include: coordination platforms for the provision of AT; gathering evidence on existing in-country AT provision and strengthening those systems; designing programmes for AT provision that account for pre-existing barriers, within-crises barriers including those internal to humanitarian organisations like UNICEF.
Initial Findings Report: Student Skills for the Future, Spring 2022. A Landscape Analysis from the Jacksonville Public Education Fund
Author: Jacksonville Public Education Fund (JPEF)
Date: 2022-00-00
Type: Reports - Research
Subjects: 21st Century Skills,Employer Attitudes,Employment Potential,Career Education,Technical Education,Counties,Science Careers,Technical Occupations,Engineering,Mathematics,Professional Personnel,Labor Force Development,STEM Education,Minority Group Students,Partnerships in Education,Elementary Secondary Education,Mathematics Achievement,Equal Education,Public Schools,Administrator Attitudes

The Jacksonville Public Education Fund drew on previous research from various organizations including UNF and STEM2Hub in order to identify community stakeholders who could help us answer the question: What skills do students need to succeed in the 21st century workforce? JPEF conducted interviews and focus groups with educators and a variety of employers to compare their perspectives on what skills students need to be successful in the workforce and what challenges they face reaching those needs. JPEF also critically examined the offerings and any publicly available data of 40+ STEM and CTE programs available in Duval County to answer the question: What opportunities exist for Duval County students to develop interest and skills in STEM and CTE fields? [For the Summary Report, see ED620418.]
Initial Findings Report: Student Skills for the Future, Spring 2022. A Landscape Analysis from the Jacksonville Public Education Fund. [Summary Report]
Author: Jacksonville Public Education Fund (JPEF)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: 21st Century Skills,Employer Attitudes,Employment Potential,Career Education,Technical Education,Counties,Science Careers,Technical Occupations,Engineering,Mathematics,Professional Personnel,Labor Force Development,STEM Education,Minority Group Students,Partnerships in Education,Elementary Secondary Education,Equal Education,Public Schools,Administrator Attitudes

This summary is the first in a series of research briefs on student skills for the future. It provides highlights from the full research report, &quot;Initial Findings Report: Student Skills for the Future, Spring 2022. A Landscape Analysis from the Jacksonville Public Education Fund&quot; (ED620417). Given the rate of technological advancement, the role of Science, Technology, Engineering, or Mathematics (STEM) training in creating globally competitive workers, and the unprecedented shift to hybrid and remote learning across the COVID-19 pandemic, it is important to visit the Duval County landscape and see what exists in the landscape for STEM and Career Technical Education (CTE) preparation for all students, but particularly students from historically marginalized backgrounds. The Jacksonville Public Education Fund (JPEF) drew on previous research from various organizations including University of North Florida (UNF) and STEM2Hub in order to identify community stakeholders who could help answer the question: What skills do students need to succeed in the 21st century workforce? JPEF conducted interviews and focus groups with educators and a variety of employers (N=30) to compare their perspectives on what skills students need to be successful in the workforce and what challenges they face reaching those needs. JPEF also critically examined the offerings and any publicly available data of 40+ STEM and CTE programs available in Duval County to answer the question: What opportunities exist for Duval County students to develop interest and skills in STEM and CTE fields? Overall, partnerships between the Duval County School district and major university, business, and community leaders have deepened significantly over the past 5 years, as is evidenced by the increase in STEM, computer science, and CTE courses offered and enrollment in those courses. In school partners and employers agree on challenges still facing student preparation for careers in Duval County, related to communication and critical thinking skills.
Traditional Art Learning: A Bibliometric Analysis in the Scopus Database
Author: Buyamin
Date: 2022-08-00
Type: Information Analyses
Subjects: Bibliometrics,Databases,Trend Analysis,Publishing Industry,Authors,Art Education,Teaching Methods,Art,Cultural Maintenance,Foreign Countries

The goal of this bibliometric analysis is to determine the general trend of publications. Larsen, P.O. and von Ins M.G. are the most influential authors. Routledge is the next most influential publication. The majority of the research on the issue of traditional art learning was backed by as many as 301 links. As novelty a result, this study invites researchers to dig deeper into the topic to boost the amount of research on traditional arts preservation.
What Do Words Convey? A Thematic and Linguistic Analysis of Undergraduates&apos; Reasons for Choice of Major and Associations with Science Motivation
Author: Safavian, Nayssan
Date: 2021-04-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Disproportionate Representation,Majors (Students),Chemistry,Student Motivation,Student Attitudes,Introductory Courses,First Generation College Students,Correlation,Occupational Aspiration,Decision Making,Minority Group Students,Computational Linguistics,Language Usage,Hispanic American Students,Asian American Students,Minority Serving Institutions,Science Education

To better understand underrepresented undergraduates' motivation for pursuing their major, we examined undergraduates' articulated explanations for their major choice and its association with their motivational beliefs within an introductory chemistry course. Students' (n=503, 68% female, 56% First-Generation College-Going, 34% Hispanic) open-ended explanations for their major choice was examined a) by examining prevalent content themes, and b) by examining linguistic features of their written responses (word count, use of affective words). Undergraduates most frequently referenced occupation-related and enjoyment-related reasons for their major choice. Undergraduates in Life science-related majors that mentioned occupation-related reasons also reported lower levels of interest in Chemistry. We also found a positive association between students' surveyed motivational beliefs in Chemistry and the length of their major choice explanations.
Teacher Mindset Is Associated with Development of Students&apos; Growth Mindset
Author: MacDonnell Mesler, Rhiannon
Date: 2021-00-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,Student Attitudes,Student Development,Gender Differences,Teacher Influence,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Elementary School Students,Secondary School Students,Foreign Countries

Are teachers' growth mindsets associated with the development of their students? We know that teacher growth mindset (TGM) shapes the attributions teachers make about their students' abilities and can lead to assumptions about the role that perceived stable traits play in students' performance; however, to date, research has not focused on the relationship between TGM and the development of student growth mindset. This study fills a gap in our knowledge by testing this association over time. Findings from an analytic sample of 57 teachers and 1957 intervention students reveal that teachers with growth mindsets have a mild positive and statistically significant association with the development of their students' growth mindsets, particularly for boys. Implications for teacher education, practice, and future research are discussed.