ethanporcaro/eric-fulltext-meta huggingface dataset:
Hitting the Reset Button: The Impact of the COVID-19 Pandemic on the Functions and Services of Registrars&apos; Offices in BC Post-Secondary Institutions
Author: James, Ted
Date: 2023-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Registrars (School),Foreign Countries,Postsecondary Education,Student Recruitment,Scheduling,Teacher Burnout,Anxiety,Electronic Learning,Distance Education,In Person Learning,Working Hours,College Enrollment,Educational Technology,Graduation

Post-secondary institutions in British Columbia and elsewhere were forced to react quickly and boldly when the COVID-19 pandemic arrived in early 2020. The pandemic had unforeseen consequences, but it also created opportunities for new approaches to institutional systems and service delivery. This study evaluates the impact of the pandemic on services provided by Registrars' Offices at the BC Transfer System's 39 post-secondary member institutions. The research included a literature review, an online survey, and interviews. While the Office of the Registrar was only one of many areas dramatically affected at most institutions, the impact of the pandemic on the work of Registrars' Offices was immediate and widespread. The areas experiencing the most impact were recruitment, class scheduling and convocation. Service delivery was largely impacted by moving operations to online delivery and by staff working at home. Policies and procedures were also temporarily amended at many institutions. The main pandemic-related challenges identified by participants were constant revising of plans and schedules, staff fatigue over time, and responding to student anxiety. Most participants reported that their offices successfully met most of the challenges that were experienced. This study provides recommendations for institutional practice and further research: (1) Institutions should continue to explore ways to improve service delivery in both online and in-person formats; (2) Where changes in response to the pandemic resulted in improved service delivery, institutions should consider maintaining those changes; (3) Institutions should consider continuing flexible staff work arrangements where feasible, but allow such arrangements to be guided by a balance of individual choice and institutional need; (4) Research on the impact of the pandemic on students and instructional faculty would broaden the picture; (5) A comparison of differences in impacts across a wider range of jurisdictions may be another direction for further study; and (6) Investigation of the long-term impacts of the pandemic may provide further insights.
Making It Matter: A Systems Approach to Advancing Equity and Excellence for Students. Policy and Practice Brief
Author: Choi, Linda
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Systems Approach,Equal Education,Educational Opportunities,School Districts,Elementary Secondary Education,Educational Quality,COVID-19,Pandemics,Educational Strategies,Student Needs,Outcomes of Education,Social Differences,Access to Education,Human Capital,Educational Resources,Boards of Education,Teacher Attitudes,Administrator Attitudes,Holistic Approach,Multi Tiered Systems of Support,Educational Objectives,Minority Group Students,Faculty Development,Teacher Effectiveness

The stakes are incredibly high in California to provide access to a high-quality education in a safe environment for all students. As districts across the state resumed full-time instruction and began the task of pandemic recovery, members of the California Collaborative on District Reform convened three times in 2021-22 to continue and deepen their ongoing exploration of local strategies for meeting students' academic, social and emotional, and mental health needs. Of particular concern in these gatherings was the need to address systemic contributors to the persistent inequities in both educational opportunities and outcomes that the pandemic had accentuated. This brief summarizes key takeaways from discussions among meeting participants exploring ways in which school systems center equity in their work. Importantly, the districts sharing their work and strategies in these meetings vary significantly in the human capital and other resources available to them, and each is at a different place in its equity journey. Nevertheless, the core takeaway was clear: centering equity begins with an explicit and visible commitment on the part of district leaders. But words alone are not enough. Participants in these meetings stressed that this commitment must become systemic action and must be integrated into all aspects of a district's work. This was both the message and the goal of the district leaders participating in these Collaborative convenings. This report presents four recurring themes that emerged from these discussions: (1) System Leaders' Explicit and Visible Commitment to Equity Is Essential; (2) Efforts to Center Equity Must Focus on the Whole Child; (3) Efforts to Enhance Equity Must Reach the Instructional Core; and (4) Advancing Equity Districtwide Requires Systemic Coherence.
Challenges in Hyflex Learning in Zambales Philippines
Author: Mobo, Froilan D.
Date: 2023-02-00
Type: Journal Articles
Subjects: Blended Learning,Foreign Countries,Educational Change,COVID-19,Pandemics,Preferences,In Person Learning,Student Attitudes,Access to Computers,Teacher Student Relationship,Peer Relationship,Videoconferencing,College Students

The modality of learning in the Philippines became highly revolutionized during the start of the global pandemic that hit the entire economy and education sector, which has negative implications. Universities and Basic Education designed an alternative mode of learning that fits the regulations of the Inter-Agency Task Force on COVID-19 (IATF). The researchers used a quantitative research design in collecting and analyzing the numerical data. Because it is the methodology that researchers use to test theories about people's attitudes and behaviors based on numerical and statistical evidence. Students' preferences in terms of the hybrid learning approach are with the in-person approach because they can easily understand and catch up with the subject being taught. The majority of students are still determined to have limited in-person or face-to-face classroom discussion. The most common challenges experienced by the students, being ranked accordingly, are the lack of appropriate devices and the interaction with teachers and students. According to Kohnke &amp; Moorhouse (2021), the utilization of various features of the video-conferencing software and other digital tools was seen as essential to the effectiveness of the HyFlex Learning Modality. That is why it is important for colleges to strictly monitor and strengthen the conduct of hybrid learning and follow the compliance set by the National Government Agencies.
Probing the Filipino College Students&apos; Pragmatic Competence: Its Pedagogical Implications in Language Teaching and Learning
Author: Ocampo, Darrel M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Pragmatics,Interpersonal Competence,Correlation,Scores,English (Second Language),Academic Language,Foreign Countries,Writing Tests,Language Tests,Teacher Education Programs,Preservice Teachers,Language Proficiency,Learning Experience,Teaching Methods,Learning Processes,Student Evaluation,Measures (Individuals)

The study identified the pragmatic competence level of the second language (L2) learners through Written Discourse Completion Test (WDCT) administered to purposively selected 40 first-year education students. A modified questionnaire based on Survey for Academic English Language Exposure (SAELE) was used to determine the effectiveness of academic English language exposure on the pragmatic competence development of the respondents. The study employed the descriptive correlational method, while various statistical tools were utilized to analyze and interpret the data. Weighted mean was used to determine the respondents' pragmatic competence level and the effectiveness of academic English language exposure on the pragmatic competence development of the respondents. Moreover, Pearson Product Moment Correlation (PPMC) was employed to determine the significant relationship between the two variables. Results in WDCT showed that the average scores in the pre-test and post-test results fall under the competent level. Meanwhile, the effectiveness of academic English language exposure on the pragmatic competence development of the respondents was 0.207, which is ineffective. Lastly, the statistical correlation of the two variables showed no significant relationship between them (r=0.046, p&gt;0.05). Based on the study's results, pedagogical implications for pragmatic and L2 teaching and learning were conceptualized.
Studies in Teaching: 2023 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2023)
Author: McCoy, Leah P., Ed.
Date: 2023-06-29
Type: Collected Works - Proceedings
Subjects: Outcomes of Education,Mathematics Activities,High School Students,Student Attitudes,Spatial Ability,Self Efficacy,Secondary School Science,Chemistry,Goal Orientation,Student Motivation,English Language Learners,Constructivism (Learning),Social Studies,Civics,Politics,Art,Learner Engagement,Academic Achievement,Creativity,Portfolios (Background Materials),Grammar,Art Education,Elementary School Mathematics,Evaluation Criteria,College Students,Credibility,Information Sources,Library Instruction,Information Literacy,Music,Novels,Elementary School Students,Reflection,Mathematics Education,Self Concept,Humor,Nonfiction,Letters (Correspondence),Writing Attitudes,English Instruction

This document presents the proceedings of the 27th Annual Research Forum held June 29, 2023, at Wake Forest University in Winston-Salem, North Carolina. Included are the following fifteen action research papers: (1) The Effects of Real-World Mathematics Activities on High School Students' Attitudes (Alexa Altizer); (2) An Investigation of the Effect of Explicit Spatial Reasoning Instruction on Student Self-Efficacy in High School Chemistry (Emma Armstrong); (3) The Influence of Goal Setting on Student Motivation for English Learners (Anna Bush); (4) Having Fun &amp; Learning Deeply: Constructivist Assessments in a Social Studies Classroom (Molly Dwyer); (5) &quot;Why Is There a Cage in Central Park?&quot;: The Impact of Political Art on Engagement and Understanding in Civics (Elena Ecelbarger); (6) The Privilege of Wonder (Courtney C. Fadley); (7) Have You Heard?: The Impact of Auditory Sources on Student Engagement and Achievement in Secondary Social Studies (Connor Flaherty); (8) Influence of Creative Portfolios on Students' Engagement with Grammar (Bailey Inama); (9) Arts Integration in the Elementary Math Classroom (Ashlyn John); (10) The Influence of the CRAAP Test and the SIFT Method on University Students' Understanding of Credibility of Information Online (Amanda Kaufman); (11) The Effect of Music Integration on Student Engagement with Novels (Caroline Pope); (12) Dedicated Social Studies Instruction in Elementary Schools: A Case Study (Kathleen Rainey); (13) The Impact of Reflection Activities on High School Student's Math Identity (Allie Rice); (14) The Influence of Humor on Student Engagement with Nonfiction Texts (Lily Richards); and (15) The Influence of Authentic Letter Writing on Students' Attitudes toward Writing in the Secondary English Classroom (Luke Tatum). Individual papers contain references, tables, and figures. [For the 2022 Research Digest, see ED621431.]
Conflating Contrasting Needs: Introducing a Model for Designing Teacher Research in Sub-Optimal Educational Contexts
Author: Marcelli, Andrea Mattia
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Models,Design,Educational Research,Scientific Research,Teacher Attitudes,Resistance (Psychology),Faculty Workload,Barriers,Teacher Education,Epistemology,Planning

This paper tackles the issue of teacher researchers by offering a model for the design of teacher-led inquiries that meets both the theoretical and the practical requirements of scientific research in educational settings. Part 1 focuses on teachers' reluctance to undertake academic research during the course of their working year. Two practical reasons are identified, which explain teachers' lack of involvement with scientific investigations: excessive demands on behalf of policymakers and limited availability of resources. Part 2 moves on to the theoretical level and identifies two beliefs about knowledge that are culturally widespread, and which limit the academia's ability to embrace everyday workplace experiences as a type of scientifically informing educational practice. Drawing on Damiano (2015), the epistemological legitimacy of teachers' experiences is thus redrafted. Part 3 introduces a model for designing research activities in educational settings, so that no supplementary time or resources is required to pursue scientific goals, despite the manifold constraints of teachers' everyday work. The chief example described in this paper focuses on early school leaving and the possibility to convert an ordinary career day into an investigation based on visual ethnography, which aims to empower students at risk. Said case is rendered with a diagram, which constitutes a useful tool for designing research according to the model's guidelines. Finally, Part 4 assesses the viability of the model against a framework conceived for the meta-evaluation of evaluatory practices.
Proceedings of the 2023 ASCUE Summer Conference (55th, Hybrid, June 11-14, 2023)
Author: Association Supporting Computer Users in Education (ASCUE)
Date: 2023-00-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Computer Uses in Education,Recruitment,Learning Management Systems,Educational Technology,Computer Simulation,Access to Information,Curriculum Development,Preservice Teachers,Technology Integration,Automation,Computer Software Reviews,Digital Literacy,Higher Education,Artificial Intelligence,Game Based Learning,Video Games

ASCUE, the Association Supporting Computer Users in Education, is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. The 55th annual conference is about returning to the classroom after an abrupt shift to online work and instruction demands a reimagining of how and why technology is incorporated in education. This year's conference highlights work that encourages empathy, equity, and intentionality when administering, supporting, and integrating technical components in the classroom. [For the full paper, &quot;Recruiting the Next Generation of Information Technology Professionals,&quot; see ED629427.]
Exploring Stranded Credit in the BC Transfer System
Author: McQuarrie, Fiona A. E.
Date: 2023-03-00
Type: Reports - Research
Subjects: College Credits,Transfer Policy,College Transfer Students,Foreign Countries,Debt (Financial),Academic Records,Web Sites,Institutional Characteristics,Registrars (School),School Policy,Student Motivation,Loan Repayment,Barriers,Universities,Student Financial Aid,Laws,Fees,College Students

Stranded credit is credit that students have earned at a postsecondary institution, but cannot use or transfer because they have unpaid debts at the institution. Institutions will usually not issue official transcripts to students with debt, which results in the student being unable to formally document the credits they have acquired. This can cause problems for the student in many areas, including obtaining employment, undertaking further education, and maintaining their immigration status. Being unable to obtain an official transcript may be a barrier to a student obtaining more education or a higher-paying job that would help them pay off their institutional debt. Because of this, several US states have recently banned post-secondary institutions from withholding student transcripts. This study was commissioned by the Transfer and Articulation Committee (TAC) of the BC Council on Admissions &amp; Transfer (BCCAT). The purpose of the study is to investigate the extent of stranded credit in the BC Transfer System (BCTS) and to make recommendations to address it when it occurs. The study collected data from two sources: (1) a review of information on BCTS member institutions' websites around unpaid student debt; and (2) a survey of registrars at the 39 BCTS member institutions on their institutional policies and practices around student debt and withholding transcripts. The data indicate that almost all BCTS member institutions use &quot;transcript holds&quot; on student accounts with outstanding debt, as a means of motivating students to pay those debts. The majority of survey respondents indicated that their institutions use this practice because withholding transcripts is one of the few strategies available to institutions attempting to collect unpaid debts. However, very few respondents indicated that stranded credit is a problem at their institution. Recommendations based on the findings are provided.
Helping Teachers to Foster Learning and Build Character. Case Study
Author: Farnham, Lija
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Language Arts,English Curriculum,Elementary School Curriculum,Public Schools,Social Emotional Learning,School Culture,Academic Achievement,Faculty Development,Partnerships in Education

EL Education, originally called Expeditionary Learning, supports a network of 150 pre-K-12 public schools in 30 states and has launched an open source K-8 English language arts curriculum that has been downloaded more than 10 million times across 45 states. EL Education advocates a three-dimensional view of student achievement that puts character side-by-side with mastery of rigorous content and high quality work. That means teachers and school leaders must model a school-wide culture of respect and compassion, and prioritize social and emotional learning and supportive classroom environments, along with fostering high-quality academic learning. This case study discusses Detroit Public Schools Community District (DPSCD), which began using the EL Education language arts curriculum in 2018 in all of its K-8 classrooms.
The Appalachian Region: A Data Overview from the 2017-2021 American Community Survey. Chartbook
Author: Pollard, Kelvin
Date: 2023-06-00
Type: Reports - Research
Subjects: Geographic Regions,Community Surveys,Data Analysis,Community Characteristics,Community Problems,Regional Characteristics,Demography,Social Indicators,Economic Status,Residential Patterns,Housing,Educational Attainment,Access to Computers,Internet,Labor Force,Transportation,Income,Poverty,Health Insurance,Disabilities,Migration,Veterans,Rural Areas

&quot;The Appalachian Region: A Data Overview from the 2017-2021 American Community Survey,&quot; also known as &quot;The Chartbook,&quot; draws from the most recent American Community Survey and comparable Census Population Estimates. The report contains over 300,000 data points about Appalachia's economy, income, employment, education, and other important indicators--all presented at regional, subregional, state, and county levels. Though that data was collected before, and during the initial ten months of, the COVID-19 pandemic, they provide a critical benchmark for comparison when more pandemic and post-pandemic information becomes available. [For the 2016-2020 Chartbook, see ED625962.]
The Collection and Use of Student Data on Race, Ethnicity, and Ancestry: A Framework to Guide the Collection and Use of Student Data on Race, Ethnicity, and Ancestry to Support Equity, Diversity, and Inclusion in BC Public Post-Secondary Institutions
Author: Díaz, Victoria E.
Date: 2023-01-00
Type: Reports - Research
Subjects: Data Collection,Data Use,Student Characteristics,Race,Ethnicity,Equal Education,Diversity,Inclusion,College Students,Foreign Countries,Guidelines,Indigenous Populations,Minority Group Students

This project reviews data collection practices regarding race, ethnicity and ancestry (REA) in post-secondary institutions (PSIs) in Canada, as well as in other relevant sectors (e.g., health, K-12 education, government agencies). The goal of the project was to identify promising practices and to develop recommendations to guide REA data collection initiatives both at the institutional and system level in BC post-secondary education. The information was collected using systematic literature and documentary reviews of existing practices on data collection regarding REA, interviews with representatives from PSIs and other organizations, and focus groups with students and community representatives. The framework for the collection and use of student demographic data, which was developed through the project work, offers a comprehensive approach to demographic data both at the institutional and system levels, considering the tools to be used, as well as appropriate processes to meet the objectives of the data collection. The report contains a discussion of key terms and definitions as well as examples of data collection questions used by other PSIs and organizations. [This report was prepared by the Planning and Institutional Research Office University of British Columbia in collaboration with DPM Research for EducationPlannerBC (EPBC).]
Policing in Schools Project. Report to the Executive Committee
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Police School Relationship,Public Schools,History,Student Needs,School Funds,Caring,School Community Relationship,Family School Relationship,School Safety,Equal Education,Indigenous Populations,Minority Groups

From February to April 2022, 39 British Columbia Teachers' Federation (BCTF) members who identify as Black, Indigenous, People of Colour (BIPOC) participated in the Policing in Schools Project. They discussed their experiences and perspectives on police in schools and shared their visions for creating and sustaining safe, healthy, and equitable schools for all students. The BCTF engaged an external facilitator to lead Talking Circles with participants. BCTF members hold multiple views on this topic. Discussing police in schools within Talking Circles elicited a range of perspectives, experiences, stories, and emotions from participants. In this report, BCTF has endeavored to honour participants' perspectives, treat their words with care and meaningfully represent the broad themes of their stories. The goal of the Policing in Schools Project report is to support continued conversations within schools, locals, the BCTF and broader community about how to create and sustain conditions for safe, healthy, and equitable public schools. There are three key themes to prompt future dialogue: (1) History matters and continues to be lived; (2) Student needs within a chronically underfunded public education system cannot be met by funding School Liaison Officers (SLOs); and (3) Schools that embody care and meet student needs are grounded in the community and connected to families.