ethanporcaro/eric-fulltext-meta huggingface dataset:
KIDS COUNT Data Book, 2021: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Social Indicators,Child Development,Children,Adolescents,Well Being,Family Income,Child Health,Child Safety,One Parent Family,Poverty,Body Weight,Mortality Rate,Unemployment,Low Income Groups,Birth Rate,Early Parenthood,Death,Financial Problems,Family (Sociological Unit),Economic Climate,Public Policy,Racial Differences,Ethnicity,Academic Achievement,Educational Indicators,Access to Education,Elementary Secondary Education,Socioeconomic Status,Family Structure,Public Education,Achievement Gap,Low Income Students,Early Childhood Education,Economic Factors,Early Intervention,Family Needs,Housing,Health Insurance,Educational Attainment,Geographic Location,Public Health,Obesity,COVID-19,Pandemics,Access to Computers,Access to Health Care,Mental Health,Employment Level

The 32nd edition of the Annie E. Casey Foundation's &quot;KIDS COUNT Data Book&quot; describes how children across the United States were faring before -- and during -- the coronavirus pandemic. This year's publication continues to deliver the Foundation's annual state rankings and the latest available data on child well-being. It identifies multi-year trends -- comparing statistics from 2010 to 2019. In addition, the report shares data on how families endured the pandemic, sharing data from the Census Bureau's Household Pulse Survey. [The foreword is written by Lisa M. Hamilton. For &quot;KIDS COUNT Data Book, 2020: State Trends in Child Well-Being,&quot; see ED606312.]
Functional Literacy of Alternative Learning System (ALS) Learners: Basis for Sustainable Extension Activity Development
Author: Ocampo, Darrel M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Education,Strategic Planning,Program Evaluation,Evaluation Methods,Communication Skills,Science Process Skills,Critical Thinking,Mathematics Skills,Problem Solving,Daily Living Skills,Job Skills,Self Concept,Technological Literacy,Student Characteristics,Functional Literacy

This study aims to determine the functional literacy acquisition of Alternative Learning System learners and make a sound basis for strategic planning and pedagogical intervention that will help promote and develop the said program. The descriptive-evaluative method of research was used in the study. The descriptive method was used to identify the respondents' profile based on (a) age, (b) gender, (c) civil status, and (d) employment status. The evaluative method was used to determine the respondents' functional literacy acquisition in (a) communication skills, (b) scientific and critical thinking skills, (c) mathematical and problem solving skills, (d) life and career skills, (e) understanding the self and society, and (f) digital citizenship (formerly digital literacy). Frequency Count and Percentage Technique was used to describe the functional literacy acquisition of the respondents. Meanwhile, a modified survey questionnaire based on the functional literacy, education and mass media survey (&quot;National Profile of Adult Literacy and Numeracy Skills,&quot; 2004, p. 91) was used as the primary tool to gather the data. The respondents in this study were the students enrolled in ALS-Sipocot (North and South District), the school year 2019-2020. Due to COVID restrictions, other ALS learners from other municipalities were not covered as part of the study. Findings revealed that ALS learners do not yet manifest the complete acquisition of functional literacy needed to face the globalized world's challenges because their attainment of the required functional literacy skills is generally low. Moreover, the study disclosed that sex, age, civil status, and employment status affect the acquisition of functional literacy skills among ALS learners in Sipocot, Camarines Sur. Based on the results, the researcher developed an extension activity to help the ALS learners improve their functional literacy, particularly in the digital citizenship area, where they got the lowest score.
Environmental Consumption, Waste Recycling, and Academic Performance among Selected College Students during the COVID-19 Pandemic
Author: Asio, John Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Ecology,Recycling,Academic Achievement,College Students,COVID-19,Pandemics,Grade Point Average,Correlation,Foreign Countries,Student Attitudes

The environment is suffering so much, and yet humanity is still adamant about saving it. This study determines the awareness of environmental consumption, waste recycling, and its relationship to the academic performance of selected college students during the pandemic period of COVID-19. Using a descriptive research design, the researcher used an online survey method to collect the data for the study. With the use of the convenience sampling technique, 192 college students from a local city college responded to the online survey. As for the instrument, the study adopted and modified an existing questionnaire and subjected it to reliability and validity tests, which yielded an acceptable result. Using SPSS 22, results show that college students &quot;often&quot; observe different environmental consumption and waste recycling schemes in school. Their academic performance also is &quot;good&quot; based on their grade point average from their previous semester. Also, the study showed a low positive relationship between environmental consumption, waste recycling, and academic performance. The study concluded that college students still practice appropriate environmental consumption and waste recycling, even during the COVID-19 pandemic. Based on the results, the researcher provided some implications for the learning system.
Internet Connection and Learning Device Availability of College Students: Basis for Institutionalizing Flexible Learning in the New Normal
Author: Asio, John Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Handheld Devices,Telecommunications,Access to Computers,Access to Education,Family Environment,Electronic Learning,College Students,COVID-19,Pandemics,Educational Planning,Foreign Countries

Due to the effect of the current pandemic that the world is experiencing, the educational system swiftly remedied the problem of student learning. This study assessed the students' internet connection capability and the availability of learning devices at their homes. The researchers used a descriptive cross-sectional research design with the online survey as the primary tool for data gathering. Using a convenience sampling technique, this study garnered 2,894 responses from students at a local higher education institution in Central Luzon, Philippines. The study used a modified questionnaire and subjected the gathered data to simple statistical analysis. Based on the results of the survey, 70% of the students have internet access at home. On the other hand, smartphone tops the list of the learning devices available for students' learning. To conclude, the institution can therefore implement a flexible learning plan for the students, especially this time of the pandemic period. In addition, the researchers also suggested some important recommendations in the learning system of the institution.
Beliefs and Practices in Taking Licensure Examination for Teachers as Spectrum of Teachers&apos; Moral Principles: A Case Probe
Author: Ocampo, Darrel M.
Date: 2018-10-00
Type: Journal Articles
Subjects: Moral Values,Beliefs,Religious Factors,Catholics,Security (Psychology),Test Preparation,Licensing Examinations (Professions),Teacher Certification,Motivation,Social Influences,Foreign Countries

The study employed Appreciative Inquiry framework to have an in-depth investigation in the personal lives of the participants and to draw connections between their beliefs and practices in taking Licensure Examination for Teachers and how these superstitions reflect and affect their moral principles. Specifically, it aimed to: (1) determine the superstitious beliefs followed by the examinees before, during, and after taking the Licensure Examination for Teachers (LET); (2) determine the positive and negative impact of these superstitions in the aspect of taking LET; and, (3) identify the effects of these superstitions in the characters and principles of the teachers. Semi-structured interview and focus group discussion were used and the data-sources were triangulated to come-up with a stronger analysis. Audit trail and member checking were followed to ensure that there were no biases in the interpretation of the data and to establish the validity of the results. Findings revealed that the student examinees followed different superstitious beliefs before, during and after the exam which have positive and negative effects. The motive of avoiding failure in the examination predominates over the motive of achieving success. The positive and negative effects of superstitions vary from one person's experience to another. Moreover, the assertion and personal disposition to pass the exam became the product of student examinees' projection. The superstitious notions were initiated to discard the student examinees' fears and to safeguard their emotional sphere against negative feelings and any untoward possibilities. Meanwhile, in the development of moral principle, the student examinees' family, peers and the society are important factors in the establishment of their belief system which later on reflects the moral principles they uphold.
Effectiveness Research for Teacher Education. EdWorkingPaper No. 20-252
Author: Hill, Heather C.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Educational Research,Educational Practices,Program Effectiveness,Teacher Education Programs,Causal Models,Research Design,Measurement

Despite calls for more evidence regarding the effectiveness of teacher education practices, causal research in the field remains rare. One reason is that we lack designs and measurement approaches that appropriately meet the challenges of causal inference in the context of teacher education programs. This article provides a framework for how to fill this gap. We first outline the difficulties of doing causal research in teacher education. We then describe a set of replicable practices for developing measures of key teaching outcomes, and propose causal research designs suited to the needs of the field. Finally, we identify community-wide initiatives that are necessary to advance effectiveness research in teacher education at scale.
Determinants of Ethnic Differences in School Modality Choices during the COVID-19 Crisis. EdWorkingPaper No. 21-374
Author: Camp, Andrew
Date: 2021-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Ethnicity,Racial Differences,Conventional Instruction,Distance Education,Equal Education,Political Issues,School Districts,Correlation,Racial Bias,Minority Group Students,Politics of Education,Blended Learning,Institutional Characteristics,Online Courses,School Closing

A growing body of research and popular reporting shows racial differences in school modality choices during the COVID-19 crisis, with white students more likely to attend school in person. This in-person learning gap raises serious equity concerns. We use unique panel survey data to explore possible explanations. We find that a combination of factors may explain these differences. School districts' offerings, political partisanship, and local COVID-19 outbreaks are all meaningfully associated with and plausibly explain the in-person learning racial gap. As schools start offering more in-person learning, significant efforts may be necessary to ensure that families and students attend those in-person learning opportunities.
21st Pedagogical Competence of Pre-Service Teachers in the New Normal Modalities
Author: Ocampo, Darrel M.
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Teaching Skills,Teacher Competencies,Skill Development,Preservice Teachers,Student Characteristics,Correlation,Standards,Foreign Countries

This study examined the use of 21st-century learners and teacher skills by pre-service teachers required in classrooms in the 21st-century, particularly in new normal modalities. The goal was to identify the connection between learners' and pre-service teachers' teaching abilities in the 21st century. Since they are all significant in this sense, the attributes and skills of 21st-century learners and teacher skills have been studied. Research questions were thus answered using a single research survey model. The correlation method was used to assess the association between the use of 21st-century learners and teaching skills. Meanwhile, to determine the results' accuracy and veracity, the researcher used statistical tools to analyze and interpret the data collected. Frequency Count and Percentage Methodology was used to define the portrayal of respondents based on their particular levels. Pearson Product Moment Correlation was used to assess if there was a significant correlation between the usage of 21st-century learners and pre-service teachers' instructional abilities. The results revealed that there are a significant and positive correlations between 21st-century learner skills and 21st-century teacher skills. This finding reflects the fact that as the use of 21st-century learner skills by pre-service teachers increased, their use of teacher skills in the 21st century increased as well, and as the use of 21st-century learner skills decreased, their use of teacher skills in the 21st century also decreased.
Health Equity, Schooling Hesitancy, and the Social Determinants of Learning. EdWorkingPaper No. 21-394
Author: Levinson, Meira
Date: 2021-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Safety,Trust (Psychology),Reentry Students,Parent Attitudes,Minority Group Students,Social Influences,Urban Schools,Disease Control,Public Health,Low Income Groups,Racial Differences,Attendance,Equal Education

At least 25 million K-12 students in the U.S.--disproportionately children of color from low-income families--have been physically out of school for a full year due to the COVID-19 pandemic. These children are at risk of significant academic, social, mental, and physical harm now and in the long-term; it is thus essential that all students gain access to safe, in-person schooling. We review the literature about the association between school reopening and COVID19 transmission rates, and about the political, social, and environmental conditions that shape families' and teachers' choices to return to in-person schooling. Even though schools can safely be opened with appropriate mitigation measures, we find four reasons for schooling hesitancy: high community transmission rates; the Trump administration's politicization of school re-openings in Summer 2020; long-term histories of mutual mistrust and racialized disinvestment in urban districts; and rational calculation about vulnerability due to the social determinants of health that have led Black and Latinx parents disproportionately to keep their children at home and White families disproportionately to send their children to school. Given the deep interconnections between the social determinants of health and of learning, and between schooling hesitancy and community vulnerability, stark inequities in in-person schooling access and take-up are likely to persist. We recommend that urban school districts invest in scientifically-based facilities upgrades, onsite COVID testing, and increased nursing, counseling, and social work staffing. They must also invest time in humble listening so as to understand and address the causes of parents' schooling hesitancy. In addition to ramping up safe and speedy school reopening now, we must make a long-term commitment to supporting schools as both sites of and contributors to public health, especially in historically marginalized communities.
The Effect of Smaller Classes on Infection-Related School Absence: Evidence from the Project STAR. EdWorkingPaper No. 21-408
Author: von Hippel, Paul T.
Date: 2021-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Disease Control,Class Size,Small Classes,Program Effectiveness,Communicable Diseases,Attendance,Death,Elementary Schools,Elementary School Students,Primary Education

In an effort to reduce viral transmission, many schools are planning to reduce class size if they have not reduced it already. Yet the effect of class size on transmission is unknown. To determine whether smaller classes reduce school absence, especially when community disease prevalence is high, we merge data from the Project STAR randomized class size trial with influenza and pneumonia data from the 122 Cities Mortality Reporting System on deaths from pneumonia and influenza. Project STAR was a block-randomized trial that followed 10,816 Tennessee schoolchildren from kindergarten in 1985-86 through third grade in 1988-89. Children were assigned at random to small classes (13 to 17 students), regular-sized classes (22 to 26 students), and regular-sized class with a teacher's aide. Mixed effects regression showed that small classes reduced absence, but not necessarily by reducing infection. In particular, small classes reduced absence by 0.43 days/year (95% CI -0.06 to -0.80, p&lt;0.05), but had no significant interaction with pneumonia and influenza mortality (95% CI -0.27 to +0.30, p&gt;0.90). Small classes, by themselves, may not suffice to reduce the spread of viruses.
The Impact of COVID-19 on Community College Enrollment and Student Success: Evidence from California Administrative Data. EdWorkingPaper No. 21-385
Author: Bulman, George
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Community Colleges,Enrollment Trends,Racial Differences,Ethnicity,Intellectual Disciplines,Student Characteristics,Online Courses,Withdrawal (Education),Grades (Scholastic),Low Income Students,Minority Group Students,Courses

Enrollment increased slightly at both the California State University and University of California systems in fall 2020, but the effects of the pandemic on enrollment in the California Community College system are mostly unknown and might differ substantially from the effects on 4-year colleges. This paper provides the first analysis of how the pandemic impacted enrollment patterns and the academic outcomes of community college students using administrative college-level panel data covering the universe of students in the 116-college California Community College system. We find that community college enrolment dropped precipitously in fall 2020 -- the total number of enrolled students fell by 4 percent in spring 2020 and by 15 percent in fall 2020 relative to the prior year. All racial and ethnic groups experienced large enrollment decreases in spring and fall 2020, but African-American and Latinx students experienced the largest drops at 17 percent in fall 2020. Enrollment fell the most for first-year students in the community college system, basic skills courses, and fields such as engineering/industrial technology, education, interdisciplinary studies, and art. There were smaller decreases for continuing students, academic courses transferable to four-year institutions, and business and science fields. Enrollment losses were felt throughout the entire community college system, and there is no evidence that having a large online presence in prior years protected colleges from these effects. In terms of course performance, there was a larger disruption to completion rates, withdrawal rates, and grades in spring 2020 than in fall 2020. These early findings of the effects of the pandemic at community colleges, which serve higher percentages of lower-income and minority students, have implications for policy, impending budgetary pressures, and future research.
Ensuring the Psychological Safety of Persons with Disabilities, Taking into Account Gender and Age Differences
Author: Ostapenko, R. I.
Date: 2021-06-30
Type: Journal Articles
Subjects: Mental Health,Disabilities,Attitudes toward Disabilities,Social Attitudes,Social Bias,Safety,Foreign Countries,Student Attitudes,College Students,Familiarity,Friendship,Helping Relationship,Accessibility (for Disabled)

The relevance of the research is related to the fact that the psychological safety of persons with disabilities is the leading characteristic that determines its developmental nature. The research objective was to study students' opinions about the capabilities and abilities of citizens with disabilities and to form a tolerant attitude towards them, and hence their social and psychological safety. The research was carried out on the basis of the Voronezh State Industrial and Humanitarian College (Russian Federation), in which 1,000 people took part (among them 38% were boys and 62% were girls). Methods: survey, Spearman correlation analysis, principal component analysis, and semantic analysis. At the stage of the ascertaining experiment, the problem of the psychological safety of persons with disabilities is partially covered. The analysis of experimental data obtained from the survey showed that at the time of the survey, 51.5% of the respondents by gender (23% -- men, 28.5% -- women) treated persons with disabilities as ordinary, recognising their skills, dignity, and abilities. The results of the factor analysis revealed the main factor &quot;tolerant attitude towards persons with disabilities&quot;, which does not depend on age, gender, and place of residence. As a rule, this attitude is formed as a result of communication with them. All respondents intend to &quot;treat persons with disabilities as people with (special) needs, not with disabilities, and create all conditions for their psychological and social safety&quot;.
Is Engaging Online Learning Possible? A Study of an Innovative National Virtual Summer Program. EdWorkingPaper No. 21-345
Author: Schueler, Beth
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Summer Programs,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Minority Group Students,Low Income Students,At Risk Students,Mentors,Teacher Collaboration,Faculty Development,Program Effectiveness,Reading Instruction,Mathematics Instruction,Teacher Attitudes,Student Attitudes,Parent Attitudes

We study an early effort amid the COVID-19 pandemic to develop new approaches to virtually serving students, supporting teachers, and promoting equity. This five-week, largely synchronous, summer program served 11,769 rising 4th-9th graders. &quot;Mentor teachers&quot; provided PD and videos of themselves teaching daily lessons to &quot;partner teachers&quot; across the country. We interviewed a representative sample of teachers and analyzed educator, parent, and student surveys. Stakeholders perceived that students made academic improvements, and the content was rigorous, relevant, and engaging. Teachers felt their teaching improved and appreciated receiving adaptable curricular materials. Participants wanted more relevant math content, more differentiated development, and less asynchronous movement content. Findings highlight promising strategies for promoting online engagement and exploiting virtual learning to strengthen teacher development.