ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching K-8 Science through Distance Learning: Overall Impacts of the COVID-19 Pandemic. Policy Brief
Author: Macias, Meghan
Date: 2022-04-00
Type: Reports - Research
Subjects: Pandemics,Teaching Methods,Science Instruction,COVID-19,Distance Education,Kindergarten,Elementary School Teachers,Middle School Teachers,National Standards,Alignment (Education),Student Centered Learning,Educational Quality,School Districts,Equal Education,Instructional Innovation,Barriers,National Surveys,Teacher Surveys,Science Teachers,Learner Engagement,Educational Change,Teacher Attitudes

The COVID-19 pandemic has had a huge impact on education. Science teaching, in particular, has faced specific challenges given the field's emphasis on high-quality instruction that has students &quot;do&quot; science collaboratively rather than just read about it or hear about it in a lecture. This brief provides: (1) a summary of data collected by WestEd relating to how the pandemic has affected science education in Next Generation Science Standards (NGSS) Early Implementer districts and other locations around the country; (2) findings regarding student-centered science instruction and equity during the pandemic; (3) descriptions of how some teachers innovated to provide engaging, high-quality science instruction to their students despite the challenges; and (4) lessons learned and recommendations for ensuring high-quality NGSS-aligned science instruction and learning moving forward. [For the companion brief, &quot;Teaching K-8 Science through Distance Learning: Specific Challenges and Successes during the COVID-19 Pandemic. Policy Brief,&quot; see ED620731.]
The U.S. Department of Education&apos;s Processes for Reviewing and Approving State Plans Submitted Pursuant to the Elementary and Secondary Education Act of 1965, as Amended. ED-OIG/A05S0001
Author: Office of Inspector General (ED)
Date: 2020-09-28
Type: Reports - Evaluative
Subjects: Federal Government,Public Agencies,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Finance,Statewide Planning,Compliance (Legal),Homeless People,Program Evaluation,Program Implementation

According to the Elementary and Secondary Education Act of 1965, as amended (ESEA), a State wanting to receive Federal funds must submit a plan indicating which of nine programs it wants to receive funds for. This is the final report on the results of the audit of the U.S. Department of Education's processes for reviewing and approving State plans submitted pursuant to the Elementary and Secondary Education Act of 1965, as amended. The objective was to determine whether the Department designed and implemented State plan review and approval processes that provided reasonable assurance that it: (1) identified and resolved potential instances of State plans' noncompliance with ESEA and Title VII, Subpart B of the McKinney-Vento Homeless Assistance Act of 1987, as amended by the Every Student Succeeds Act (McKinney-Vento Act) requirements; (2) acted within its authority as set forth in section 1111(a)(4)(A)(vi) of the ESEA; and (3) complied with Department policy. The Department's processes for reviewing and approving the three sections of State plans that the statutes required the Department to peer review were assessed--Title I, Part A of the ESEA (Title I); Title III, Part A of the ESEA (Title III); and the McKinney-Vento Act sections of State plans. The design of the Department's State plan review and approval processes as of April 2017 and the implementation of those processes as applied to a sample of plans submitted by six States (Alaska, California, Maine, Michigan, Mississippi, and Utah) during the spring window (on or before April 3) and the fall window (April 4 or after) of 2017 were assessed. To achieve the objective the Department's policies and procedures for selecting peer reviewers, guidance that the Department provided to peer reviewers, and records of the Department's review of six States' plans were reviewed.
Risk of Closed Institutions of Higher Education Receiving Higher Education Emergency Relief Fund Grants. ED OIG Oversight of Coronavirus Response Funds. ED-OIG/I21SIU00841
Author: Office of Inspector General (ED)
Date: 2021-05-13
Type: Reports - Evaluative
Subjects: Risk,School Closing,Higher Education,Federal Aid,Federal Legislation,Pandemics,COVID-19,Grants,Resource Allocation,Compliance (Legal),Deception,Grievance Procedures

The purpose of this report is to share with the U.S. Department of Education (Department) observations made by the Office of Inspector General (OIG) concerning institutions of higher education (IHE) that ceased to provide educational instruction in all programs of study (closed) and received or had access to coronavirus response and relief aid through the Higher Education Emergency Relief Fund (HEERF). This report includes suggestions to enhance the Department's ability to protect these funds from fraud, waste, and abuse. It was determined that at least $1,261,329 in HEERF grants were awarded to and drawn down by closed IHEs. This analysis was conducted in response to information learned during outreach with the Department and complaints the OIG received.
Semiannual Report to Congress, No. 80. October 1, 2019-March 31, 2020
Author: Office of Inspector General (ED)
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Federal Government,Public Agencies,Hearings,COVID-19,Pandemics,Federal Programs,Federal Aid,Student Financial Aid,Educational Finance,Deception,Crime,Elementary Secondary Education,Grants,Charter Schools,Public Schools,Financial Audits,Higher Education

The Inspector General Act of 1978 (Public Law 95-452), as amended, requires that the Inspector General report semiannually to the Congress on the activities of the Office of Inspector General (OIG) during the 6-month periods ending March 31 and September 30. This Semiannual Report presents the activities and accomplishments of the U.S. Department of Education (Department) Office of Inspector General (OIG) from October 1, 2019, through March 31, 2020. This report highlights the audits and related reports issued during the time frame, as well as provides information on OIG investigations and other activities, such as Congressional testimony. This report also contains information on other efforts completed during this reporting period specific to the OIG. This includes information on the response to COVID-19, required non-Federal audit-related work, and other reports issued during the reporting period, including our FY 2020 Management Challenges and FY 2020 Annual Plan. Each Semiannual Report also includes summary tables containing statistical data as required by the Inspector General Act of 1978, as amended, and the National Defense Authorization Act for FY 2008.
Semiannual Report to Congress, No. 81. April 1, 2020-September 30, 2020
Author: Office of Inspector General (ED)
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Federal Government,Public Agencies,Financial Audits,Federal Aid,COVID-19,Pandemics,Educational Finance,Deception,Crime,Natural Disasters,Emergency Programs,Accountability,Federal Programs,Student Financial Aid,Elementary Secondary Education,Educational Legislation,Compliance (Legal),Charter Schools,Public Schools,Higher Education

The Inspector General Act of 1978 (Public Law 95-452), as amended, requires that the Inspector General report semiannually to the Congress on the activities of the Office of Inspector General (OIG) during the 6-month periods ending March 31 and September 30. This Semiannual Report presents the activities and accomplishments of the U.S. Department of Education (Department) Office of Inspector General (OIG) from April 1, 2020-September 30, 2020. This report highlights the audits and related reports issued during the time frame, as well as provides information on OIG investigations and other activities, such as Congressional testimony. This Report also contains information on other efforts completed during this reporting period specific to the OIG, including required non-Federal audit-related work. Lastly, this report includes summary tables and tables containing statistical and other data as required by the Inspector General Act of 1978, as amended, and other statutes. [For the previous report &quot;Semiannual Report to Congress, No. 80. October 1, 2019-March 31, 2020,&quot; see ED620759.]
Semiannual Report to Congress, No. 82. October 1, 2020-March 31, 2021
Author: Office of Inspector General (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Federal Government,Public Agencies,Federal Aid,COVID-19,Pandemics,Educational Legislation,Elementary Secondary Education,Higher Education,Compliance (Legal),Grants,Financial Audits,Accountability,Federal Programs,Student Financial Aid,Deception,Crime,Information Security,Computer Security,Charter Schools,Public Schools

The Inspector General Act of 1978 (Public Law 95-452), as amended, requires that the Inspector General report semiannually to the Congress on the activities of the Office of Inspector General (OIG) during the 6-month periods ending March 31 and September 30. This Semiannual Report presents the activities and accomplishments of the U.S. Department of Education (Department) Office of Inspector General (OIG) from October 1, 2020-March 31, 2021. This report highlights the audits and related reports issued during the time frame, as well as provides information on OIG investigations and other activities, such as Congressional testimony. Lastly, this report includes summary tables and tables containing statistical and other data as required by the Inspector General Act of 1978, as amended, and other statutes. [For the previous report &quot;Semiannual Report to Congress, No. 81. April 1, 2020-September 30, 2020,&quot; see ED620760.]
Semiannual Report to Congress, No. 83. April 1, 2021-September 30, 2021
Author: Office of Inspector General (ED)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Federal Government,Public Agencies,Financial Audits,Federal Aid,Pandemics,COVID-19,Educational Legislation,Elementary Secondary Education,Higher Education,Deception,Crime,Compliance (Legal),Accountability,Grants,Educational Finance,Student Financial Aid,Federal Programs,Emergency Programs,Natural Disasters,Strategic Planning,Charter Schools,Public Schools

The Inspector General Act of 1978 (Public Law 95-452), as amended, requires that the Inspector General report semiannually to the Congress on the activities of the Office of Inspector General (OIG) during the 6-month periods ending March 31 and September 30. This Semiannual Report presents the activities and accomplishments of the U.S. Department of Education (Department) Office of Inspector General (OIG) from April 1, 2021-September 30, 2021. This report highlights the audits and related reports issued during the time frame, as well as provides information on OIG investigations and other activities, such as Congressional testimony. Lastly, this report includes summary tables and tables containing statistical and other data as required by the Inspector General Act of 1978, as amended, and other statutes. [For the previous report &quot;Semiannual Report to Congress, No. 82. October 1, 2020-March 31, 2021,&quot; see ED620761.]
Semiannual Report to Congress, No. 84. October 1, 2021-March 31, 2022
Author: Office of Inspector General (ED)
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Federal Government,Public Agencies,Federal Aid,COVID-19,Pandemics,Federal Programs,Emergency Programs,Accountability,Deception,Crime,Compliance (Legal),Financial Audits,Student Financial Aid,Elementary Secondary Education,Higher Education,Public Schools

The Inspector General Act of 1978 (Public Law 95-452), as amended, requires that the Inspector General report semiannually to the Congress on the activities of the Office of Inspector General (OIG) during the 6-month periods ending March 31 and September 30. This Semiannual Report presents the activities and accomplishments of the U.S. Department of Education (Department) Office of Inspector General (OIG) from October 1, 2021-March 31, 2022. This report highlights the audits and related reports issued during the time frame, as well as provides information on OIG investigations and other activities, such as Congressional testimony. Lastly, this report includes summary tables and tables containing statistical and other data as required by the Inspector General Act of 1978, as amended, and other statutes. [For the previous report &quot;Semiannual Report to Congress, No. 83. April 1, 2021-September 30, 2021,&quot; see ED620762.]
Perceived Barriers in the Sudden Transition to Asynchronous and Synchronous Online Distance Learning of Radiologic Technology Student
Author: Alivo, Rommel A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Barriers,Online Courses,Distance Education,Allied Health Personnel,Radiology,Allied Health Occupations Education,Adjustment (to Environment),Technological Literacy,COVID-19,Pandemics,School Closing,Electronic Learning,College Students,Foreign Countries

This study identified the effect of the perceived barriers in the sudden transition to online distance learning on the academic performance of radiologic technology students. Four barriers were identified and used: digital literacy, support barriers, institutional barriers, and educational impact. A causal-comparative study was utilized to determine the effect of the perceived barriers on students' academic performance. Results revealed that support and institutional barriers significantly impact students' academic performance. On the other hand, digital literacy and educational impact have no significant effect. This finding of the study indicates that students must have easy access to the available support. This is critical not only for technical assistance but also for institutional support.
The Impact of Instructional Communication Skills Training on Educators
Author: Maragha, Alexandra V.
Date: 2021-09-00
Type: Journal Articles
Subjects: Teaching Methods,Communication Skills,Learning Processes,Cognitive Processes,Teacher Student Relationship,Teacher Attitudes,Faculty Development,Pedagogical Content Knowledge,Outcomes of Education,Intervention,Pretests Posttests,Academic Achievement,Student Motivation,Scores,Multiple Choice Tests,Teacher Effectiveness,Comparative Analysis

The topic of instructional communication skills of educators is relevant to the learning process, yet the problem exists where many educators are not sufficiently trained in effective instructional communication skills. The outcomes of effective instructional communication skills of educators can enhance communicative cognitive processing, student-teacher relationships, and student motivation and achievement. After the implementation of an instructional eight-hour training session on eight lesson topics of instructional communication skills, two volunteer educator participants indicated a positive result of the training session intervention. The quantitative data gathered from the pre-and post-assessment indicates that educator knowledge of instructional communication skills increased from 50 percent on the pre-assessment to 75 percent on the post-assessment, indicating an average increase of 25 percent. Through this result, the findings conclude that an instructional eight-hour training session has a positive impact, increasing educators' knowledge on the topic of instructional communication skills as a direct result of the instructional eight-hour training session. It can then be inferred that such training interventions on instructional communication skills can be recommended to increase educator's knowledge, potentially positively affecting communicative cognitive processing, student-teacher relationships, and student motivation and achievement.
Evaluation of Distance Musical Instrument Education of Amateurs in Terms of Teachers&apos; Opinions during the Pandemic
Author: Aydin, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Teacher Attitudes,Distance Education,Musical Instruments,COVID-19,Pandemics,School Closing,Instructional Effectiveness,Self Esteem,Educational Technology,Technology Uses in Education,Student Motivation,Foreign Countries

In this study, it was aimed to determine the views of music teachers who delivered distance musical instrument education within the scope of amateur music education during the COVID-19 pandemic. The study group of the research consisted of 19 music teachers determined by the purposive sampling method, and the data were obtained with a semi-structured interview form, most of which consisted of open-ended questions. In line with the findings obtained from the study, it was determined that the musical instrument education carried out by the teachers participating in the research during the pandemic had a positive impact on the lesson process, the motivation of the student, self-confidence, study discipline, and individual responsibility. In addition, it has been determined that teachers have experienced some negativities in terms of the teaching process and technology in distance education carried out during the pandemic.
Diversity, Equity, and Inclusion Initiative FY 2020 Annual Progress Report
Author: Office of Inspector General (ED)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Work Environment,Diversity,Equal Opportunities (Jobs),Inclusion,Racial Composition,Ethnicity,Gender Differences,Individual Differences,Personnel Selection,Professional Development,Trust (Psychology),Civil Rights,Federal Programs,COVID-19,Pandemics,Barriers,Cooperation,Federal Government,Labor Force Development

In 2019, the U.S. Department of Education (Department) Office of Inspector General (OIG) issued their first Diversity and Inclusion Strategic Plan. Through the plan, OIG affirmed and advanced their long-standing commitment to a diverse, equitable, and inclusive workforce and workplace environment to help ensure that the work they produce is accessible to the diverse public they serve. In that plan, OIG outlined how they would develop, implement, and sustain a workplace culture where they embrace their differences because they recognize them as strengths, and one where their shared values are the guiding principle for how they conduct their work. OIG's plan also noted their commitment to transparency with critical issues such as diversity, equity, and inclusion. This report highlights what OIG accomplished in the Diversity, Equity, and Inclusion Initiative's first year. The report is divided into the following sections: (1) Purpose and Goals of the Initiative; (2) FY 2020 Progress Report; (3) Snapshot: OIG Workforce; (4) FY 2020 Progress by Goal; and (5) The Path Forward--Planned Actions for FY 2021.
Diversity, Equity, Inclusion, and Accessibility FY 2021 Annual Progress Report
Author: Office of Inspector General (ED)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Work Environment,Diversity,Equal Opportunities (Jobs),Inclusion,Racial Composition,Ethnicity,Gender Differences,Individual Differences,Personnel Selection,Professional Development,Trust (Psychology),Civil Rights,Federal Programs,COVID-19,Pandemics,Barriers,Cooperation,Federal Government,Labor Force Development

In this fiscal year (FY) 2021 Diversity, Equity, Inclusion, and Accessibility Annual Progress Report, the U.S. Department of Education (Department) Office of Inspector General (OIG) highlights what they accomplished in their second year of implementing the goals presented in their FY 2019-2022 Diversity and Inclusion Strategic Plan. In FY 2021, OIG continued advancing their long-standing commitment to a diverse, equitable, and inclusive workforce and workplace environment to help ensure that the work they produce is accessible to the diverse public they serve. OIG's FY 2021 initiative started as diversity, equity, and inclusion but now also includes accessibility--an important addition to their efforts. Accessibility encompasses how organizations ensure equitable access to everyone along the continuum of human ability and experience, as well as how organizations make space for the characteristics that each person brings to the workforce. For OIG, it also means taking actions to ensure that their products and services are more broadly accessible by all, as accessibility is not just about the physical workplace environment, it's about ensuring that everyone can access and benefit from the work OIG produces and the services they provide. Through their Diversity, Equity, Inclusion, and Accessibility initiative, OIG is recognizing and celebrating the nation's rich diversity and OIG's increasing awareness that their strength and success as an organization lies in their differences, not their similarities. This year's report is divided into the following sections: (1) Purpose and Goals of the Initiative; (2) FY 2021 Progress Report; (3) Snapshot: OIG Workforce; (4) FY 2021 Progress by Goal; and (5) Our Path Forward--Planned Actions for FY 2022. [For the FY 2020 Annual Progress Report, see ED620768.]
Five-Year Strategic Plan, Fiscal Years 2018-2022
Author: Office of Inspector General (ED)
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Public Agencies,Organizational Objectives,Evaluation Methods,Institutional Mission,Audits (Verification),Program Evaluation,Program Administration,Program Improvement,Federal Legislation,Educational Policy,Educational Practices,Program Development,Performance Based Assessment,Federal Government

The U.S. Department of Education (Department) Office of Inspector General (OIG) Strategic Plan for fiscal years 2018 through 2022 describes the focus and direction of OIG's operations over the next five years, establishes their organizational goals, and outlines the strategies they will employ to reach those goals and the measures they will use to evaluate their performance. OIG's mission is to promote the efficiency, effectiveness, and integrity of the Department's programs and operations. To achieve this mission, OIG conducts audits and investigations and provides other assistance to help ensure integrity in the Department's operations and programs and identify opportunities for improvement. The information OIG provides to Department managers and the U.S. Congress can result in changes to legislation, regulations, policies, and practices. These changes are designed to continually improve the operations of the Department and its programs so they best serve America's taxpayers and students. In developing this plan, OIG considered the Department's mission, strategic plan, and management challenges; major educational program development and initiatives; and the OIG's statutory responsibilities. Plan sections include: (1) Office of Inspector General Roles and Responsibilities; (2) Overview of Office of Inspector General Strategic Plan for Fiscal Years 2018-2022; (3) Strategies and Performance Measures; (4) Office of Inspector General Areas of Responsibility; (5) Key Factors that May Affect Achievement of Our Goals; (6) Relationship of OIG's Strategic Plan to Government-Wide and Department Goals and Objectives; and (7) Program Evaluation.