ethanporcaro/eric-fulltext-meta huggingface dataset:
Confronting COVID-19-Related Harassment in Schools: A Resource for Families
Author: US Department of Justice (DOJ), Civil Rights Division
Date: 2021-00-00
Type: Guides - General
Subjects: COVID-19,Pandemics,Bullying,Racial Bias,Racial Discrimination,Asian American Students,Pacific Islanders,Elementary Secondary Education,Higher Education,Prevention,Civil Rights

On May 10, 2021, the Civil Rights Division (the Division) of the U.S. Department of Justice and the Office for Civil Rights (OCR) at the U.S. Department of Education jointly issued an updated resource for students and families on confronting COVID-19 related bullying and harassment against Asian American and Pacific Islander (AAPI) students. The document recognizes that in schools around the country, AAPI students have reported bullying and harassment by classmates because of their race or national origin, including their ethnicity, ancestry, and language. The document provides timely examples of the kinds of incidents the Division and OCR can investigate and reminds parents of specific actions that can be taken by families when schools fail to respond to reports of harassment based on race or national origin. It also provides information on how to file a complaint with the Division and OCR. The resource is available in twelve AAPI languages.
Translation Students&apos; Difficulties with English Neologisms
Author: Al-Jarf, Reima
Date: 2010-00-00
Type: Journal Articles
Subjects: Majors (Students),Translation,Semitic Languages,English (Second Language),Second Language Learning,College Students,Word Recognition,Language Usage,Familiarity,Knowledge Level,Foreign Countries,Inferences,Vocabulary

A sample of junior students majoring in translation was enrolled in an Arabization course. The students received direct instruction in word formation processes in English and Arabic such as compounding, derivation, back formation, conversion, blends, clipping, acronyms and neologisms. Focus was on similarities and differences between English and Arabic word formation processes and how English lexical items in each category can be translated into Arabic. Although the students had completed several translation and interpreting courses prior to the Arabization course, post-test results showed that the students had difficulty recognizing, understanding the meaning of, translating English neologisms into Arabic. The subjects tended to translate words literally rather than conceptually and gave a single-word equivalent rather than a borrowing, periphrasis or explanatory equivalent Students' difficulties with English neologism were due to unfamiliarity with neologisms, lack of background knowledge, inability to infer the meaning of neologisms from context.
Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Papers of the 2020 International Pre-Conference (69th, Virtual, October 27-30, 2020)
Author: Avoseh, Mejai, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Adult Education,International Education,COVID-19,Pandemics,Foreign Countries,Womens Education,Vocational Education,Job Skills,Adult Programs,Faculty Development,Neighborhoods,Daily Living Skills,Adult Students,Educational History,Andragogy,Educational Research,Skill Development,Immigrants,Electronic Learning,College Students,Females,Violence,Personal Narratives,Student Satisfaction,Distance Education,Tutoring,Educational Quality,Handheld Devices,Telecommunications,Lifelong Learning,Mandatory Continuing Education,Teachers,Nonformal Education,Adults,Participation,Interpersonal Relationship,Older Adults,Courts,Informal Education,Adult Learning,Influence of Technology

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These &quot;Proceedings&quot; contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]
A Qualitative Study on the Health and Education of Primitive Tribal Groups (PTGS) of Gudalur, Tamil Nadu
Author: Saraswathi Nandhini, R.
Date: 2016-04-00
Type: Journal Articles
Subjects: Tribes,Health,Foreign Countries,Geographic Regions,Educational Attainment,Social Work,Community Organizations,Geographic Isolation,Cultural Traits,Literacy,Illiteracy,Poverty,Diseases,Health Services,Ethnic Groups,Dropouts,Elementary Secondary Education,Higher Education,Educational Trends,Trend Analysis

In India, Tribal constitute 8.61% of the total population numbering 104.28 million (2011 Census) and cover about 15% of the country's area. Nilgiri district had the highest percentage of (3.16%) scheduled tribe population in Tamil Nadu. About 50% of the tribal population is concentrated in Gudalur taluk, the remaining 50% of the tribal population is distributed in the other three taluks. Toda, Kota, Irula Kurumba, Kattunayakan and Paniya were the six primitive tribal groups found in Nilgiri. The study facilitates to understand the health and educational status of the tribes in 3 villages Kadalakolly, Muttimoola and Thangamalai at Gudalur taluk using qualitative method. The finding shows that there exist less importance to health and education and lack of motivation in progress of education and health which leads to the poor health and lack of knowledge and awareness. The study suggests the implementation of the community organization as a social work method to stimulate a professional approach to develop them.
To Use Literary Texts in ESL/EFL Classes or NOT
Author: Hasan, Mariwan N.
Date: 2017-12-00
Type: Journal Articles
Subjects: Second Language Instruction,Teaching Methods,English (Second Language),Literature,Literary Genres,Reading Material Selection,Reader Text Relationship,Instructional Material Evaluation,Educational Benefits

This paper looks at the positive and negative aspects of utilizing literature in an ESL class. The writers discuss that if any genre of literature is to be utilized effectively in the class, it should be precisely chosen and investigated precisely in a way which promotes a strong connection between the reader and the content. A particular example of how a literary content may be moved towards in order to encourage this kind of collaboration will be established as a conclusion.
Included but Excluded: The Use of Mobile Phones among Digital Immigrants
Author: Ussher, Yvette Akuorkor Afowa
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Technological Literacy,Females,Educational Attainment,Adult Literacy,Foreign Countries,Sales Occupations,Computer Use

Research on digital divide is on the ascendancy; however, there have been relatively few studies assessing digital inclusion focusing on how technological savvy was acquired by digital immigrant mobile phone users to explore the myriad opportunities of their mobile phones. Using semi-structured interviews this paper assesses digital inclusion as it explores how market women in Accra acquire technological savvy to use their mobile phones. The study findings show the importance of informal learning in the acquisition of digital literacy among digital immigrants: as majority of these women were able to use their mobile phones for the first time based on the informal teachings they received from their children. However, they appear to be digitally excluded as they under-utilized the mobile phone they own. They use their mobile phones predominantly for calling due to their low educational levels. For a fully digitized economy to be realized in Ghana, these women need adult literacy and market-based programmes that focus on developing digital literacies to enable them fully to join the digital society. Hence, there should be a call for adult education practice by promoting lifelong learning opportunities for all digitally excluded to attain 21st century skills to become part of the digital economy. [For the full proceedings, see ED613257.]
Examination of the Effects of 8-Weeks Core Stabilization Training on FMS (Functional Movement Screen) Test Scores Applied to a 12-14 Age Group of Male Basketball Players
Author: Dogan, Ozgur
Date: 2018-00-00
Type: Journal Articles
Subjects: Physiology,Team Sports,Muscular Strength,Physical Fitness,Physical Education,Comparative Analysis,Pretests Posttests,Scores,Screening Tests,Males,Training Methods,Clubs,Adolescents,Foreign Countries,Validity,Reliability,Athletes,Athletics

The core area is made up of muscles, which surrounds the human body like a corset and acts in the stabilization of the body. Core stabilization training can strengthen muscles in this area and provide better stabilization. The purpose of this study is; investigate of the effect of 8-weeks core stabilization training on the FMS (Functional Movement Screen) test scores of 12-14 age group male basketballs. 27 healthy athletes (Experiment Group n=14, 13.14±0.663 ages -- Control Group n=13, 13.15±0.801 ages) participated in the study. The experimental group was given 8 weeks to core stabilization training. Before the training, the Functional Movement Screen test was applied to the Pre-post test and the scores were evaluated. Statistical analysis SPSS 22 software package was performed taking into account the confidence parameter (p &lt;0.05). Median and IQR values were used in the descriptive statistics because the data were not normally distributed. Statistical significance was analyzed between FMS (Functional Movement Screen) pre-post test scores according to the analysis results. There was no significant difference (r:0.59; p&lt;0.05) in the pre-post FMS values for the Control Group. When the FMS values were compared for the Experimental Group, a significant difference was found (r:0.42; p&lt;0.05). This study has achieved the result that FMS developed the movement patterns and the performance of the performance athletes increased the quality of the functional movements. Results that are more accurate can be achieved with a study conducted with a larger sample group. [Paper presented at the International Sport Sciences Congress (15th, Antalya, Turkey, November 15-18).]
Missing the Mark: Exploring Participation Rates and Challenges to Engage Low-Skilled Adults in Education and Training
Author: Helsinger, Abigail
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Participation,Adults,Foreign Countries,Nonformal Education,Educational Policy,Adult Literacy

The demand for adult training opportunities is substantial as labor markets often require adult workers to obtain advanced skills. Opportunities to obtain advanced skills are often pursued by high-income and high-skilled workers whereas low-skilled or low-income adult workers are less likely to participate. For this study, we used data from the Program for the International Assessment of Adult Competencies (PIAAC) for the U.S., Canada, the Netherlands, Norway, and Sweden to compare participation rates in non-formal education (NFE) by high and low-skilled adults. Additionally, to gain insights of adult education and training policies that promote NFE, international key informant interviews (n = 33) and document reviews were conducted. Major findings include (a) as compared to high-skilled adults, low-skilled adults are less likely to participate in NFE; (b) as compared to the U.S., low-skilled workers in Norway and the Netherlands are more likely to participate in NFE; and (c) non-formal education is often more acceptable to low-skilled adults due to previous negative experiences with formal education. Countries were selected based on qualitative findings that will inform best practices. [For the full proceedings, see ED613257.]
The Role of Parental Attitudes, Irrational Beliefs, Need for Social Approval and Self-Esteem in Speech Anxiety
Author: Sahan, Birsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parenting Styles,Mothers,Fathers,Beliefs,Social Influences,Psychological Needs,Self Esteem,Anxiety,Speech Communication,Predictor Variables,College Freshmen,College Seniors,Public Colleges,Self Concept Measures,Preservice Teachers,Foreign Countries

In this study, the effects of parental attitudes, self-esteem, need for social approval and irrational beliefs were examined on the speech anxiety of university in Turkey. Correlational survey model was employed in the study, and the participants were 615 Turkish university students. The relationships between the variables were analysed by establishing a structural regression model. Irrational Beliefs Scale, Need for Social Approval Scale, Speech Anxiety Scale for Teacher Candidates, Rosenberg Self-Esteem Scale and Parental Attitudes Scale were employed to collect data in this study. The analyses showed that the model had a good fit to the research data [x[superscript 2]=463.806, sd=201, x[superscript 2]/sd=2.307, CFI=0.961, TLI=0.951, IFI=0.961, RFI=0.916, NFI=0.933, AGFI=0.912, GFI=0.936, RMSEA (%95 GA)= 0.046, SRMR=0.058]. Irrational beliefs, self-esteem, and need for social approval were found to have a full mediator role in the relationship between parental attitudes and speech anxiety. In order to reduce speech anxiety, individuals' self-esteem should be improved, while reducing their need for social approval and eliminating their irrational beliefs. However, family-oriented projects should be carried out considering the effect of parental attitudes associated with these variables. [Paper presented at the International Primary Teacher Education Symposium (16th, May 8-11, 2017).]
Tutor Service Quality and Student Satisfaction: A Study of Distance Education Students at University of Ghana Learning Centres
Author: Tsevi, Linda
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Distance Education,Student Satisfaction,Undergraduate Students,Teacher Competencies,Teacher Characteristics,Empathy,Reliability,Teacher Student Relationship,Student Centered Learning,Teaching Methods

This paper explores student satisfaction of tutor services provided at the University of Ghana Learning Centres specifically, Koforidua Learning Centre. A simple random sampling method was used to select current 150 undergraduate students pursuing varied degree programmes at the Koforidua Learning Centre. There was an observed significant relationship between the dimensions of service quality namely reliability, responsiveness, and empathy and student satisfaction in relation to tutors' service quality. Generally, the findings indicate that students for some specific programs were dissatisfied with tutor services at Koforidua Learning Centre. Overall, the findings indicate that the use of SERVQUAL outcomes may lead to improved tutor performance at the undergraduate level. Findings may also guide other Learning Centres of public higher education institutions in Ghana to put in place measures that will enhance the quality of services tutors provide. [For the full proceedings, see ED613257.]
Improving Social Engagement through a Cultural Institution-Based Adult Education: A Case Study of the &quot;Kgotla&quot;
Author: Oduaran, Akpovire
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Social Life,Older Adults,Courts,Informal Education,African Culture,Psychological Patterns,Foreign Countries

Depressive symptomatology, loneliness and hopelessness are dominant issues among elderly Africans. Yet, it is commonly assumed, and, perhaps, agreed that the elderly African should physically and socially remain active and continue to be the custodian of the people's traditional norms and values reflective of the traditional social transfers for which African culture is known. Exploring ethnographic data from the extant literature, this study attempts to understand the possible relationship between social engagement (based mainly on social activity) and the functional capacity of the Kgotla. Kgotla is a traditional court made up of community council chief and elders who meet at the public square to reach a consensus on public issues. It originates from Botswana. The data reveal that the informal adult learning functional activities that is dominant in the Kgotla, considerably help in social engagement among the elderly Tswana-speaking Africans. It was found that social activity is significantly enhanced by the elderly Africans' participation in kgotla meetings; and, that the degree of satisfaction with the mitigating role of this medium may be differentiated somewhat because elderly males seem to dominate discussions and activities taking place at the Kgotla. However, it was also true that the functionality of the Kgotla tend to lower the degree of loneliness and hopelessness for all the participants. Based on these findings, it was recommended that the African Kgtotla should be further enhanced as acceptable informal adult learning cultural institution for cognitively stimulating and socially integrating social engagement activities that could promote the psycho-social well-being of elderly Africans. [For the full proceedings, see ED613257.]
The Role of Educated Neighborhoods in Achieving the Necessary Life Skills for Adult Learners in Saudi Arabia to Confront the COVID-19 Crisis
Author: Aljohani, Obaidalah H.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Neighborhoods,Adult Learning,Gender Differences,Course Selection (Students),COVID-19,Pandemics,Community Programs,Program Effectiveness,Foreign Countries,Adult Education,Informal Education,Critical Thinking,Thinking Skills,Problem Solving,Communication Skills,Life Style,Health Behavior

With today's world of accelerated progress and change, the skills to solve problems, think critically, communicate effectively, and manage lives in a healthy and productive manner are essential for people to flourish in the 21st century. The study's purpose is to explore the role of educated-neighborhood programs for achieving the necessary life skills that adult learners need to help them during the present pandemic. The research also investigates if there is a difference, by gender and number of courses, regarding the educated neighborhood programs' role when acquiring the necessary life skills that could enable adult learners to confront the COVID-19 crisis. The theoretical framework depends on John Dewey's perspective. A self-administered questionnaire was utilized. A total sample of 601 adult learners participated in this study. The results illustrated that the adult learners who enrolled in the educated neighborhood programs perceived the benefit of the life skills by practicing these skills during the COVID-19 crisis. Additionally, the results revealed differences for both life skills based on the number of courses that learners had taken during the present pandemic. The benefit of the direction was for people who took 5 or more courses. Understanding adult learners' needs is essential to provide the necessary life skills that fit with today's world of accelerated change. [For the full proceedings, see ED613257.]
Impact of an Orientation on Online Students&apos; Course Outcomes
Author: Zweig, Jacqueline
Date: 2021-04-00
Type: Reports - Research
Subjects: Online Courses,Orientation,High School Students,Outcomes of Education,Enrollment,Program Effectiveness

Online course taking is widespread in K-12 education and even more so as schools have turned to virtual learning during the global health crisis. Educators across the country are actively seeking evidence-based guidance, only to discover that there is limited rigorous research related to online learning. The need to understand how to prepare students to learn in an online environment has become more urgent. Orientations are cited as a best practice; however, there is no causal evidence to support that recommendation. In a randomized controlled trial, we found no significant differences in online course outcomes between high school students who were assigned an orientation and those in the business-as-usual group, though the timing of enrollment acts as a moderator. [This paper will be published in the &quot;Journal of Research on Technology in Education.&quot;]
Inclusive Apprenticeship: A Summary of What We Know about Apprentices with Disabilities. Research Report
Author: Kuehn, Daniel
Date: 2021-05-00
Type: Reports - Research
Subjects: Inclusion,Apprenticeships,Students with Disabilities,Partnerships in Education,Job Skills,Job Training,Employers,Academic Accommodations (Disabilities),Educational Benefits,Costs,Labor Turnover,State Programs,Personnel Selection,Wages

Inclusive apprenticeship programs--those that support and are designed to be inclusive of apprentices with disabilities--hold promise for improving long-term employment outcomes for participants. However, little is known about the prevalence and operations of inclusive apprenticeship programs. This report summarizes current information on experiences of people with disabilities in apprenticeship, drawing on the research literature, interviews with experts on inclusive apprenticeship, and administrative and survey data. We discuss several key findings on inclusive apprenticeship: (1) partnerships are essential to these programs' success; (2) inclusive apprenticeships employ specific strategies to supplement traditional occupational skills training; (3) employers often need specialized training to support inclusive apprenticeship programs; (4) apprentices themselves play a key role in crafting accommodations; and (5) mentors and job coaches can support inclusive apprenticeship programs. Inclusive apprenticeship programs benefit apprentices with and without disabilities through improved skill levels, increased earnings, and a sense of pride and accomplishment. These programs also benefit employers through reduced turnover, improved productivity, and a broader talent pipeline. We argue that these benefits are likely to outweigh any major program costs. Finally, our review of existing data on inclusive apprenticeship programs reveals that the prevalence of registered apprenticeship among people with disabilities is low, but increasing, and varies widely between states. We find that apprentices with a disability are more likely to be white and to be women than apprentices without a disability. They are also older, more likely to be veterans, and more likely to work in math and computer occupations. These findings help inform best practices for the expansion of inclusive apprenticeship and identify the knowledge gaps that still exist.