ethanporcaro/eric-fulltext-meta huggingface dataset:
An Online Counseling Intervention for Nigerian Undergraduates with Academic Burnout
Author: Eseadi, Chiedu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Comparative Analysis,Intervention,Counseling Techniques,Burnout,Computer Mediated Communication,Mental Health,School Health Services,Counseling Effectiveness,Outcomes of Treatment,Academic Achievement,Social Bias,Student Attitudes,Counseling Services,Measures (Individuals)

A growing problem among university students is academic burnout, and it has become more prevalent in recent years. With the increasing demand for school mental health services, online counseling interventions are gradually being regarded as a reasonable way to provide assistance to students with regard to burnout reduction. It was the researcher's aim to find out whether an online counseling intervention would be able to reduce academic burnout in a Nigerian undergraduate sample. A total of 80 Nigerian undergraduates were participants of this study. In this study, the participants were randomly assigned to the intervention group (n=40) and to the control group (n=40) by using a simple randomization procedure. For the collection of data, the Oldenburg Burnout Inventory for Students and the Students School Burnout Inventory were utilised. The researcher applied repeated measures ANOVA to examine within and between groups' mean differences, reported [eta squared] to establish treatment effect size, and conducted posthoc analyses where mean differences existed using Holm's approach. The results of the study demonstrate that the online counseling intervention for academic burnout was effective in reducing the level of academic burnout among Nigerian undergraduates. As online counseling can help students reduce academic burnout, this finding opens the door to reach a larger number of burned-out students, such as those who live off-campus or are afraid of social stigma when seeking mental health care. This intervention has the potential to significantly improve student mental health related to burnout in other higher education settings like polytechnics. It is recommended that students should be encouraged to receive psychological supports and care from the university's counseling centre, not just during crises, but as a regular process of mental health support.
Widely Used Measures of Pre-K Classroom Quality: What We Know, Gaps in the Field, and Promising New Directions. Measures for Early Success
Author: Weiland, Christina
Date: 2022-05-00
Type: Reports - Research
Subjects: Educational Quality,Low Income,English (Second Language),Minority Group Students,Access to Education,Equal Education,Educational Improvement,Outcome Measures,Learning Experience,Cultural Awareness,Culturally Relevant Education,Evaluation Methods,Rating Scales,Classroom Environment,Inclusion,Early Childhood Education,Preschools

High-quality pre-K sets children on a path for success in kindergarten and beyond. Yet most children in the United States do not attend high-quality programs, with particularly pronounced gaps in quality for children from families with low incomes, dual language learners, Black children, and Latino children. Ensuring equitable access to high-quality pre-K requires being able to measure quality, particularly at a large scale. Accurate, reliable, and timely measurement of pre-K quality can help parents make better choices when they have multiple early learning options, and can help policymakers, school administrators, and educators improve the quality of early education settings. At its core, early childhood measurement is an equity issue. Although there are many available measures of the learning experiences of children in pre-K, only a few have been widely used. As reviewed in this brief, these commonly used measures have many strengths, such as facilitating cross-system comparisons of quality and identifying areas for teachers' growth. However, existing widely used measures tend to be weak predictors of gains in children's skills in pre-K, overlook individual learning experiences, pay limited attention to cultural responsiveness, and typically do not measure the content of children's learning. Policymakers, program administrators, and teachers can only respond to what is measured. Because of these shortcomings, when used in isolation, these measures may unintentionally hold back progress critical to closing gaps in early learning quality, equity, and opportunity. These limitations have led experts to call for a new generation of quality measurement work in early childhood. Some of this work has already begun. This brief describes the existing landscape of widely used measures of pre-K quality, further spotlights some of the newer measurement work, and concludes with a discussion of future directions for the field. Investing now to strengthen measures of pre-K quality is critical to building equitable early learning opportunities for children from historically marginalized groups.
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America. 2022 Edition
Author: EdChoice
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: School Choice,Private Schools,Educational Vouchers,Tax Credits,Scholarships,Eligibility,Guides,Program Descriptions,Educational Finance,Student Participation,Educational Legislation,Institutional Characteristics,State Programs,State Legislation,Expenditures,Kindergarten,Elementary Secondary Education,Accountability

This annual publication of &quot;The ABCs of School Choice&quot; is a comprehensive, data-rich guide to every private school choice program in America. This edition of &quot;The ABCs of School Choice&quot; defines each of the four types of school choice: education savings accounts, vouchers, tax-credit scholarships and individual tax credits and deductions. The guidebook includes an entire spread of charts showing the growth over time of private school choice programs, spending on those programs and student participation in those programs. &quot;The ABCs of School Choice&quot; features a spread for each school choice program that includes the most recent participation, funding and eligibility data as well as information on the program's rules, regulations and legal history. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Education Savings Account Programs; (8) Tax-Credit Scholarship Programs; (9) Individual Tax Credit and Deduction Programs; (10) 529 Savings Accounts; (11) Rules and Regulations; (12) Legal History; (13) Data Sources for Program Profiles; and (14) Methodology and Data Sources for Eligibility. [For the 2021 edition, see ED612883.]
Science and Technology Education: Developing a Global Perspective. Proceedings of the International Baltic Symposium on Science and Technology Education (BalticSTE2021) (4th, Šiauliai, Lithuania, June 21-22, 2021)
Author: Lamanauskas, Vincentas, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: STEM Education,Science Education,Worksheets,Mathematics Education,Calculus,Metacognition,Cognitive Processes,Goal Orientation,Physics,Scientific Concepts,Science Achievement,Science Tests,Student Centered Learning,College Students,Foreign Countries,Faculty Development,Concept Formation,Thinking Skills,College Science,Biological Sciences,Preservice Teacher Education,COVID-19,Pandemics,Service Learning,Pedagogical Content Knowledge,Elementary School Teachers,Elementary School Students,Natural Sciences,Technological Literacy,Educational Technology,Instructional Effectiveness,Educational Media,Chemistry,Misconceptions,Majors (Students),Research Methodology,Problem Solving,Mathematics,Barriers,Preservice Teachers,Teacher Education Programs,21st Century Skills,Mentors,Outreach Programs,Interdisciplinary Approach

These proceedings contain papers of the 4th International Baltic Symposium on Science and Technology Education (BalticSTE2021) held in Šiauliai, Lithuania, June 21-22, 2021. This symposium was organized by the Scientific Methodical Center &quot;Scientia Educologica&quot; in cooperation with Scientia Socialis, Ltd. Lithuania. The proceedings are comprised of 16 short papers. Keynote speakers include: Paul Pace, Paolo Bussotti, Peter Demkanin, and Malgorzata Nodzynska. [Individual papers are indexed in ERIC.]
Evaluating a Basic Assumption of Learning Trajectories: The Case of Early Patterning Learning
Author: Baroody, Arthur J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Processes,Patternmaking,Effect Size,Intervention,Preschool Children,Pattern Recognition,Teaching Methods,Sequential Learning

Although hypothetical learning trajectories (HLTs) are often viewed as a valuable instructional tool, little research has directly evaluated their value. A basic assumption of HLTs is that ordering instructional activities by developmental difficulty enhances learning. A randomized control trial (RCT) served to evaluate this assumption with a hypothetical learning trajectory (HLT) for early patterning. The RCT (n = 16) entailed comparing two patterning interventions that involved the same activities, but only one ordered them based on an HLT. Each intervention involved twelve 15- to 20-minute sessions. Quantitative data were collected from testing before and 2 weeks after the intervention sessions; qualitative data were collected during the instruction sessions. The former indicated that both interventions were significantly and substantively successful in promoting transfer in identifying the core unit of repeating patterns and extending such patterns. As predicted, a small effect size favored the HLT-Like intervention for core identification but not extending patterns. Training on core identification or extending patterns was significantly and substantially more successful with 4- than with 3-year-olds, especially those less than 3.75-years of age. Moreover, qualitative analyses revealed that translating patterns into letters was much easier than doing so into concrete formats and that the former can be introduced early in patterning instruction while the later may need to be postponed. Reasons why instructional ordering did have a stronger impact and implications for further HLT research are discussed.
Equity &quot;in&quot; Student-Centered Learning Design: A Collaborative Guide to Realize Equity across Your School
Author: Education Evolving
Date: 2022-00-00
Type: Guides - General
Subjects: Equal Education,Student Centered Learning,Curriculum Development,Teacher Collaboration,Interpersonal Relationship,Need Gratification,Identification (Psychology),Personal Autonomy,Relevance (Education),Competency Based Education,Faculty Development

This guide is designed to help school team design learning that equitably honors the unique assets and needs of students. Learning must be designed with students at the center. It must be personalized to students' unique assets, interests, identities, and aspirations--and designed with their ideas and voices at the table. Education Evolving has identified seven common principles of learning that are present when students are at the center of school design decisions. These principles were identified by listening to students and educators, and a careful review of academic research. The guide provides tips, examples, and discussion questions to work with the team, for each of the seven principles of student-centered learning. This guide draws wisdom from 11 brilliant educators who shared from their experiences designing student-centered environments for equity.
Time to Teach: Teacher Attendance and Time on Task in Primary Schools in South Sudan
Author: Târlea, Silvana
Date: 2021-05-00
Type: Reports - Research
Subjects: Elementary School Teachers,Teacher Attendance,Time on Task,Foreign Countries,Barriers,Educational Policy,Policy Formation,Teacher Recruitment,Teacher Selection,Teacher Salaries,Incentives,Inspection,School Visitation,Teacher Role,Accountability,Rural Areas,Conflict,Classroom Techniques,Instructional Materials,Health,Hunger,Family Work Relationship,Teacher Competencies,Teacher Behavior

The Government of South Sudan, through the Ministry of General Education and Instruction (MoGEI) and its development partners, has made efforts over the past decade to rebuild South Sudan's primary education system. Challenges to the delivery of education have persisted, both within the education system and external to it. The Time to Teach study focuses specifically on the issue of teacher attendance. It distinguishes between four types of interruptions to teacher attendance: absence from school; lack of punctuality; absence from class; and loss of teaching time in class. The study aims to identify the specific determinants at each level of the education system of South Sudan. In doing so, it highlights the role of various education stakeholders, from the central and decentralized levels, to the community level and as school level actors in monitoring and addressing the challenges to teacher attendance. The study seeks to contribute a better understanding of the various challenges faced by teachers and especially, the system deficits that affect teachers' attendance and motivation, with a view to providing evidence-based policy recommendations to relevant education stakeholders in the country.
Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Tanzania Mainland
Author: Han, Christine
Date: 2021-01-00
Type: Reports - Research
Subjects: Teacher Attendance,Educational Quality,Barriers,Outcomes of Education,Elementary School Teachers,Time on Task,Teacher Effectiveness,Lesson Plans,Foreign Countries,Educational Policy,Policy Formation,Teacher Education,Compensation (Remuneration),Systems Approach,Teacher Promotion,Institutional Characteristics,Faculty Development,Incidence,Teacher Characteristics,Community Characteristics,Standards,Educational Improvement,Time Management,Educational Administration

Teacher absenteeism constitutes a significant barrier to achieving quality education in many low- and middle-income countries globally, where teachers' school absence rates range from 3 per cent to 27 per cent. Tanzania Mainland has made significant progress in achieving universal primary education and improving the quality of education. Since 2002, access to primary education has expanded exponentially. Yet, quality of learning outcomes remains a challenge. One of the key factors for the provision of quality education is teacher attendance. While many reasons for teachers' absenteeism appear to be valid, such as lack of reliable transport and bad climate conditions, other causes are hard to justify, such as when teachers fail to prepare for lessons. Time to Teach (TTT) targets this knowledge gap. Its primary objective is to identify factors affecting the various forms of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher-related policies. Specifically, the study looks at four distinct forms of teacher attendance: being in school; being punctual; being in the classroom; and spending sufficient time on task while in the classroom.
Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Zanzibar
Author: Han, Christine
Date: 2021-01-00
Type: Reports - Research
Subjects: Employee Absenteeism,Teacher Behavior,Barriers,Educational Quality,Teacher Attendance,Elementary School Teachers,Educational Policy,Time,Time Management,Elementary Education,Compensation (Remuneration),Teacher Education,Faculty Workload,Teaching Conditions,Teacher Characteristics,Foreign Countries

Teacher absenteeism constitutes a significant barrier to achieving quality education in many low- and middle-income countries globally, where teachers' school absence rates range from 3 per cent to 27 per cent. Over the past few decades, Zanzibar has implemented a number of policy reforms and made tremendous progress in expanding access to primary education. Yet, the quality of learning outcomes remains weak. One of the major factors hindering the provision of quality education is teacher absenteeism, which is a prevalent phenomenon across primary schools. Time to Teach (TTT) targets this knowledge gap. Its primary objective is to identify factors affecting the various forms of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher-related policies. Specifically, the study looks at four distinct forms of teacher attendance: being in school; being punctual; being in the classroom; and spending sufficient time on task while in the classroom.
Time to Teach: Teacher Attendance and Time on Task in West and Central Africa. Report Summary
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Employee Absenteeism,Teacher Behavior,Teacher Attendance,Elementary School Teachers,Time Management,Teacher Motivation,Barriers,Incidence,Teacher Education,Teacher Salaries,Faculty Workload,Geographic Location,Teaching Conditions,Environmental Influences

In sub-Saharan Africa, the loss of teaching hours due to teacher absenteeism corresponds to a waste of approximately 46 cents for every US dollar invested in education, an annual wastage of 1-3% of GDP. This brief summarizes the results of research in 11 countries in West and Central Africa under the Time to Teach study, a project in UNICEF that aims to provide critical insights into the factors that underpin different forms of primary school teacher absenteeism. It explains the frequency of teacher absenteeism in four forms--absence from school, lateness or early departure, absence from the classroom, and reduced time on task--and the reasons teachers give for their absence. But teachers are also motivated by factors such as training, availability of teaching and learning resources, and other non-system factors. More details are available in the country reports.
Pandemic Learning: As Students Struggled to Learn, Teachers Reported Few Strategies as Particularly Helpful to Mitigate Learning Loss. Report to Congressional Committees. GAO-22-104487
Author: Nowicki, Jacqueline M.
Date: 2022-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Educational Strategies,Federal Aid,Federal Legislation,Barriers,Teaching Models,Conventional Instruction,Blended Learning,Elementary Secondary Education,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Educational Resources,Learner Engagement,Attendance,Family Environment,Stress Variables,Achievement Gains,Technology Uses in Education

The COVID-19 pandemic disrupted learning for millions of students, educators, and families who had to navigate modified in-person and virtual schooling, often in difficult circumstances. The pandemic's effects continue to reverberate across the nation and produce challenges for schools that will likely be felt for years to come. In many respects, the 2020-21 school year offered useful insights that may help schools, educators, and parents in the future. The CARES Act includes a provision for the Government Accountability Office (GAO) to report on its ongoing COVID-19 monitoring and oversight efforts. GAO also conducted this work in response to a provision in the conference report accompanying the National Defense Authorization Act of Fiscal Year 2021. This report, which is the first in a series of reports, examines: (1) obstacles to learning during school year 2020-21; and (2) strategies to mitigate learning loss. GAO examines these topics overall, by grade level, and by instructional model (in-person, virtual, or hybrid). To address these objectives, GAO contracted with Gallup to: (1) conduct a nationally representative survey of K-12 public school teachers; and (2) arrange virtual discussion groups with teachers, principals, and parents of K-12 students. GAO also held two additional discussion groups, one with teachers and one with parents of students in Department of Defense Education Activity schools. GAO analyzed the resulting survey data and discussion group responses.
K-12 Education: An Estimated 1.1 Million Teachers Nationwide Had at Least One Student Who Never Showed Up for Class in the 2020-21 School Year. Report to Congressional Committees. GAO-22-104581. Revised
Author: Nowicki, Jacqueline M.
Date: 2022-04-19
Type: Reports - Research
Subjects: Elementary Secondary Education,Attendance,Attendance Patterns,COVID-19,Pandemics,Enrollment,Federal Aid,Federal Legislation,Barriers,Public Schools,Educational Environment,Electronic Learning,Family Involvement,Internet,Access to Computers,Urban Schools,Minority Group Students

As the COVID-19 pandemic continues to reverberate across the nation, for millions of students, educators, and families, the current school year is rife with challenges. The long-term impact of the disruptions of the last two years on student enrollment and attendance remains to be seen, particularly for students with whom schools have lost contact. Even though many schools provided students with computers and internet access to participate in virtual instruction, many students faced difficulties staying engaged in school or disappeared from school altogether. While the issue of students not showing up at all during the pandemic is of grave significance, little is known about the obstacles these students face or the types of schools they attend. The CARES Act includes a provision for the Government Accountability Office (GAO) to report on its ongoing monitoring and oversight efforts related to the COVID-19 pandemic. This report provides information on: (1) the issue of K-12 public school students not showing up for class all year in school year 2020-21; (2) obstacles these students faced in showing up to school; and (3) the characteristics of the schools these students were registered to attend.
Let Us Learn: Making Education Work for the Most Vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal
Author: Valenza, Marco
Date: 2022-05-00
Type: Reports - Research
Subjects: Foreign Countries,Economically Disadvantaged,Access to Education,Low Income Groups,Preschool Education,Acceleration (Education),Out of School Youth,Barriers,Vocational Education,Daily Living Skills,Adolescents,Child Development,School Readiness,Equal Education,Educational Quality,Reentry Students,Literacy,Numeracy,Job Skills,Student Empowerment,Females,Prevention,Behavior Problems

Learning remains largely out of reach for many of the most vulnerable children around the world. In low- and middle-income countries, an estimated 56% of children cannot read a simple text by the age of 10. This share is projected to rise to 70% after the pandemic. The school closures imposed by the COVID-19 outbreak, coupled with an enduring tendency in low-income countries to allocate a limited share of the national education budget to the most vulnerable, are further widening inequalities in the global learning crisis landscape. The Let Us Learn (LUL) initiative implements innovative education programmes to improve learning for the most vulnerable children in five countries with high levels of out-of-school children: Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. This report documents the outcomes, lessons learned and recommendations based on the experience of the initiative across four types of learning programmes spanning the education lifecycle: (1) pre-primary education; (2) accelerated learning pathways; (3) programmes to reduce barriers to access and stay in formal school; and (4) vocational training.