ethanporcaro/eric-fulltext-meta huggingface dataset:
A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh
Author: Rahman, Tashmina
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Foreign Countries,Simulation,Economic Impact,Distance Education,Program Effectiveness,Delivery Systems,Dropout Prevention,Attendance,Access to Education,At Risk Students,Achievement Gains,Disadvantaged Youth,Elementary Secondary Education,Income,Gender Differences,Barriers,Access to Computers,Rural Urban Differences,Television,Radio,Telecommunications,Handheld Devices,Age Differences,Partnerships in Education,Remedial Instruction

This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
A Model of Transformational Leadership of Private Schools in Khon Kaen, Thailand
Author: Kositpimanvach, Ekkarach
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformational Leadership,School Administration,Administrator Attitudes,Teacher Attitudes,Private Schools,Models,Educational Development,Foreign Countries

This research's objectives were: (1) to study the current and desirable conditions and transformational leadership of private schools in Khon Kaen Province; (2) to develop a transformational leadership model of private schools in Khon Kaen Province. The study is divided into 5 phases as follows. Phase 1: Composition studies: it was conducted by synthesizing ideas, principles, theories, and related research work to obtain the components to be determined as a conceptual framework. Phase 02: the study of the current and desirable conditions was carried out by collecting quantitative data from the population, including 128 private school administrators and 2,482 private school teachers (in total 2,610) and 360 randomly selected samples including 128 private school administrators and 232 private school teachers. The questionnaire used to collect the data had its mean content validity of 0.84 and confidence coefficient of 0.96. The obtained data were analysed by using software packages to find the following statistics: Frequency, Percentage, Mean and Standard Deviation. Phase 3: the development of a transformational leadership model; this was performed by taking the mean of the current condition data and desirable condition data to find the need value or PNImodified. Phase 4: collecting the qualitative data; this was conducted by organizing a Focus Group Discussion of 10 experts. Phase 5: collecting the qualitative data, it was conducted by organizing the public hearing from five highly-performing private schools consisting of one school administrator, five teachers each (a total of 35 people). The results of the analysis showed that the transformational leadership model of private schools in Khon Kaen Province was statistically rated at a moderate level. The needs were sorted: (1) ideological influence, (2) inspiration, (3) cognitive stimulation, and (4) individual consideration.
Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners
Author: Dawadi, Saraswati
Date: 2020-12-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),High Stakes Tests,Parent Attitudes,Student Attitudes,Guidelines,Foreign Countries,Diaries,Oral Language,Language Tests,Learning Motivation,Pretests Posttests,Test Preparation,Career Development,Research Methodology,Academic Aspiration

The author, having drawn examples from her doctoral study, describes how a thematic analysis approach was employed to interpret raw data in her doctoral study which explored the impacts of a high-stakes test on students and parents in Nepal. As the main purpose of this paper is to provide some guidelines for English language teaching (ELT) practitioners and early career researchers to rigorously apply a thematic analysis approach, this paper presents a step-by-step guideline for the application of the approach. It also presents detailed examples of the processes the author followed during the analysis of her data (from familiarising with the data to identifying initial codes to preparing a final report) to reveal how analysis of the raw data (from interviews and oral diaries transcripts) progressed towards the identification of overarching themes that captured the nature of the test impacts in the Nepalese context described by participants in the study.
Below the Tip of the Iceberg: Examining Early Childhood Participation in SNAP and TANF from Birth to Age Six. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2020-05
Author: Heflin, Colleen
Date: 2020-09-00
Type: Reports - Research
Subjects: Family Programs,Federal Programs,Welfare Services,Young Children,Participation,Whites,Hispanic Americans,African Americans,Rural Urban Differences,Racial Differences,Low Income Groups,Age,Nutrition

Previous research has shown that investments during the early childhood period are likely to have the highest social return. We use administrative data from Virginia to document participation in SNAP and TANF among children born between 2007-2010 during their early childhood period, which we define here as birth to age six. We find that participation in SNAP is about four times greater than participation in TANF and that most children begin their connection with the social welfare system in their birth year. Children who participate earlier in life tend to stay connected over a longer portion of the early childhood period, although SNAP participation peaks around ages 3-4 while TANF peaks earlier, around ages 2-3. In terms of joint participation, most households on SNAP do not receive TANF and about 1 in 12 children on TANF do not receive SNAP. Finally, over the early childhood period, on average, just under 1 in 2 children in Virginia participated in SNAP or TANF but demography plays an important role in this process: The level of cumulative receipt is 1 in 4 among White children, 1 in 2 among Hispanic children but rises to 3 in 4 for Black children; cumulative receipt is also higher in nonmetropolitan counties than metropolitan counties. This study documents the reach of the existing social welfare system during the early childhood period, underlining the importance of race and space in 21st century America.
Reimagining Girls&apos; Education: Solutions to Keep Girls Learning in Emergencies
Author: Guglielmi, Silvia
Date: 2021-02-00
Type: Guides - General
Subjects: Females,Access to Education,Emergency Programs,Gender Bias,Evidence Based Practice,Intervention,Disadvantaged Youth,Distance Education,Sex Fairness,Barriers,Cost Effectiveness,Costs,Educational Finance,Equal Education,Educational Technology,Technology Uses in Education,Context Effect,Sex Stereotypes,Inclusion,Teaching Methods,Planning,Foreign Countries

&quot;Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies&quot; presents an empirical overview of what works to support learning outcomes for girls in emergencies. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings. Girls are also struggling to learn. This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls' education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID-19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn. The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls' education.
Preschool Teachers&apos; Emotional Exhaustion in Relation to Classroom Instruction and Teacher-Child Interactions
Author: Ansari, Arya
Date: 2020-11-00
Type: Reports - Research
Subjects: Preschool Teachers,Emotional Response,Fatigue (Biology),Teaching Methods,Teacher Student Relationship,Psychological Patterns,Teacher Burnout,Classroom Techniques,Classroom Environment,Class Activities

The present investigation examined the links between preschool teachers' self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers' experience of emotional exhaustion was not associated with the dosage and rigor of instruction, more emotionally exhausted teachers demonstrated lower quality interactions with children in their classroom. Additionally, there was some evidence to suggest that the association between emotional exhaustion and preschool teachers' classroom interactions was dependent on their years of education, such that the relation between teachers' education and their interactions with children was reduced when they described themselves as more emotionally exhausted. Practice or Policy: Taken together, these results suggest that supporting preschool teachers' well-being, and in particular helping minimize emotional exhaustion, may be a beneficial strategy to foster a higher quality classroom environment. [This paper will be published in &quot;Early Education and Development.&quot;]
Game-Aided Instruction: Enhancing Critical Thinking through Logical-Mathematical Games
Author: Taja-on, Evan P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Game Based Learning,Critical Thinking,Mathematics Activities,Mathematical Logic,College Students,Decision Making,Mathematics Achievement,Instructional Effectiveness

Game-based learning includes instruction and discipline that inculcates authentic game experiences (Cicchino, 2015). This research investigated the use of game-based learning on enhancing the critical thinking of college mathematics students enrolled in the subject Mathematics in the Modern World for the time span of 5 months. The Study Utilized the logical-mathematical games that enhanced their critical thinking and decision-making on mathematical problems. The collection of the data included for the most part, the content tests, the score of the students on the given logical mathematical games, their rating on the critical thinking rubric, and an unstructured interview. The results revealed that game-aided instruction has a highly significant impact on the students' academic performance and critical thinking ability. The result further shows that game-aided instruction is more effective when compared to a learner-centered instruction. Also, the result shows a very strong correlation on the students' game score and critical thinking rating, with a coefficient value of r = 0.905. The result also suggests that age and gender have no significant part to play when thinking critically. This positive impact of logical-mathematical games can be attributed to its active game-play mechanics, player interaction and discussion, and its engaging and fun nature making it a good motivational tool.
Empowering Elementary Students through Environmental Service-Learning
Author: Merritt, Eileen
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Empowerment,Elementary School Students,Environmental Education,Service Learning,Grade 4,Conservation (Environment)

Student agency is a critical feature of impactful service-learning programs. In this article, we describe lessons learned from a study of Connect Science, and environmental service-learning curriculum and teacher professional development program. We present five ways to amplify student voices in service-learning. Examples from teachers that we work with illustrate these steps.
Making Large-Scale Literacy Campaigns and Programmes Work. UIL Policy Brief 5
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Lifelong Learning,Educational Policy,Literacy Education,Adult Literacy,Political Attitudes,Social Change,Holistic Approach,Educational Quality,Correlation,Social Mobility,Technology Integration,Data Analysis,Case Studies,Foreign Countries,Barriers,Program Implementation,Teaching Methods,Learning Processes,Information Technology

The UNESCO Institute for Lifelong Learning (UIL) has just published its fifth policy brief, entitled &quot;Making Large-Scale Literacy Campaigns and Programmes Work.&quot; The brief provides policymakers with a set of recommendations based on an analysis of adult literacy campaigns and programmes that took place around the world between 2000 and 2014. Despite a resurgence in the popularity of literacy campaigns as a means of mobilizing political will, resources and people, the analysis finds that most large-scale campaigns failed to achieve their overly ambitious targets. The policy brief's key message is therefore that the literacy challenge needs to be addressed from a lifelong learning perspective. This will help policymakers to achieve the literacy target of the new global education agenda, Education 2030. Taking into account the complexity of the literacy task ahead, the policy brief recommends linking literacy campaigns to social change and mobilization; ensuring adequate investment; integrating literacy into holistic learning systems; making systematic use of technology; and improving the quality of literacy data.
Evaluating the Transition to College Mathematics Course in Texas High Schools. Policy Brief
Author: Pustejovsky, James E.
Date: 2020-11-00
Type: Reports - Research
Subjects: College Readiness,State Legislation,Graduation Requirements,Mathematics Instruction,High School Students,College School Cooperation,Community Colleges,Partnerships in Education,Program Effectiveness,High School Graduates,Graduation Rate,Mathematics Curriculum,High School Seniors,Grade 12,College Attendance,College Mathematics,Enrollment,Remedial Mathematics

To address under-preparation of students for college-level course-work, Texas House Bill 5 (HB5) introduced a number of substantive changes to the state high school curriculum and graduation requirements. Among its provisions, HB5 created a requirement that school districts offer a college preparatory mathematics course for students not meeting college readiness standards in mathematics by the end of their third year of high school. It further required that the course be offered through a partnership with an institution of higher education--typically a community college--and that successful completion of the course must satisfy the partner institution's requirements for enrollment in college-level coursework. One curriculum designed with the goals and requirements of HB5 is the Transition to College Mathematics Course (TCMC), developed by the Charles A. Dana Center. TCMC was offered at high schools in eight districts across central Texas during the 2016-17 school year and in thirty districts during the 2017-18 school year. To estimate the effects of participating in the course, the study compared twelfth-grade students who participated in TCMC to observationally similar twelfth-grade students from the same cohort, but who did not enroll in the course. This brief focuses on outcomes for the Fall semester one and two years after enrolling in the course. Across both cohorts, students who participated in TCMC graduated from high school at higher rates than students in the comparison groups. Findings from this study suggest that participating in TCMC could have shifted some students who might otherwise have enrolled in four-year institutions towards enrolling in community college instead. This impact would be consistent with the incentive structure of the college preparatory course requirements created by HB5, in that the successful completion of the course provided exemption from proficiency exams only at the partner institution.
Accelerating Success: A Multi-College Investigation of the Dana Center Mathways Project. Policy Brief
Author: Schudde, Lauren
Date: 2021-02-00
Type: Reports - Research
Subjects: Acceleration (Education),Required Courses,Prerequisites,Developmental Studies Programs,College Mathematics,Community Colleges,Two Year College Students,Enrollment,Mathematics Achievement,Introductory Courses,Outcomes of Education

This study examined one strategy for dev-ed math reform, the Dana Center Math Pathways (DCMP) model. The DCMP model encouraged students to enroll in a college-level math course best suited to their field of interest and, at the time of inquiry, used a compression approach, condensing sequences of two or more developmental courses into a shorter, accelerated prerequisite course that covers the same content in a single semester. Among two cohorts of students who enrolled in developmental math courses in fall 2015 and fall 2016, the study compared key early outcomes of those enrolled in DCMP developmental courses with peers enrolled primarily in traditional developmental math courses. Findings show evidence of greater enrollment and pass rates in introductory college-level math courses among the DCMP enrollees as early as one semester after developmental enrollment.
English Language Arts and Literacy: Grades Pre-Kindergarten to 12. Massachusetts Curriculum Framework -- 2017
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: English Instruction,Language Arts,Literacy,Literacy Education,Elementary Secondary Education,State Standards,Curriculum Development,Academic Standards,Academic Achievement,College Readiness,Career Readiness,Curriculum Implementation,Students with Disabilities,English Language Learners

This Framework is built upon the foundation of the 2010 &quot;Massachusetts Curriculum Framework for English Language Arts and Literacy,&quot; as well as earlier versions of the &quot;Massachusetts English Language Arts Frameworks&quot; published since 1997. The current Framework incorporates improvements suggested by Massachusetts educators after six years of experience in implementing the 2010 standards in their classrooms. These revised pre-kindergarten to grade 12 standards are based on research and effective practice, and will enable teachers and administrators to strengthen curriculum, instruction, and assessment. This revision of the Framework retains the strengths of the previous frameworks and includes these improved features: (1) Increased coherence among the Reading, Writing, Speaking and Listening, and Language Standards; (2) Incorporation of instructional examples from the 2001 Massachusetts standards (the 2001 standards are a revision of the first set of English Language Arts standards adopted in 1997); (3) Stronger demonstrations of how literacy instruction--particularly in the early elementary years--is intertwined with learning in mathematics, science, social studies, the arts, and other subjects of a well-balanced curriculum; (4) Higher ambitions for student achievement, including standards that were written to provide more rigorous preparation for college, careers, and civic participation; and (5) Numerous classroom instructional examples and samples of authentic student writing from Massachusetts classrooms to clarify the meaning of the standards.
The Impact of Dual Credit as a School District Policy on Secondary and Postsecondary Student Outcomes. Policy Brief
Author: Villarreal, Michael U.
Date: 2018-04-00
Type: Reports - Research
Subjects: Dual Enrollment,Board of Education Policy,High School Students,College Credits,Program Effectiveness,College Graduates,Graduation,Effect Size,Intellectual Disciplines,Teacher Characteristics,Educational Attainment,Teaching Methods,Geographic Location,College Attendance,Time to Degree,Associate Degrees,Bachelors Degrees,Advanced Placement Programs

The challenge and promise of postsecondary education is greater in a large, fast-growing, diverse state like Texas where the fastest-growing segments of the population are economically disadvantaged and come from communities historically underserved by higher education institutions. Recognizing this reality, the Texas Higher Education Coordinating Board set a goal to raise the percent of 25- to 34-years-olds in Texas with a certificate or degree to 60 percent by 2030. To achieve this goal, a study of more than 3 million Texas high school students who entered 9th grade in 2001 to 2011 recommends an expansion of college credit offered within Texas high schools, through a model known as dual credit. Dual credit programs involve a collaboration between a school district and a college. They allow high school students to enroll in college-level courses and simultaneously earn college and high school credit. This study represents the largest and most comprehensive study of dual credit to date. The purpose of the study was to estimate the effects of dual credit on a broad set of student outcomes that trace a student's journey from high school to college graduation. A second purpose of the study was to investigate the potential for improving the design of dual-credit programs to strengthen their impact. To accomplish this second objective, the study examined dual-credit effect sizes by program attributes such as subject matter taught, the teacher's highest degree held, mode of instruction, and location of instruction. The findings reveal that an increase in a cohort's share of students earning at least one dual credit increases a high school cohort's rate of four-year college application, admission, and enrollment; timely degree completion; and an increase in associate and bachelor's degrees earned.