ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Modified Bonding Representations Inventory: Challenges and Solution
Author: Chowdhury, Pinaki
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Collection,Standards,Chemistry,Scientific Concepts,Measures (Individuals),Knowledge Level,Computer Software,Data Analysis,Science Laboratories,Spreadsheets,Test Items

Collecting data on learners' performance in different chemistry contents and analysing them to identify their knowledge and understanding in related content areas is a major task of Chemistry Education Research. The data collection process on the learners' content knowledge and understanding of content knowledge requires a standard measuring tool. The preparation of standardized tools for measuring academic achievement requires computer software. All software used in the standardization of a tool comes at a cost and requires training for the researcher involved in handling the situation, which can impede the smooth running of a project. The same was the situation when the author was working on modifying the bonding representations inventory (BRI) for its local use in South Africa. The data analysis laboratory was situated in a different city, 500 km away from the researcher's field of work. Owing to the long distance and communication delay, the author was concerned with delays in the project. It is known that necessity, which can create an opportunity. The Microsoft Excel (MS-Excel) platform was used for standardizing the modified BRI because MS-Excel is available as a standard in MS-Office on the Windows platform. This paper presents a fact. That, a tool can be standardized by using MS-Excel without any complexity.
Digital Reading among Educated Arabs: A Twitter-Based Study
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Arabs,Reading Habits,Preferences,Electronic Books,Social Media,Handheld Devices,Printed Materials,Nonprint Media,Laptop Computers,Internet,Reading Motivation,Recreational Reading,Audio Books,Educational Attainment

This study aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, &quot;which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material&quot;. Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.
An Interdisciplinary Approach to Developing Black Student Identity through Culturally Responsive Pedagogy. Literature Review
Author: Johnson, Paula
Date: 2020-09-00
Type: Information Analyses
Subjects: Students,Blacks,African American Students,Racial Identification,Self Concept,Individual Development,Culturally Relevant Education,Interdisciplinary Approach,Racism,Critical Race Theory,Intersectionality,Educational Practices

Interdisciplinarity provides alternate perspectives through which to better understand the ways in which Black students and their access to education intersect and collide. This literature review proposes the employment of an interdisciplinary paradigm that centers the development of students' academic identity through culturally responsive pedagogy (CRP) (Ladson-Billings, 1995) that specifically targets and disrupts biases in the classroom concerning the education of Black youth. Ladson-Billings (1995) sought to transform an educational system designed to teach students the necessary skills required to succeed in mainstream society. She studied models of instruction that included observations of students in their home environment (Ladson-Billings, 1995).
Annual Statistical Report of the Public School of Arkansas and Education Service Cooperatives [2021-2022]
Author: Arkansas Department of Education
Date: 2023-02-09
Type: Reports - Evaluative
Subjects: Public Schools,Charter Schools,Education Service Centers,School Districts,Expenditure per Student,Average Daily Attendance,Elementary Secondary Education,Full Time Equivalency,School Personnel,Salaries,School Statistics,State Aid,Educational Finance

The public schools of Arkansas, open enrollment public charter schools, and education service cooperatives annual statistical report (ASR), 2021-2022 actual and 2022-2023 budgeted, is presented here. The rankings of selected items of the public schools, 2021-2022 actual, are also included. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed (FTE); (6) Licensed (FTE); and (7) Average Salary of Licensed (FTE). [For the 2020-2021 report, see ED621553.]
iSpy Program Mid-Year Report
Author: RMC Research Corporation
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Preschool Education,Play,Emergent Literacy,Literacy Education,Teaching Methods,Instructional Materials,Attendance,Recreational Facilities

Research indicates that vocabulary development--linked to conceptual growth and comprehension--predicts student academic achievement throughout the elementary, middle, and high school grades. Intelligence increases as vocabulary continues to develop. The iSpy program provides high-quality, content-rich classroom books, learning manipulatives, and PreK teacher resources to increase early literacy access and enhance story telling and play-based learning opportunities. Engaging, informative books and exploratory tools are also distributed to families of the PreK children to ex tend literacy experiences and science and math exploration at home. Such evidence-based experiences build conceptual understandings and foundational literacies to set preschool children up for future vocabulary and comprehension success across the disciplines. RMC Research Corporation is an evaluation of the iSpy program. In fall 2021, RMC sent out pre-surveys to parents/caregivers and teachers considering signing up for the program. The surveys asked about relevant literacy activities adults were participating in with their PreK children and students. Selected survey findings and next steps are presented in this report. [Early Learning Coalition of Hillsborough County contributed to this report.]
Digital Learning Pulse Survey: The Digital Transformation of the Community College
Author: Seaman, Jeff
Date: 2023-00-00
Type: Reports - Research
Subjects: College Enrollment,Distance Education,Educational Technology,Technology Uses in Education,Community Colleges,COVID-19,Pandemics,Electronic Publishing,Blended Learning,Electronic Learning,Instructional Materials,Educational Change,Sustainability,Student Attitudes,Teacher Attitudes,Administrator Attitudes

Higher education in the U.S. has been undergoing a digital transformation for over a decade. During this time, institutions have increased the proportions of their instruction delivered in online and blended formats. They have also made greater use of digital technologies in the classroom and increased the adoption of digital materials, replacing print. This study examines the nature and extent of this transformation in two-year community colleges, using responses to the Digital Learning Pulse Survey (DLPS). The DLPS project began in the spring of 2020 and has completed seven data collection rounds. Designed to document the impact of the global COVID-19 pandemic on U.S. higher education, the project has investigated the massive changes that forced faculty, administrators, and students to adjust to new ways of conducting their day-to-day operations. This report examines four aspects of the digital transformation process: the use of technology in classes, moving from print to digital course materials, offering courses as a mix of online and in-person (blended or hybrid), and delivering fully online courses.
Students Speak: A Snapshot of Youth Well-Being in the District of Columbia
Author: Carroll, Kristen
Date: 2023-04-00
Type: Reports - Research
Subjects: Youth,Well Being,Charter Schools,Social Emotional Learning,Elementary Secondary Education,School Surveys,Educational Environment,Academic Support Services,Student Motivation,Peer Relationship,Self Efficacy,Learner Engagement,Sense of Community

In fall 2022 and winter 2023, Education Forward DC and Venture Philanthropy Partners+Raise DC supported a cohort of Washington, D.C., public charter schools (PCS) in administering selected domains of the Panorama Social Emotional Learning (SEL) survey to provide educators with data on well-being for students in grades 3-12. The organizations partnered with Bellwether to analyze the schools' survey data and develop a report. All D.C. Local Education Agencies (LEAs) are invited to join the annual report so that as many schools and district leaders as possible are equipped with actionable data and locally contextualized research on supporting students' social-emotional well-being. This report summarizes the current state of student well-being across participating D.C. schools. It is intended to aid educators, policymakers, and communities in interpreting the survey results, tracking progress over time, and identifying strengths and areas for growth. Coupled with the DCPS Panorama SEL survey data, this report aims to provide a more comprehensive picture of student well-being across the city. [Additional funding for this report was provided by Education Forward DC and Raise DC.]
Professional Well-Being of Public School Teachers and Their School Organizational Health: Input for Mindfulness-Based Interventions Program
Author: Samosa, Resty
Date: 2023-06-00
Type: Journal Articles
Subjects: Public School Teachers,Well Being,Organizational Climate,Teacher Morale,Teacher Administrator Relationship,Self Management,Daily Living Skills,Mental Health,Teacher Competencies,Teacher Attitudes,Foreign Countries,Secondary School Teachers,Metacognition,Intervention

This descriptive-correlational study was aimed to describe and analyze the well-being of public-school teachers in relation to their school organizational health. A total of 150 public school teachers were recruited for this study. An organizational health inventory survey for secondary by Hoy and Feldman was administered to respondents along with a professional well-being self-assessment tool. Results showed that teachers' professional well-being in terms of perspective, self-management, supports, meaningfulness, self-care, practice competence and, and professional development showed that are indeed satisfied. More so, the school organizational health in terms of institutional integrity, teacher morale, academic emphasis, principal influence, consideration, initiating structure, and resource support was observed often occurs. The professional well-being of public-school teachers was significantly and high positive relationship related to their school organizational health. This study provided scientific bases for the development of mindfulness-based interventions program that improve the professional well-being of teachers and school organizational health. This piece of research concluded with thorough evidence that there is a need for further and stronger investment in public policies for the reform towards teachers' well- being and to improve the school organizational health.
Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems. BCES Conference Books, Volume 21
Author: Popov, Nikolay, Ed.
Date: 2023-00-00
Type: Collected Works - Proceedings
Subjects: COVID-19,Pandemics,Educational Change,Comparative Education,Educational History,Foreign Countries,Educational Policy,Educational Innovation,Educational Practices,Entrepreneurship,Higher Education,Teacher Education,Elementary Secondary Education

This volume contains selected papers submitted to the 21st Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, in June 2023. The Conference theme was &quot;Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems.&quot; The theme focuses on the current post-pandemic period which provides excellent opportunities for looking at the past three to four years, filled with disappointments, damages, and lessons learnt, and direct attention to hopes, efforts, and prospects to recover. This volume includes 41 papers -- an introductory piece and 40 papers divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education &amp; History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices &amp; Entrepreneurship; (4) Higher Education &amp; Teacher Education and Training; (5) Law and Education; and (6) Research Education &amp; Research Practice. [Individual papers are indexed in ERIC.]
Expanding Opportunity: How States Can Accelerate the Use of Career Pathways Programs to Help Young People Access Meaningful Careers
Author: Koehler, Linea
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Career Pathways,Career Choice,State Action,Job Satisfaction,Quality of Life,Self Concept,World Views,Stakeholders,Program Development,Legislators,Policy,Administrators,Educational Policy,Program Implementation,Young Adults,Educational Quality,School Business Relationship,Partnerships in Education,Education Work Relationship

States and districts use career pathways in a variety of ways, in a variety of settings, and under vastly different circumstances to give young people access to meaningful careers and stable lives. In this report, the authors conducted case studies of career pathways initiatives in Texas, Ohio, and Colorado to better understand the triumphs and challenges inherent in creating and operating career pathways programs amid a rapidly changing policy context. Through research and interviews with education stakeholders, the authors gathered meaningful insight into how legislators, policymakers, and program operators build high-quality programs and overcome barriers. The report examines the implementation of career pathways programs in these states to surface themes about the factors that support and hinder implementation, and to identify recommendations for state policymakers interested in supporting these programs. The recommendations include policy changes and practical administrative retooling that will have the greatest impact on improving pathways programs in these states and across the country.
Rounding Up: An Analysis of Math Curriculum Effectiveness Studies
Author: Gold, Thomas
Date: 2023-03-00
Type: Information Analyses
Subjects: Mathematics Instruction,Mathematics Curriculum,Curriculum Evaluation,Instructional Effectiveness,Research Reports,Research Methodology,Trend Analysis,Teaching Methods,Kindergarten,Elementary Secondary Education,Mathematics Education,Educational Quality,Educational Improvement,Academic Achievement,Mathematics Achievement

In this analysis, the authors describe current approaches to assessing the effectiveness of math curricula and identify potential opportunities to further tailor effectiveness studies to the needs of the practitioners who rely on the research to make adoption decisions. Through analysis of 61 effectiveness studies, supplemented by expert interviews, the authors cataloged various characteristics (including the source, curriculum component of interest, unit of analysis, outcomes, research methods, duration of study, and others) and identified common themes and gaps. Based on the trends that surfaced in their sample of math curriculum effectiveness studies, they conclude with recommendations for funders, researchers, and practitioners as they fund, design, and consume future research.
KIDS COUNT Data Book, 2023: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Educational Trends,Trend Analysis,Children,Child Development,Well Being,Child Care,Access to Education,Access to Health Care,Family Structure,Family Income,Racial Differences,Ethnicity,Costs,Public Policy,Social Indicators,Educational Indicators,Poverty,Employment Level,Unemployment,Child Health,Birth Rate,Health Insurance,Death,Mortality Rate,Body Weight,One Parent Family,Early Parenthood,Economic Factors,Elementary Secondary Education,Socioeconomic Status,Low Income Students,Achievement Gap,COVID-19,Pandemics,Family Needs,Early Childhood Education

The 34th edition of the Annie E. Casey Foundation's KIDS COUNT® Data Book describes how the country's lack of affordable and accessible child care negatively affects children, families and U.S. businesses. This year's publication continues to present national and state data across four domains--economic well-being, education, health and family and community--and ranks states in overall child well-being. The report includes pre-pandemic figures as well as more recent statistics, and shares the latest information of its kind available. [Foreword by Lisa M. Hamilton. For &quot;KIDS COUNT Data Book, 2022: State Trends in Child Well-Being,&quot; see ED625969.]
The Conservative Case for Public School Open Enrollment. Sketching a New Conservative Education Agenda
Author: Smith, Aaron Garth
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Open Enrollment,Public Schools,Political Attitudes,Educational Policy,School Choice,Public Education,Placement,State Policy

Nearly 70 years after Milton Friedman first proposed K-12 education vouchers, students in Arizona, Iowa, Utah, West Virginia, and other states can customize their education using education savings accounts (ESAs). ESAs allow parents to spend public education funding on expenses such as private school tuition, tutoring, and homeschooling curricula. However the vast majority of students nationwide (84 percent) still attend traditional public schools--and will for the foreseeable future. Conservatives would be wise to support policies that give families choice within the public education system. The authors argue that cross-district open enrollment does precisely that, and it has strong bipartisan support. One state where families are reaping the benefits of open enrollment is Wisconsin. This article describes the state's experience with open enrollment over the past 25 years.
Literature Review -- School Discipline
Author: Bishop, Sarah
Date: 2022-09-00
Type: Information Analyses
Subjects: Literature Reviews,Discipline,Zero Tolerance Policy,Nontraditional Education,Grade Repetition,Punishment,Bias,Police School Relationship,School Safety,Minority Group Students,Elementary Secondary Education

Schools should be spaces where students feel safe and welcome, actively engage with learning, and strive for success. Discipline policies and practices should reinforce these values, particularly safety and belonging. Unfortunately, ineffective discipline practices that punish students harshly and take them away from the classroom -- like suspensions, alternative school placements, corporal punishment, referrals to law enforcement, and expulsions -- are prevalent in U.S. schools. This technical assistance package and literature review is designed to help school leaders and educators identify ways to proactively build safe and trusting communities and end their reliance on approaches to discipline that are harmful to students. This report also addresses the persistent disparities in the administration of school discipline that target students of color, students with disabilities, and LGBTQ+ students. These troubling disparities demand interventions for the educators and administrators who are determining how and who to punish. It is critical to remember that disparities in punishment may be a reflection of adult bias and lack of training, rather than an indication of the prevalence of challenging student behaviors.
Introduction: Interrupting Bullying &amp; Harassment in Schools. Toolkit
Author: Brion-Meisels, Gretchen
Date: 2022-00-00
Type: Guides - General
Subjects: Bullying,Victims,Social Support Groups,Antisocial Behavior,Aggression,Prevention,Self Concept,At Risk Students,Influences,Teachers,Principals,School Safety,Guidelines,Educational Research,Educational Practices,Data Use,Educational Environment

The goal of this toolkit is to give educators and school leaders the tools that they need to prevent bullying and harassment by fostering a positive school climate. This package is meant to be used as a guide for teachers and administrators in their work to develop a safe and healthy school climate and, in the process, prevent bullying and harassment in their school community. Specifically, this package aims to provide educators and school leaders with: (1) Research and background information on bullying and harassment in schools; (2) Strategies and recommendations for improving school climate that can be implemented in their schools, classrooms, and communities; (3) Guidance on how to use local data to drive action planning; and (4) Guidance on how to support students who may be particularly vulnerable to direct involvement with bullying and harassment.
Individual-Level Strategies: Interrupting Bullying &amp; Harassment in Schools -- Toolkit
Author: Brion-Meisels, Gretchen
Date: 2022-00-00
Type: Guides - General
Subjects: Bullying,Victims,Social Support Groups,Antisocial Behavior,Aggression,Prevention,Individual Differences,Individual Needs,Individualized Programs,Self Concept,At Risk Students,Influences,Minority Group Students,Students with Disabilities,LGBTQ People,Race,Immigrants

Although universal prevention is critical to the prevention of bullying and harassment, certain students may need additional, targeted supports to reduce the likelihood of harmful interactions and to moderate the harm done when such interactions occur. This report offers strategies to help support students who are directly involved with bullying behaviors and may need targeted, responsive strategies. In addition, it provides some specific ideas for how to support protected groups or students who are more likely to be targeted due to some aspect of their identity. This includes students with aspects of identity protected under federal civil rights policies and legislation, such as LGBTQ students, gender nonconforming (GNC) students and undocumented students.