ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Basketball Teaching Model under Concept of Outcome -- Outcome-Based Education for Xi&apos;an University Students in Shaanxi Province
Author: Chen, Dong
Date: 2023-00-00
Type: Journal Articles
Subjects: Outcome Based Education,Higher Education,Physical Education,Team Sports,Teaching Models,Foreign Countries,College Freshmen,Cognitive Ability,Mastery Learning,Physical Fitness,Educational Change

Background and Aim: In the evolving pedagogical landscape, the Outcome-Based Education (OBE) approach has garnered attention for its student-centric model and clear educational outcomes. University in Shaanxi Province recognizes the need for an integrative basketball teaching model to harmonize with this paradigm shift. This study endeavors to design a basketball teaching model for Xi'an University students, underpinning the OBE concept. Materials and Methods: Employing a combination of interviews, questionnaires, and specialized software packages, data were collected from a population comprising 45 teachers and 5,000 first-year students, with a selected sample of 370 students and 45 teachers. The research process encompassed a thorough examination of the current teaching model, followed by the utilization of the Delphi technique and focus groups to conceptualize the OBE framework for basketball teaching. Results: Analysis revealed the need for a comprehensive basketball teaching model in higher education. The proposed OBE model integrates 4 primary elements (Basketball Theory, Basketball Skills, and Physical, and Social Adaptability), further divided into 12 secondary and 34 tertiary elements. Each segment is tailored to specific outcome objectives, emphasizing cognitive understanding, skill mastery, physical fitness, and social adaptation. Conclusion: The proposed OBE basketball teaching model offers a holistic approach to basketball education, integrating both sport-specific and life-oriented skills. By aligning with China's national development goals and the principles of education, this model stands poised to revolutionize basketball education in Xi'an, setting a benchmark for other provinces.
Practical Strategies for Recruiting Districts and Schools for Education Impact Studies. NCEE 2024-001
Author: Robinson, Dana
Date: 2023-10-00
Type: Reports - Descriptive
Subjects: School Districts,Recruitment,Educational Research,Researchers,Participation,Privacy

Conducting rigorous impact studies that produce actionable evidence for educators and policymakers is a key goal of the Standards for Excellence in Education Research (SEER). Although studies can be initiated by individual districts or schools, researchers often conduct their own studies to address broadly relevant questions about the effectiveness of an education program, policy, practice, or intervention. This brief offers practical strategies for researchers newer to school-based impact studies to consider during the various phases of a study, with the aim of helping them achieve their recruitment goals. The strategies focus on four topics that, based in part on the authors' knowledge of recent recruitment efforts, may play an increasingly important role in affecting a district's or school's ability and willingness to participate in impact studies: (1) Attention to urgent priorities and needs; (2) Limited staff capacity; (3) Commitment to fairness and collaborative practices; and (4) Protection of student and staff privacy.
Is AB 705 Contributing to Enrollment Loss in California&apos;s Community Colleges?
Author: Snell, Myra
Date: 2023-09-00
Type: Reports - Research
Subjects: Community Colleges,Enrollment Trends,State Legislation,Educational Legislation,Program Implementation,Correlation,Mathematics Instruction,English Instruction,Courses,Developmental Studies Programs

For California's community colleges, fall 2019 marked the deadline for implementing the state's historic developmental education legislation, Assembly Bill 705 (Irwin 2017). AB 705 drove transformative changes in community college math and English programs as colleges implemented research-based placement policies designed to maximize students' likelihood of completing transferable college-level courses in those disciplines. The result was a large increase in the proportion of students beginning in transfer-level coursework instead of developmental education. After the pandemic hit in the second semester of AB 705 implementation, throughput gains were maintained despite a 14-percentage point decline in community college enrollments. Despite the well-documented positive student outcomes associated with AB 705 reforms, it is one of several legislative mandates that some believe have had the unintended consequence of reducing California's community college enrollment. Any connection between AB 705 and enrollment is difficult to examine after fall 2019, given the enrollment declines driven by the pandemic. For this reason, this report analyzes enrollment in California's community colleges in the context of AB 705 with a focus on fall 2019, the AB 705 implementation deadline.
How America Pays for College, 2023: Sallie Mae&apos;s National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2023-00-00
Type: Reports - Research
Subjects: Paying for College,Parents,Undergraduate Students,Student Financial Aid,COVID-19,Pandemics,Costs,Scholarships,Electronic Learning,Loan Repayment,Financial Aid Applicants,Family Income,Grants,School Choice,Black Colleges

For 16 years, Sallie Mae has surveyed college students and parents of undergraduate students about their attitudes toward higher education and how they're paying for it. This year's report explores education funding sources--from family income and savings to scholarships, grants, and borrowed funds--and evaluates trends in payment strategies over time. This year's report provides learnings about families' awareness of the financial aid process including researching and applying for scholarships, completing the Free Application for Federal Student Aid (FAFSA®), and understanding financial aid offers. The report also considers the steps undergraduate families took to plan for paying for higher education. Finally, for the first time, this report explores how students attending public Historically Black Colleges and Universities (HBCUs) approach higher education financing. The research was conducted between March 31, 2023, and May 8, 2023. [For the 2022 report, see ED624387.]
Circles of Reflection: Supporting Early Learning for Wisconsin&apos;s Native Communities
Author: Region 10 Comprehensive Center
Date: 2023-05-00
Type: Reports - Research
Subjects: Alaska Natives,American Indians,Reflection,Tribes,Indigenous Knowledge,Educational Cooperation,Equal Education,Early Childhood Education

Wisconsin's Circles of Reflection (CoR) addresses early learning challenges and opportunities for American Indian or Alaskan Native (AI/AN) children and families. Developed by the National Comprehensive Center's Native Education Collaborative, CoR engages state, tribal, and local education agencies in cycles of issue discovery, stakeholder engagement, and implementation planning to provide high quality, motivating educational experiences that improve Native students' academic attainment. Recognizing historical inequities, Wisconsin's Act 31 requires K-12 educators to build knowledge on Tribes in the state so that they can accurately teach about these Nations and their sovereignty. Despite Act 31, challenges still exist. Non-Indigenous educators, policy makers, and leaders have difficulty entering authentic partnerships to improve Native student education due to insufficient knowledge and capacity concerning tribal history, culture, and sovereignty. CoR provides a way to address these issues by honoring the expertise and sovereignty of Native educators while deepening DPI's understanding of critical aspects of Native student education. The project's ultimate goal is to develop a more collaborative relationship between the Nations, the educators instructing their students, and the Department of Public Instruction (DPI), leading to concrete improvements for students. This report examines how CoR's multi-jurisdictional approach can be part of long-term, structural changes in how Wisconsin engages with Wisconsin's 12 Tribal Nations to address systemic gaps and historic inequities.
Approaches to Recording and Monitoring Incidents of Bullying in Schools. National Thematic Review
Author: Education Scotland
Date: 2023-02-00
Type: Reports - Research
Subjects: Foreign Countries,Bullying,Data Collection,Elementary Secondary Education,Special Schools,Prevention,Intervention,Interpersonal Relationship,Responses,Administrator Role,Administrator Attitudes,Teacher Role,Educational Environment

In November 2017, Scottish Ministers tasked a short life working group to develop a more consistent national approach to recording and monitoring incidents of bullying in schools. The group identified the Bullying and Equalities Module (BEM) within the SEEMiS system as the most appropriate tool for schools and local authorities to use to record and support them to monitor bullying incidents. Since August 2019, all schools and local authorities have been expected to use the BEM within the SEEMiS system to record and monitor bullying incidents. In 2020, the short life working group requested that an evaluation be undertaken to ensure that the new arrangements promote a consistent national approach to the recording and monitoring of incidents of bullying. This report provides an evaluation of how the new arrangements have been implemented across primary, secondary and special schools and comments on how well the these are supporting children and young people.
American Association for Adult and Continuing Education: 2022 Conference Proceeding (Milwaukee, WI, October 11-14, 2022)
Author: Brown, Lisa R., Ed.
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Adult Education,Continuing Education,Educational Change,Art Education,Students with Disabilities,Informal Education,College Faculty,Teacher Researchers,Student Research,Doctoral Students,Foreign Students,Online Courses,Training,Decolonization,Environmental Education,Science Education,Occupational Safety and Health,Allied Health Personnel,Computer Simulation,Racism,Trauma Informed Approach,Educational Technology,Older Adults,Faculty Development,Females,Unemployment,Foreign Countries,Study Abroad,Teaching Methods,Periodicals,Peer Evaluation,Inclusion,Self Concept,Success,English (Second Language),Career Readiness,Interprofessional Relationship,Allied Health Occupations Education,Best Practices,Chinese

The American Association for Adult Continuing Education Conference Theme Adaptability, Flexibility, and Sustainability--Adult Education in Dynamic Times is a reflection of the association's global commitment to Transforming Lives and Communities across the spectrum. For the past three years, the American Association has worked to codify and disseminate the contributions of its members through the continuing development, growth, and advancement of the research and practices that are being conducted in the field of adult education. This issue represents the American Association for Adult Education organization's continuing commitment to introduce, generate, challenge, encourage, and provide our members with ongoing research and practices from across the educational and professional spectrum, regions, and around the world. A total of 27 presentations are highlighted in the third issue of the AAACE Proceedings. [For the 2021 proceedings, see ED618709.]
America&apos;s Children: Key National Indicators of Well-Being, 2023
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Children,Well Being,Family Environment,Social Environment,Economic Factors,Health Services,Physical Environment,Safety,Behavior,Education,Health,Social Indicators

&quot;America's Children: Key National Indicators of Well-Being, 2023,&quot; is a compendium of indicators about the Nation's young people. The report, the 25th produced by the Forum, presents 41 key indicators on important aspects of children's lives. These indicators are drawn from reliable Federal statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured often to show trends over time, and are representative of large segments of the population rather than one particular group. The report continues to present key indicators in seven domains: family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. To ensure that the information stays relevant, the Forum periodically revises indicators, data sources, and features to maintain the relevance of the report. [For &quot;America's Children in Brief: Key National Indicators of Well-Being, 2022,&quot; see ED624549.]
From VET to Sustainable Employment for Aboriginal and Torres Strait Islander Peoples
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Education Work Relationship,Employment,Indigenous Populations,Foreign Countries,Sustainability,Outcomes of Education,Occupations,Labor Turnover

One aim of vocational education and training (VET) is to provide a pathway to employment. The effectiveness of this, particularly for Aboriginal and Torres Strait Islander peoples, is an important policy issue. Research demonstrates that, for Aboriginal and Torres Strait Islander peoples, the transition from education to employment does not occur at the same rate as for non-Indigenous Australians (Windley 2017), and the difference in employment rates between Aboriginal and Torres Strait Islanders and non-Indigenous Australians has remained substantial (Productivity Commission 2020). Taking a slightly longer-term view than the immediate transition from VET to employment, this research explores the link between VET participation and sustainable employment for Aboriginal and Torres Strait Islanders. By examining the personal and training characteristics associated with Aboriginal and Torres Strait Islander peoples' attainment of sustainable employment, the research aims to determine VET's potential for enabling longer-term benefits for this cohort. Data from the Multi Agency Data Integration Project (MADIP) for Aboriginal and Torres Strait Islander peoples who commenced at least one VET program in 2016 have been analysed to examine the effect of VET on achieving sustainable employment. Further information on the data and methodologies used can be found in the support document to this publication, which also contains more detailed findings. [For the support document, see ED631904.]
From VET to Sustainable Employment for Aboriginal and Torres Strait Islander Peoples -- Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2023-00-00
Type: Reports - Research
Subjects: Vocational Education,Sustainability,Employment,Education Work Relationship,Indigenous Populations,Foreign Countries,Data Analysis,Regression (Statistics),Student Participation,Student Characteristics,Outcomes of Education,Comparative Analysis,Training

This support document accompanies the research summary &quot;From VET to Sustainable Employment for Aboriginal and Torres Strait Islander Peoples,&quot; which examines the contribution of vocational education and training (VET) participation to sustainable employment for this cohort of the Australian population. The purpose of this document is to provide a technical discussion of the data extraction and transformation approaches used in the research, as well as an explanation of the research methodologies. The main source of data for this research is the Australian Bureau of Statistics (ABS) Multi-Agency Data Integration Project (MADIP). This report details the scope of the data used in the analysis, including the criteria for inclusion and exclusion of individuals and training programs. It also describes the construction and treatment of the control groups used in the regression models and comparative analysis. A mix of methodologies was used in this research, including k-nearest neighbors (KNN) matching, difference-in-differences (DID) logistic regressions, multiple logistic regression and comparative analyses. These methods were implemented to estimate the impact of VET participation, as well as the influence of an individual's personal and training characteristics, on sustainable employment. By describing the data sources, extraction and transformation processes, research methodologies and analytical techniques used in the study, this document serves as a tool for readers seeking a deeper understanding of the research findings. [For the research summary, see ED631902.]
Government Funding of VET, 2022. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Federal Aid,Vocational Education,Foreign Countries,Resource Allocation,Student Loan Programs,Apprenticeships,Student Characteristics,Students with Disabilities,Indigenous Populations,Educational Attainment,Equipment

This publication provides information on the flow of government funding for vocational education and training (VET) in Australia. The publication is based on 2022 data provided by the Australian, state and territory government departments responsible for administering funds for Australia's VET system.
Providing Teachers More Time and Flexibility through Innovative Scheduling. Brief
Author: Region 8 Comprehensive Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Flexible Scheduling,Teacher Collaboration,Faculty Development,Educational Planning,Educational Innovation,Professional Autonomy,Time Management,Secondary Schools

Most teachers have limited flexibility in terms of their schedules, their opportunities for professional learning and collaboration, and how they use their time. However, recent data suggests that rethinking teacher time could be important to improving teacher recruitment and retention. How can districts and schools provide teachers more flexibility and enable more time for planning, collaboration, and professional learning? This brief provides an overview of the various types of workplace flexibility and shares three examples of districts in Indiana (Randolph Eastern School Corporation, Success Academy, and Northeastern Wayne School Corporation) where leadership is using innovative scheduling to support teacher autonomy and flexibility.
English Vocabulary Board Game for Upper Primary School Students in Small and Medium-Sized Schools
Author: Jeenpracha, Chayakorn
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Educational Games,Elementary School Students,Student Satisfaction,School Size,English (Second Language),Second Language Instruction,Foreign Countries,Program Effectiveness

The objectives of this research were (1) to study the results of using board game to improve English vocabulary for upper primary school students in small and medium-sized schools, and (2) to study the students' satisfaction after using board game. There were a total of 100 students: 50 students from small-sized schools, and 50 students from a medium-sized school. The samples were selected by using multi-stage sampling method. The research instruments were the English vocabulary board game, pre- and post-tests, a behavior observation form, an interview form, and a satisfaction evaluation form. Frequency, mean, percentage, standard deviation, and t-tests, were used to analyze the data. The research findings indicated that both small and medium-sized school students' scores were increased after using the board game at the statistically significant level of 0.001. Additionally, students' satisfaction was at a high level supported by the observation data and interview results.
Maximizing Calculus Completion for Students Seeking the Business Administration Degree. Multiple Measures Assessment Project
Author: RP Group
Date: 2023-05-00
Type: Reports - Research
Subjects: Educational Policy,Prerequisites,Required Courses,Business Administration Education,Associate Degrees,Calculus,Algebra,College Mathematics,Community College Students,Prior Learning

AB 1705 requires colleges to validate their math placement policies and associated enrollment practices to ensure that students begin in coursework that gives them the best chance of completing the initial transfer-level math requirements for their academic goal. If students are required to enroll in prerequisite coursework prior to the entry-transfer-level math course for their program, colleges must provide evidence that the student is highly unlikely to succeed in the program's entry-transfer-level course without the prerequisite and that the prerequisite course improves the probability that students complete the program's initial math requirements. This report focuses on the largest known example of a non-STEM degree program that will be a prerequisite validation focus for many colleges, the associate degree in business administration. College catalogs for 2021-2022 showed that 109 colleges offer this degree with calculus as an entry-transfer-level math requirement at 97 colleges. Forty-four colleges offer Business Calculus but require completion of a transfer-level prerequisite, 2 such as college algebra, trigonometry, or precalculus, prior to the calculus course. These transfer-level prerequisites do not satisfy a requirement for the Business Administration degree and therefore require validation under AB 1705.
Comprehensive School Mental Health and Trauma Sensitive Schools: An Integrative Summary
Author: Aiello-Kimberlain, Maddie
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Comprehensive Programs,Mental Health,Trauma Informed Approach,Pupil Personnel Services,Educational Practices

Youth mental health concerns are on the rise and can have serious implications for student well-being and success (Clayborne et al., 2019). Consequently, more educators and mental health professionals are identifying mental health as an important student need (American Academy of Pediatrics, 2021). This report summarizes the key principles underlying comprehensive school mental health and trauma sensitive schools. The present synthesis of studies and reports emphasizes core features, key principles, and associated core components. [This report was co-produced by the Wisconsin Evaluation Collaborative and originally prepared for the Wisconsin Department of Public Instruction (DPI).]
Education Scotland Scottish Attainment Challenge. National Summary Report, December 2022-March 2023
Author: Education Scotland
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Poverty,Outcomes of Education,Educational Improvement,Educational Attainment,Educational Equity (Finance),Educational Finance,Data Collection,Foreign Countries

As part of the cycle for reporting on the implementation of the Scottish Attainment Challenge (SAC), attainment advisors produce reports triannually. This process ensures there is a continuous narrative where next steps are identified and progress made towards them. This summary report is an overview of the analysis of the progress of all 32 local authorities for the period December 2022 to March 2023. Illustrations throughout this summary are examples from local authority reports. The key theme for this reporting period was data for improvement and is summarised in Section 2. It outlines the improvement and the progress local authorities are making in using data to improve outcomes for children and young people impacted by poverty with a focus on tackling the poverty-related attainment gap.