ethanporcaro/eric-fulltext-meta huggingface dataset:
Digitally Powered &apos;Learning to Earning&apos; for Displaced Young People and Adolescent Girls and Young Women
Author: Nicolai, Susan
Date: 2023-07-00
Type: Reports - Research
Subjects: Adolescents,Females,Youth,Dislocated Workers,Educational Research,Evidence,Educational Policy,Inclusion,Access to Computers,Disadvantaged,Gender Differences,Education Work Relationship,Partnerships in Education,Foreign Countries,Career Pathways,Career Readiness

Technology presents incredible new potential in opening 'learning to earning' pathways for traditionally marginalised groups, such as displaced young people, adolescent girls and young women. Developing and scaling digitally powered learning for displaced populations can provide alternative opportunities to those who have lost access public schooling, with information and communication technology (ICT) holding great promise to leverage innovative online, offline and blended learning in settings providing formal, non-formal and informal education. However, a persistent gender digital divide results in unequal access to and use of ICT. This report aims to connect policymakers and practitioners with research and evidence on policy and programme solutions to support the inclusion, self-reliance and protection of displaced children and families. It synthesizes evidence on how digitally powered learning to earning for displaced young people, adolescent girls and young women can be further developed and scaled. It was produced to inform the learning agenda of PROSPECTS, a multi-year (2019-2023), multi-stakeholder partnership funded by the Government of the Netherlands, working together with the International Finance Corporation (IFC), International Labour Organization (ILO), United Nations High Commissioner for Refugees (UNHCR), United Nations Children's Fund (UNICEF) and the World Bank.
Early Childhood Development: UNICEF Vision for Every Child
Author: United Nations Children's Fund (UNICEF)
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Young Children,Child Development,Childrens Rights,Expertise,Program Design,Program Implementation

The UNICEF Vision for Early Childhood Development is guided by the Convention on the Rights of the Child and supports the 2030 Agenda for Sustainable Development. It outlines UNICEF's intent to support an organization-wide approach to child development in the early years of life, drawing on its mandate for child rights, multisectoral expertise, wide on-the-ground presence, and long-standing role as a trusted adviser to governments and partners at national, regional and global levels.
Geometry Supports and Resources for Teachers. Brief
Author: Stevens, Michael
Date: 2023-07-05
Type: Guides - Classroom - Teacher
Subjects: Geometry,Mathematics Teachers,Mathematics Instruction,Standards,Mathematical Logic,Validity,Mathematical Concepts,Formative Evaluation,Elementary Secondary Education,Error Patterns,Learning Problems,Language Usage

The purpose of this resource is to help math teachers unpack, understand, and implement the current math content and practice standards. This resource describes the progressions of learning within each course and provides content support, which includes broad ideas about effective instruction as well as practical instructional strategies. Math teachers, coaches, and leaders are encouraged to use these materials collaboratively to support ongoing instruction and the growth of individual teaching practice. The content is organized by the following domains in Geometry, including: (1) Standards for Mathematical Practice; (2) Geometry: Logic and Proofs; (3) Geometry: Points, Lines, and Angles; (4) Geometry: Transformations; (5) Geometry: Triangles; (6) Geometry: Quadrilaterals and Other Polygons; (7) Geometry: Circles; and (8) Geometry: Three-Dimensional Figures.
Development Competencies of Junior Middle School Physical Education Teachers in Dongguan City
Author: Guo, Fengmin
Date: 2023-00-00
Type: Journal Articles
Subjects: Junior High School Teachers,Middle School Teachers,Physical Education Teachers,Foreign Countries,Teacher Competencies,Values,Ethics,Educational Indicators

Background and aim: Based on the importance that the party and the country attach to school work; Dongguan's junior middle school physical education teachers shoulder a key role in connecting the past and the next. It is necessary to improve the competencies of Dongguan's junior middle school physical education teachers. Methods and processes: This is application-oriented research. The number of participants in this study was 28 experts. The research process is as follows: (1) Collect relevant literature and materials and draft the &quot;Indicator System for the Competency Development of Junior Middle School Physical Education Teachers in Dongguan City&quot;; (2) Two rounds of Delphi surveys involving 19 experts; (3) 9 experts participate in the appreciation of the indicator system. Result: (1) The positive coefficient of expert participation in the research is close to 90%&gt;70%, Cr [greater than or equal to] 0.7, the average score of expert opinion exceeds 4 points and exceeds 90%, 0 &lt; W &lt; 1, P&lt;0.05, indicating that experts assume reliability. (2) In the first round of the expert's questionnaire, the Mean of B11, C26, C28, C33, and C40 is &lt; 3.5, CV &gt; 0.25, and these indicators are deleted. The Mean of the remaining indicators is &gt; 3.5, CV &lt; 0.25, so the remaining indicators are retained. (3) In the second round of the expert's questionnaire, The Mean of all indicators is &gt; 3.5, CV &lt; 0.25, so all the indicators are retained. Conclusion: The study constructed a competencies development index system for junior middle school physical education teachers in Dongguan City, including three dimensions: values, physical education ethics, and key competencies, with a total of 52 indicators.
2021-2022 Leading from the Middle Academy Evaluation
Author: Asera, Rose
Date: 2023-07-00
Type: Reports - Research
Subjects: Community Colleges,Program Effectiveness,Pilot Projects,Leadership Training,Middle Management,Professional Development,School Personnel,Administrators,College Administration,Cooperative Learning,Equal Education,Coaching (Performance),Administrator Attitudes

The primary goal of this evaluation report is to effectively communicate the value and impact of the Leading from the Middle (LFM) Academy to a diverse set of community college stakeholders and to provide valuable insights into the program's effectiveness. This report presents the findings from the 2021-2022 LFM Academy pilot evaluation, assessing the value of new program components and improvements in participants' leadership development and project application. The report is divided into five sections, each focusing on specific aspects of the academy. The sections include: (1) Effectiveness of the 2021-2022 LFM Academy Pilot; (2) Developing and Deepening Leadership Identity; (3) Collaboration and Collective Learning; (4) Utilization of Tools and Strategies for Equity-Centered Initiatives; and (5) Coaches' Continued Leadership Development.
Global Cost-Benefit Analysis on Mental Health and Psychosocial Support (MHPSS) Interventions in Education Settings across the Humanitarian Development Nexus
Author: United Nations Children's Fund (UNICEF)
Date: 2023-00-00
Type: Reports - Research
Subjects: Mental Health,Individual Development,Intervention,Cost Effectiveness,Social Support Groups,Helping Relationship,Altruism,Prosocial Behavior,World Affairs,Developing Nations,Children,Adolescents,Psychological Patterns,Mental Disorders

The burden of mental health conditions and poor psychosocial wellbeing among children and adolescents is associated with significant lifetime costs, as mental health conditions is associated with learning lower educational attainment and impeding the development of socioemotional skills which translates into reduced earning potential and labor productivity in later life. The humanitarian emergencies further exacerbate these impacts. A critical point, however, is that these costs to individuals, communities and countries can be mitigated through mental health and psychosocial support (MHPSS) interventions that aim to promote mental health and wellbeing and/or prevent and respond to mental health conditions, thereby promoting learning and educational outcomes. This global cost-benefit analysis (global CBA) firstly estimates the global economic costs of mental health conditions through the effect on school completion, and poor social and emotional wellbeing among children and adolescents aged 10-17 years affected by humanitarian emergencies. It then models the economic benefits of addressing the mental health needs of children and adolescents through mental health and psychosocial support interventions. [This report was written by Angie Jackson-Morris, Michael Onah, Christina L. Meyer, Lily Morrell, and Rachel Nugent.]
Ten Thousand Democracies, One Common Goal: School Board Accountability, Evaluation, and Effectiveness
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2023-00-00
Type: Reports - Research
Subjects: Public Schools,Boards of Education,Accountability,Leadership Effectiveness,Goal Orientation,Academic Achievement,Educational Improvement,Governance,Evaluation

In the United States, most students attend a public school in a district overseen by a democratically elected school board. In political science, school boards are often portrayed as ten thousand democracies (Berkman and Plutzer, 2005). School board members are often described as &quot;citizens-policymakers&quot; because they &quot;constitute a middle ground between normal citizens and professionalized policymakers -- with large variations based on the size of the districts and the model of selection&quot; (Asen, 2015; Delevoye, 2020). School board members have been regarded as one of the largest groups of policymakers in the U.S. (Delevoye, 2020). Fostering an educational environment in which every student reaches a high achievement level and successful postsecondary life is a common goal of all local school boards. In education research, school board accountability, effective governance, and board evaluation are all relevant to this common goal. An important characteristic of effective school boards is &quot;accountability driven, spending less time on operational issues and more time focused on policies to improve student achievement&quot; (Dervarics and O'Brien, 2011). To inform school leaders of some of the current challenges and potential solutions to improve education leadership, the Center for Public Education (CPE) of the National School Boards Association (NSBA) compiled this research report. There are three parts to this report. Part I presents readers with statistics about school districts and school boards that show the diverse nature of the education system across the country. Part II shares the recent NAEP data to help readers understand the urgent call for education leaders to improve student achievement. Part III focuses on what research says about the following three discussion issues: (1) The connection between student achievement and school board accountability; (2) The association between effective governance and student achievement; and (3) The relationship between board effectiveness and evaluation.
The State of Higher Education in Ohio: 2022 Year in Review
Author: Ohio Department of Higher Education
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Scholarships,Student Financial Aid,Community Colleges,Private Colleges,Public Colleges,Mental Health,Teacher Shortage,Technical Education,Academic Degrees,Unemployment,Federal Aid,Computer Science,Teacher Education

It has been four years since Mike DeWine was first sworn in to serve as Ohio's 70th governor, joined by Jon Husted as lieutenant governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to strengthen and improve the great state of Ohio. This annual &quot;State of Higher Education Report&quot; highlights 2022, and provides a brief summary of what the DeWine-Husted Administration has accomplished in its first four years leading Ohio -- with a promise to build on this record in the new term. [For the 2021 report, see ED627875.]
Tennessee Higher Education Fact Book: 2022-2023
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2023-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Public Colleges,Private Colleges,Technical Institutes,Proprietary Schools,Community Colleges,Full Time Equivalency,Withdrawal (Education),Two Year College Students,College Students,Gender Differences,Racial Differences,Ethnicity,Age Differences,Student Financial Aid,Federal Aid,Grants,Part Time Students,Full Time Students,Majors (Students),College Entrance Examinations,Federal Legislation,Student Loan Programs,College Transfer Students,Remedial Instruction,School Holding Power,Graduation,Academic Degrees,Graduation Rate,Job Placement,College Graduates,Scores,Licensing Examinations (Professions),Student Satisfaction,Educational Finance,College Programs,Accreditation (Institutions),College Admission,College Faculty,Teacher Salaries,Tuition,Fees,Student Costs,Family Income,State Aid,Debt (Financial),Loan Default,Scholarships,Funding Formulas,State Programs,Academic Persistence,Quality Assurance,Financial Support,Cognitive Tests,Critical Thinking,Thinking Skills,Language Proficiency,Second Language Learning,Oral Language

This year's &quot;Tennessee Higher Education Fact Book&quot; consists of four sections and an appendix of additional resources and terminology. The four main sections of the report provide data on Student Participation, Student Success, Academic and Fiscal Trends, and Outcomes-Based Funding. Relative to the previous Fact Book, Quality Assurance Funding (QAF) data are no longer presented in a standalone section of the Fact Book. QAF data are still reported in the Fact Book and may be found within the Student Success, Academic and Fiscal Trends, and Outcomes-Based Funding sections. Complementing this report, an online dashboard provides a by-institution snapshot of fall 2022 enrollment and academic year 2021-22 degree completion data (representing summer 2021, fall 2021, and spring 2022). New this year, data downloads are available to make the information presented within the report more accessible and useable to readers. Enrollment and degree completion data for Tennessee's newest public institution, the University of Tennessee Southern, are presented in a separate report supplement available via the Fact Book landing page. The 2022-23 Fact Book was originally published in early June 2023. Following its initial release, THEC staff received additional data on TCAT outcomes, expanded data reporting on academic majors, and corrected errors and clarified content related to College Scorecard data reporting. [For the report supplement, see ED631768. For the 2021-2022 Fact Book, see ED624464.]
University of Tennessee Southern, Student Participation and Success, 2022-23. Report Supplement to the 2022-2023 Tennessee Higher Education Fact Book
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Higher Education,Student Participation,College Freshmen,Undergraduate Students,Graduate Students,College Entrance Examinations,College Enrollment,Federal Aid,Grants,Gender Differences,Out of State Students,Racial Differences,Full Time Students,Part Time Students,Academic Degrees,Majors (Students)

On July 1, 2021, Martin Methodist College (MMC) merged with University of Tennessee System as the University of Tennessee Southern (UTS). The purpose of this supplemental report to the 2023 &quot;Tennessee Higher Education Fact Book&quot; is to provide a data summary and snapshot of UTS in relation to other public colleges across the state. This report supplement is reflective of fall 2022 and completions for the 2021-22 academic year. The Tennessee Higher Education Commission (THEC) continues to work with the University of Tennessee System to integrate UTS enrollment and degree completion data into the THEC Student Information System (THECSIS). Beyond statistical reporting, timely and accurate data integration has implications for Quality Assurance Funding, the Outcomes Based Funding formula, and Academic Program Post-Approval Monitoring. [For &quot;Tennessee Higher Education Fact Book: 2022-2023,&quot; see ED631767.]
Pathways to Opportunity: The Virginia Plan for Higher Education. 2022 Annual Report
Author: State Council of Higher Education for Virginia (SCHEV)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Higher Education,Educational Trends,Goal Orientation,Educational Attainment,Undergraduate Students,College Enrollment,Debt (Financial),Paying for College,Wages,College Graduates,Equal Education,Costs

The &quot;Code of Virginia&quot; vests the State Council of Higher Education for Virginia (SCHEV) with the responsibility to develop a statewide strategic plan that reflects statutory goals for higher education in the Commonwealth, identifies a coordinated approach to such state and regional goals, and emphasizes the future needs for higher education in Virginia. Approved in January 2021, &quot;Pathways to Opportunity: The Virginia Plan for Higher Education&quot; (&quot;The Plan&quot;), identifies trends that the Commonwealth must address if it is to continue to prosper and succeed. SCHEV is required by statute to submit an annual report on progress toward the statutory goals. The 2022 Annual Report summarizes the three statutory goals, key findings from an assessment of where Virginia stands relative to the statutory goals, as well as upcoming and recent activities that directly support &quot;Pathways to Opportunity.&quot; [For the 2021 report, see ED612339.]
Preparing for Tomorrow&apos;s Challenges: Integrating Future Thinking into Crisis Management in Thai Higher Education
Author: Thanitbenjasith, Phithagorn
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Crisis Management,Foreign Countries,Educational Strategies,Strategic Planning,Vignettes,Technological Advancement,College Administration,Sustainability,Educational Change

Background and Aim: Thailand's higher education institutions have several problems arising from demographic shifts, digital disruptions, geopolitical transformations, and environmental vulnerabilities. These circumstances call for the implementation of strategic foresight and flexible crisis management strategies, particularly in light of the ongoing COVID-19 pandemic. The objective of this review article is to provide a comprehensive understanding of the importance of maintaining continuity in future thinking as a proactive strategy for crisis management in the context of higher education in Thailand. Materials and Methods: The current paper serves as an academic platform that consolidates articles, books, and additional resources sourced from several online libraries. The previously mentioned scholarly essay effectively achieved its objectives by employing the methods of analysis and synthesis. The organization of the content in this academic work has been meticulously arranged to present an appropriate level of detail and depth to the research objectives outlined. Results: This academic article found that the application of forward-looking strategies in the management of crises within the Thai higher education system has the potential to bolster both resilience and sustainability. The essential components encompass proactive strategic planning, comprehensive scenario analysis, the integration of technical breakthroughs, and fostering collaborative efforts. This method guarantees the expansion and achievement of the sector within the dynamic higher education environment. Conclusion: Forward-looking strategies in Thai higher education management can enhance resilience and sustainability, involving proactive planning, scenario analysis, technical breakthrough integration, and collaborative efforts. To establish themselves as proactive agents of change, Thai higher education institutions must undergo a paradigm shift in their approach to crisis management. This necessitates dedication, cooperation, and embracing the inherent unpredictability. The benefits encompass a robust and future-oriented educational ecosystem that flourishes through challenges, influencing the trajectory of the industry.
Physical Education Course Based on Self-Regulated Learning to Improve Students&apos; Physical Literacy
Author: Li, Kun
Date: 2023-00-00
Type: Journal Articles
Subjects: Physical Education,Independent Study,Teaching Methods,College Students,Knowledge Level,Psychomotor Skills,Behavior,Athletics,Program Effectiveness,Foreign Countries

Background and Aim: This study adopts the teaching mode of self-regulated learning to change the traditional physical education teaching methods, so as to improve the physical literacy of college students. The component of college students' physical literacy includes physical cognition, physical experience, physical ability and sports behavior. The purpose of this study was to compare students' physical literacy scores before and after learning physical education course based on self-regulated learning. Materials and Methods: In this experimental study, 40 students (one class) from Zhoukou Normal University were investigated. This study used test and self-evaluation forms given to students before and after learning through physical education based on self-regulated learning. Data were collected and analyzed by means, standard deviation and t-test for dependent sample. Results: The results of the physical literacy before and after learning based on the self-regulated learning course, it was found that the mean scores of pretests of students' physical literacy were 188.88, SD was 25.45, and mean scores of posttests was 230.53, SD was 16.79. The post-test score of students' physical literacy was higher than that of the pre-test score, and the difference was statistically significance (t= 13.64, p&lt;0.05). The average score of post-tests was progressively higher than the pre-test score. Conclusion: The developed physical education course based on self-regulated learning has a significant effect on improving the physical literacy of college students.