ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing a Student-Level Data Network (Part IV): Exploring Design Options
Author: Isaac, James
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: College Students,Data,Information Networks,Program Design,Program Implementation,Data Collection,Federal Programs,Higher Education,Data Use,Outcomes of Education,Student Records,Privacy,Data Analysis,Information Storage,Student Loan Programs,Information Systems,Graduation Rate,Information Security,Governance

Students, families, colleges, and lawmakers need clearer information on postsecondary outcomes to make informed decisions. By leveraging data available at institutions and federal agencies, a nationwide student-level data network (SLDN) would close information gaps that persist in our higher education landscape to answer critical questions about students' outcomes. The brief we released today shares lessons learned from a series of conversations with higher education experts aimed at developing a modernized SLDN to ensure stakeholders have the information they need to maximize our collective return on investment in higher education. &quot;Implementing a Student-Level Data Network?(Part IV):?Exploring Design Options&quot; examines high-level conceptual plans for the design and implementation of a federal SLDN developed by three teams of experts. By deliberately engaging experts with a range of perspectives and knowledge, RTI International and IHEP identified potential pain points and solutions related to data submission, data governance, information security, and data usage. Through the considerations presented in the designs and robust discussion at the forum, the authors examined how a well-implemented SLDN could improve data collection and count all students. The brief also highlights ways to reduce the burden on institutions and the National Center for Education Statistics. In our next steps, RTI and IHEP plan to continue to engage experts and gather intelligence, supporting the brainstorming around SLDN design in preparation for future passage of the College Transparency Act or a similar bill creating an SLDN. [For Part III, &quot;Insights from Financial Aid Experts,&quot; see ED620389.]
Student Success Is the DNA of NAU: An IHEP Case Study on Northern Arizona University
Author: Santos, Janiel
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Hispanic American Students,College Students,Minority Serving Institutions,Universities,Case Studies,Equal Education,Institutional Mission,Educational Objectives,Strategic Planning,Educational Strategies,Decision Making,Data Use,Outcomes of Education,Educational Policy,Information Systems

Informed by interviews with campus administrators and Northern Arizona University (NAU) students, the &quot;Student Success is the DNA of NAU&quot; case study outlines strategies this public, four-year, Hispanic-Serving Institution (HSI) is employing to build NAU into an engine of opportunity for students and the communities they represent. The case study shares four key lessons that other institutions seeking to undertake similar work can glean from NAU's intentional, authentic, and data-informed approach. As part of the nationwide Equitable Value Movement, the growing momentum toward ensuring everyone can enjoy the better living and better life that higher education can provide is clearly visible on the NAU campus.
IDRA Newsletter. Volume 50, No. 3
Author: Goodman, Christie L., Ed.
Date: 2023-03-00
Type: Collected Works - Serial
Subjects: Educational Equity (Finance),Educational Finance,Court Litigation,School Districts,Audits (Verification),Financial Audits,Mexican Americans,Ethnic Studies,Advocacy,Fellowships

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Equity Matters.&quot; Contents include: (1) Families Insist on Equitable School Funding: &quot;Rodríguez v. San Antonio ISD&quot; Ruling 50 Years Ago Has Lasting Effects (Christie L. Goodman); (2) How to Know if Your District Needs an Equity Audit (Hector Bojorquez); (3) MAS Springs Youthfully: Teacher and Student Advocacy of Mexican American Studies (Aurelio M. Montemayor); and (4) IDRA José A. Cárdenas School Finance Fellows Program.
IDRA Newsletter. Volume 50, No. 4
Author: Goodman, Christie L., Ed.
Date: 2023-04-00
Type: Collected Works - Serial
Subjects: Educational History,Equal Education,National Organizations,Educational Change,Educational Quality,Educational Research,Educational Policy,Advocacy,Educational Legislation,Court Litigation

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. This issue is the &quot;50th Anniversary Edition.&quot; Contents include: (1) IDRA Milestones Across Five Decades to Fulfill the Promise of Education that Every Student Deserves (Celina Moreno, María Robledo Montecel, and Aurelio M. Montemayor); and (2) One Mission, Many Paths: 50 Years of Transforming Education by Putting Children First (Celina Moreno, María Robledo Montecel, and Aurelio M. Montemayor).
IDRA Newsletter. Volume 50, No. 5
Author: Goodman, Christie L., Ed.
Date: 2023-05-00
Type: Collected Works - Serial
Subjects: Artificial Intelligence,Educational Technology,Censorship,Bullying,School Safety,Access to Computers,Equal Education,Racism,LGBTQ People,Religious Factors,Curriculum,Books,Individual Characteristics,Ethnicity,Gender Bias,Disabilities,Leadership Responsibility

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Breaking Barriers to Learning.&quot; Contents include: (1) The Importance of Artificial Intelligence in Education for All Students (Hector Bojorquez and Michelle Martínez Vega); (2) Classroom Censorship Laws Sweep Across (Terrence Wilson); (3) Identity-Based Bullying Undermines Student Safety and Success (Paige Duggins-Clay and Makiah Lyons); and (4) Academy: Discover the Power of AI for Educators.
2023-2029 Strategic Plan Phase II. Implementation Plan
Author: Hawaii State Department of Education
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Malayo Polynesian Languages,English,Language of Instruction,State Departments of Education,Strategic Planning,Evidence Based Practice,Educational Objectives,Teacher Effectiveness,Educational Facilities,Equal Education,Accountability,School Administration,Kindergarten,Elementary Secondary Education,Outcomes of Education,Academic Standards,Program Implementation

Every student in Hawai'i's public school system -- regardless of their geographic location, background, economic standing or whether they are in English or Hawaiian language pathways -- must have the opportunity to discover and pursue their passions and see first-hand how their interests can translate into successful and meaningful careers that positively impact Hawai'i's future and our global society. The Board approved its six-year Strategic Plan on Feb. 2, 2023, as Phase I of the strategic planning process. Phase II consists of the Department's Implementation Plan, which includes the action items and metrics that the Department will use to achieve the goals and measure progress. In developing its plan, the Department analyzed student data, reviewed performance data, engaged stakeholders and reviewed educational research and evidence-based practices. This Implementation Plan is organized around the Board-approved desired outcomes in its Strategic Plan. This plan sets priorities and goals for statewide support and expectations. The plan identifies priorities for action and improvement. The plan identifies key actions to advance innovations and improvements.
Choosing a School
Author: Jacksonville Public Education Fund (JPEF)
Date: 2023-00-00
Type: Guides - General
Subjects: School Choice,Decision Making,Mathematics Achievement,Reading Achievement,STEM Education,Critical Thinking,Study Habits,Communication Skills,Elementary Secondary Education

In Duval County today, parents are presented with more options than ever and sorting through the education landscape has been described as a &quot;full time job.&quot; This document presents some factors and questions, based on previous conversations with parents, to consider asking schools about when making this important decision.
The Effect of Vlogging on EFL Student Teachers&apos; Teaching Self-Efficacy
Author: Ahmad, Samah Zakareya
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English (Second Language),Language Teachers,Teaching Skills,Self Efficacy,Video Technology,Student Journals,Electronic Journals,Web Sites,Self Concept,Self Evaluation (Individuals),Second Language Instruction

This study aimed at investigate the effect of vlogging on EFL student teachers' teaching self-efficacy. A pretest-posttest control group design was adopted, consisting of a control group and an experimental group, each consisting of 12 4th-year EFL student teachers at Faculty of Education, Suez University. A teaching self-efficacy scale was prepared and administered to both groups before the experiment. Participants in the experimental group were trained in vlogging and created a group vlog. For a whole term, they videotaped themselves during Teaching Practice and uploaded the videos to the vlog. They reflected on their teaching performance in the video clips and commented on each others' performance as well. The teaching self-efficacy scale was administered to both groups after the experiment. Statistical analysis revealed a significant improvement in teaching self-efficacy between pretest and posttest for the experimental group while the control group showed no significant improvement. It was recommended that vlogs be used as a method for enhancing EFL teaching self-efficacy.
Mentoring G-SPACE Thesis and Dissertation Writers via Smart Technologies and Artificial Intelligence in a Blended Setting during COVID-19 Catastrophe
Author: Bueno, David Cababaro
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Technology,Artificial Intelligence,Blended Learning,Higher Education,Distance Education,Theses,Doctoral Dissertations,Mentors,Foreign Countries,Writing Evaluation,Grammar,Citations (References),Language Usage,Ethics,Graduate Students

Recently, the impact of smart technologies and artificial intelligence as mechanisms for blended instruction in higher education institutions around the world has been of great interest. A cross-sectional design was used for this study. At a defined time, assumptions concerning the efficiency of a localized application of integrated smart technology and AI-mediated thesis and dissertation assessment during COVID-19 disaster came into play. The completed thesis and dissertation reports obtained by e-mail during March 2020 were first evaluated using the AI-tool to assess if the manuscript is ready for submission or requires minor or major revision. I have demonstrated how academic research mentors can contextualize and introduce a new e-mentoring approach. The AI-enhanced tool was highly effective in addition to being able to process initial evaluation in an average of 8 minutes per submission, with its special features and accurate enough to determine the accuracy of the language and references of a scientific study. Nonetheless, follow-up work can include plagiarism identification, abstract intelligence, journal scope checker and paper submission's technical compliance.
Energy and Water Conservations at School Setting towards Sustainable Environment
Author: Bueno, David Cababaro
Date: 2019-06-00
Type: Journal Articles
Subjects: Energy Conservation,Water,Conservation (Environment),Sustainability,Sustainable Development,Foreign Countries,School Role,Educational Environment

There are currently a number of increasingly significant environmental concerns and threats to the future of society, and by being more energy efficient, schools can help prevent greenhouse gas emissions and improve the students' learning environment. School districts can and have used the savings from improved energy performance to help pay for building improvements and other upgrades that enhance the learning environment. The study focused on the analysis of the eco-friendly practices of STE implementers based on energy and water conservation practices. This study utilized the descriptive-survey design of research. It involved a total number of thirty-six STE teachers, eighty-four YES-O officers, and the sixty SSG officers among STE implementers. The instrument was subjected to a reliability test. The study concluded that there was no significant variation in the assessment of the participants on energy and water conservation. Thus, the growing concern with eco-friendly issues and their impact on general awareness among stakeholders requires a functional management strategy.
Implementation of Inclusive Practices in Children with ASD in Mainstream Kindergartens: Teachers&apos; Perceptions
Author: Dimogianni, Klaountia
Date: 2023-05-00
Type: Journal Articles
Subjects: Preschool Teachers,Inclusion,Autism Spectrum Disorders,Teacher Attitudes,Knowledge Level,Student Behavior,Educational Practices

The present research refers to the views of kindergarten teachers on the implementation of integration practices in children with ASD (Autism Spectrum Disorder). We begin with the introduction of the topic later with the literature review on our topic, the methodology to be used, the ethical issues that must exist and be respected through research. In addition, the analysis of the findings that will emerge through the application of SPSS, and then the discussion of the topic that took place. The aim of the survey is to investigate the views that kindergarten teachers have on inclusion but also on the knowledge they themselves have about autism and its disorders, as well as on what they consider to be the most common behaviors observed in children with ASD.
Preventing Plagiarism towards Nurturing Research Integrity: A Descriptive-Mapping Review
Author: Bueno, David Cababaro
Date: 2020-06-00
Type: Journal Articles
Subjects: Prevention,Plagiarism,Search Engines,Research Methodology,Integrity,Scientific Research,Research Reports,Publishing Industry,Faculty Publishing,Databases,Educational Environment,Intervention,Ethics,Credibility,Policy Analysis,Organizations (Groups),Computational Linguistics,Computer Software,Critical Thinking,Identification,Standards,Peer Evaluation,Writing for Publication,Writing (Composition),Graduate Study,Research Papers (Students)

Innovation and the development of knowledge in the field of scientific research is increasing exponentially, but it continues to be disjointed. It makes it difficult to keep up with state-of-the-art and to be at the forefront of research and dissemination, as well as to evaluate empirical evidence in the area of academic excellence. Recent literature reviews are frequently lacking in thoroughness and rigor and are carried out in part rather than using a specific design. This descriptive-mapping review aimed to illustrate plagiarism and research integrity literature published over a 10-year period (2010 to 2020). To achieve this goal, literature reviews were conducted to obtain relevant articles and documentation on plagiarism and its potential impact in the academic and publishing industries. Methodical searches in specific databases such as Web of Science and Scopus, including the Google Scholar Search Engine, have been undertaken to ensure the accuracy of the results. Thereafter, descriptive mapping was used to categorize qualifying articles. Over 350 titles were collected from the searches, of which 129 complete works were published in various journals during the covered period. Finally, in this review, 35 papers were eligible for inclusion. The themes were enumerated in the scholarly articles. Findings revealed a dearth of scientifically credible and relevant literature on plagiarism issues, such as the phenomenon in the academic environment, its particular specific factors and triggering causes, and the impacts of the institutional policy interventions being enforced. Although the results provided background information for the creation of a realistic guide to avoid plagiarism incidences, robust empirical and evaluative studies should be planned to identify the real implications of preventing plagiarism to uphold the credibility of scientific research and evaluate the impact of ethical issues, practices, and policies suggested by organizations and industries.
Supervisory Practices in an Autonomous National High School: Teachers&apos; Cross-Sectional Perspectives
Author: Ramos, Geronimo Bueno
Date: 2019-01-29
Type: Speeches/Meeting Papers
Subjects: School Supervision,Educational Administration,Institutional Autonomy,High Schools,High School Teachers,Teacher Attitudes,Science Teachers,Faculty Development,Curriculum Development,Teaching Methods,Instructional Leadership,Organizational Communication,Leadership Styles,Educational Practices,Case Studies,Foreign Countries,Private Schools,Teacher Evaluation,Teacher Administrator Relationship,Comparative Analysis,Classroom Observation Techniques

This study analyzed the Science teachers (ST) and non-science teachers' (NST) perceptions of supervisory practices in an autonomous national high school in the Division of Zambales during the School Year 2016-2017 in relations to curriculum and instruction, communication, staff development, evaluation, leadership; and classroom visits. It utilized descriptive cross-sectional design of research with the standardized instrument to measure the perceptions of the two groups of respondents on the supervisory practices within the specified time frame. The perceived supervisory practices in relations to the identified areas were analyzed per group of teacher using Weighted Mean and the comparative analysis on the level of agreement regarding the perceptions of the two groups of teachers, independent t-Test was used. Both the group of teachers registered the same level of agreement on the various aspects of supervisory practices. There was no significant difference between the perceptions of ST and NST on the supervisory practices in an autonomous national high school.
Research Skills and Attitudes of Master Teachers in a Division towards Capability Training
Author: Basilio, Manolito Bada
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Research Skills,Teacher Attitudes,Master Teachers,Capacity Building,Self Efficacy,Foreign Countries,Faculty Development

The accurate assessment of research self-efficacy may help identify a given self-identified strengths and weaknesses with respect to research, thereby facilitating research training and guidance. This study focused on the Master Teachers' (MTs) skills and attitudes towards research as basis for research capability building program for MTs in the Schools Division of Zambales. The study used the descriptive-survey design. The data gathered were organized and processed through the SPSS. Majority of the MTs were middle aged, female and married, earned MA/MS units, and have served as Master Teacher I for 1-4 years. A very small percentage of the MTs have attended research-related trainings or conferences and undertaken, published or presented researches. They have average skills in searching, using and evaluating information including their awareness on the various sources of information and where to obtain them. They have fair skills in designing experimental study as well as selecting and developing research instruments, choosing appropriate statistical tools and preparing manuscript for publication. They strongly value training in educational research but moderately apply research findings to real life context. They have high regards relative to the value of doing research to become better educator. Time, efforts and resources in learning about research findings were essential elements to create positive attitudes towards research. A research capability training program is hereby proposed as the output of the study. The program consists of various levels from lectures, hands-on workshop, and writing research articles for colloquium and for possible publication.
Getting Prepared 2021: Developmental Education Course-Taking of High School Graduates
Author: Sisaket, Lesley
Date: 2022-10-00
Type: Reports - Research
Subjects: High School Graduates,Remedial Instruction,Tuition,Educational Opportunities,Time to Degree,Public Schools,Longitudinal Studies,College Attendance,State Legislation,Enrollment Trends,College Preparation,Two Year College Students,Trend Analysis,College Credits,Gender Differences,Limited English Speaking,Student Characteristics,Lunch Programs,Eligibility,State Standards,Reading Achievement,Mathematics Achievement,Special Education,Minority Group Students,Institutional Characteristics

&quot;Getting Prepared 2021&quot; examines Minnesota public high school graduates from the classes of 2013-2020 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education courses add to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. &quot;Getting Prepared 2021&quot; fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions within two years of high school graduation. The report utilizes analysis resulting from linking student level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. [For &quot;Getting Prepared 2020: Developmental Education Course-Taking of High School Graduates, Classes 2012-2019,&quot; see ED623381.]