ethanporcaro/eric-fulltext-meta huggingface dataset:
Augmented Reality Learning: Education in Real-World Contexts
Author: Pegrum, Mark
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Physical Environment,Simulated Environment,Computer Simulation,Educational Benefits,Computer Uses in Education,Foreign Countries,Second Language Learning,Bilingual Education

Augmented Reality (AR) bridges the real and the digital. It is part of the Extended Reality (XR) spectrum of immersive technological interfaces. At one end of the continuum, Virtual Reality (VR) immerses users in fully digital simulations which effectively substitute for the real world. At the other end of the continuum, AR allows users to remain immersed in the real world while superimposing digital overlays on the world. The term &quot;mixed reality,&quot; meanwhile, is sometimes used as an alternative to AR and sometimes as an alternative to XR. This chapter describes examples of the use of AR tools in the classroom and discusses the benefits and potential issues of using AR in education contexts. [For the complete volume, see ED612143.]
How Uruguay Implemented Its Computer Science Education Program
Author: Fowler, Brian
Date: 2021-03-00
Type: Reports - Research
Subjects: Computer Science Education,Program Implementation,Program Development,Educational Technology,Access to Computers,Teaching Methods,Videoconferencing,Robotics,Thinking Skills,Computation,Laptop Computers,Computer Uses in Education,Educational History,Stakeholders,Government Role,Teacher Competencies,Teacher Education,Elementary Secondary Education,Inclusion,Equal Education,Foreign Countries

Computer science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration. Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. Based on prior analyses and expert consultations, the authors selected 11 CS education country, state, and provincial case studies that may have lessons that broadly apply to other education systems. These cases come from diverse global regions and circumstances and have implemented CS education programs for various periods and to different levels of success. As such, they have examined information to extract lessons that can lead to successful implementation. This study will focus on how Uruguay developed its CS education program. A small country of three and a half million people wedged between Argentina and Brazil, Uruguay has traditionally been known for its herds of livestock and commodity-driven export economy. Yet, attention has been shifting to a &quot;growing constellation&quot; of startups and technology firms that have the potential to turn Uruguay into a regional technology powerhouse (Romero, 2013).
Action-Oriented Approaches: Being at the Heart of the Action
Author: Germain-Rutherford, Aline
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Teaching Methods,Active Learning,Second Language Instruction,English Language Learners,Community Programs,Curriculum Design,Student Projects,Cultural Background,Social Capital,Communication Skills,Skill Development,Critical Thinking,Problem Solving

An action-oriented approach views &quot;users and learners of a language primarily as 'social agents', i.e. members of society who have tasks (not exclusively language-related) to accomplish in a given set of circumstances, in a specific environment and within a particular field of action. While acts of speech occur within language activities, these activities form part of a wider social context, which alone is able to give them their full meaning&quot; (Council of Europe 2001). It is because the action-oriented approach takes us closer to the authenticity of language exchanges, grounded in the complexity of the sociocultural realities of learners, of the tasks to complete and of the different contextual environments, that it is both so inspiring and so contemporary. In an era where social media are omnipresent and there is an overload of information, the issue is no longer that of communicating with others. Working with others and collaborating with others &quot;is the condition for a true understanding of the other&quot; (Puren 2006). The action-oriented approach is a reflection of this societal transformation. This chapter describes examples of programs that use action-oriented approaches and discusses the benefits and potential issues in the context of using action-oriented approaches. [For the complete volume, see ED612143.]
Gamification: Motivating Language Learning with Gameful Elements
Author: Pujolà, Joan-Tomàs
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Game Based Learning,Spanish,Educational Benefits,Teaching Methods,Design,Learning Motivation,Educational Technology

Gamification is a methodological strategy that uses &quot;game design elements in non-game contexts&quot; (Deterding, Dixon, Khaled, and Nacke 2011). The purpose of gamification is to engage people, motivate action, promote learning, and solve problems. This chapter describes examples of Spanish content gamifications that integrate different game elements and use a variety of technologies. It also discusses the benefits of using gamification in educational contexts and how gamification can be implemented with or without technology. [For the complete volume, see ED612143.]
21st Century Community Learning Centers
Author: Afterschool Alliance
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: After School Programs,Community Programs,Experiential Learning,Access to Education,Family Involvement,Success,Academic Achievement,Attendance,Learner Engagement,Health Behavior,Program Effectiveness,Achievement Gap,At Risk Students,Low Income Students,Job Skills,21st Century Skills,STEM Education,Achievement Gains,Minority Group Students,Geographic Location,Costs,Financial Support,Federal Aid,Cost Effectiveness,Parent Attitudes

Afterschool programs inspire kids to learn, help them make better decisions, and give parents peace of mind. Throughout the pandemic, 21st Century Community Learning Centers have kept kids engaged and learning and met the needs of families nationwide. But the demand for these programs far exceeds the supply. Nearly 25 million children are not in an afterschool program, but would be if a program were available to them. 21st Century Community Learning Centers provide afterschool and summer learning opportunities in every state. Programs are selected for funding based on their ability to meet the needs of students and families and their connection to education priorities in the state. This fact sheet serves as a primer on who is served by these Community Learning Centers and key outcomes of local programs.
Tertiary Education Language Learning: A Collection of Research
Author: Papadima-Sophocleous, Salomi, Ed.
Date: 2021-05-03
Type: Books
Subjects: Second Language Learning,Second Language Instruction,Higher Education,Teaching Methods,English for Special Purposes,Computer Assisted Instruction,Rating Scales,Guidelines,Student Attitudes,Critical Thinking,Faculty Development,Assistive Technology,Technology Integration,Curriculum Design,Teacher Education Programs,Online Courses,Exchange Programs,Technological Literacy,Greek,Dialects,Form Classes (Languages),Foreign Countries,Spanish,Language Teachers,Collaborative Writing

Despite the contributions language centres across the globe have made to language education and higher education in general, few publications have a specific focus on research work produced by language centre faculty. The purpose of this reviewed, edited volume entitled &quot;Tertiary Education Language Learning: A Collection of Research,&quot; consisting of eight chapters, is to fill some of this gap by giving insights into the type of research conducted in various fields of applied linguistics in a university language centre context. The volume may be of interest to university language centre practitioners and researchers, university policymakers and administrators, general language practitioners, teacher trainers, and university curriculum academic bodies. The editors hope that the present publication will be viewed as a valuable contribution to the literature and a worthy scholarly achievement. [Financial support was provided by the Cyprus University of Technology. This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]
How New Brunswick Implemented Its Computer Science Education Program
Author: Nesen, Yuri
Date: 2021-06-00
Type: Reports - Research
Subjects: Program Implementation,Computer Science Education,Foreign Countries,Curriculum Development,Elementary Secondary Education,Inclusion

Computer science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration. Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. Based on prior analyses and expert consultations, the authors selected 11-CS education country, state, and provincial case studies that may have lessons that can broadly apply to other education systems. These cases come from diverse global regions and circumstances and have implemented CS education programs for various periods and to different levels of success. As such, they have examined information to extract lessons that can lead to successful implementation. This study examines how New Brunswick seeks to improve and expand its CS education activities to train a future workforce that can thrive during economic transition and support the Canadian province's budding technology sector. The Department of Education and Early Childhood Development (DEECD) and various stakeholder organizations aim to give all students the opportunity to learn CS and apply their lessons in a creative and collaborative environment. In the early 2000s, the DEECD decided to refocus its curriculum on STEM (science, technology, engineering, and mathematics) subjects, including ICT (information and communications technology). This brought the necessary infrastructure and knowledge of digital technologies into schools that would later set the stage for mandatory CS courses in 2017. The DEECD also faced the challenge of rolling out CS education for students of two distinct language groups. Primary school teachers in the anglophone sector were encouraged to incorporate CS and computational thinking as interdisciplinary subjects, while the francophone sector had no requirement to offer either subject in primary schools. All lower-secondary school students, whether English- or French-speaking, take CS courses that emphasize programming skills. Further, both language systems offer more advanced CS courses in upper secondary school as electives.
A Roadmap to Kick-Start Recovery in 2021: Six Principles for Summer Learning and Beyond
Author: Dusseault, Bree
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Summer Programs,Enrichment Activities,Attendance,Educational Objectives,Barriers,Interpersonal Communication,Expertise,School Community Relationship,Partnerships in Education,Teacher Competencies,Teacher Recruitment,Compensation (Remuneration),Teacher Education,Social Services,School Schedules,Blended Learning,Educational Technology,Family Needs,At Risk Students,Student Needs

When public schools closed their doors in the spring of 2020, an estimated 3 million students went missing from formal schooling of any sort. During the beginning of the 2020-21 school year, a mixture of public confusion and mistrust of guidelines coming from state and federal authorities led to a churn of reopening and reclosing schools. However, the tides changed within the first 100 days of the Biden Administration when the U.S. Department of Education created a clear pathway for reopening schools and re-engaging students. Compared to summer 2020, districts are now well positioned to implement robust summer learning and enrichment programs this year. This report proposes the following six principles for summer learning that synthesize research on the topic with field-based practices related to COVID-19 recovery and planning: (1) Tie summer plans to long-term recovery goals; (2) Make the most of limited summer learning time; (3) Center attendance strategies in relationships and responsiveness; (4) Leverage community expertise to expand learning and enrichment options; (5) Create new pathways to recruit, train, and pay high-quality educators; and (6) Ensure that students and families have support networks for critical social services. [This report was co-produced by COVID Collaborative.]
Six Strategies to Build Empowering Youth Engagement
Author: Coalition for Community Schools
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Educational Strategies,Community Schools,Youth,Empowerment,Learner Engagement,Inclusion,Low Income Students,Students with Disabilities,Minority Group Students,Self Actualization,Student Needs,Access to Education,Enrichment Activities,Homeless People,Housing,Rewards,Conflict Resolution,Equal Education,Cultural Awareness,Capacity Building,Social Emotional Learning,Distance Education

On March 11, 2020, the World Health Organization (WHO) declared COVID-19 a pandemic and the following day, entire states began ordering the closure of all schools. By March 25, every public school in the United States was closed and underlying challenges unveiled themselves in every different shape and form. Being a student or youth (ages 12-25) during this time meant possible loss of essential school support systems, isolation from friends, experiencing food scarcity, grappling with family challenges, lack of internet access or technology, or perhaps absence from school entirely. Utilizing Community School strategies can accelerate response, collaboration, and equitable impact. It is vital that youth who are low-income, have a disability, and/or of color are uplifted and student voices are included in order to make the important change that needs to occur. This report is intended for youth and adults with three objectives: (1) To create greater awareness of youth (ages 12-25) experiences throughout the COVID-19 pandemic; (2) To highlight Community School strategies, recommendations and examples of how communities have been able to address and meet the needs of youth; and (3) To provide a clear process to develop and implement empowering youth engagement strategies. [This report was prepared by the Next Generation Coalition (NGC), a youth-led Coalition for Community Schools network.]
An Evaluation of Coronavirus Aid, Relief, and Economic Security Act Funding for Postsecondary Institutions
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2021-07-14
Type: Reports - Research
Subjects: Federal Aid,COVID-19,Federal Legislation,Pandemics,Educational Finance,Postsecondary Education,Resource Allocation,Educational Equity (Finance),Student Financial Aid,Eligibility,Financial Aid Applicants

In March 2020, Congress passed the Coronavirus Aid, Relief, and Economic Security (CARES) Act, an economic stimulus package designed to address the nationwide economic crisis created by the global COVID-19 pandemic. In addition to providing payments to individuals, business loans, and support to state and local governments, the CARES Act introduced the Higher Education Emergency Relief Fund (HEERF) which provided grants to institutions, 50% of which was required to be spent on direct grants to students (student share) for their expenses related to the disruption of campus operations due to COVID-19. It also amended the Federal Supplemental Educational Opportunity Grant (FSEOG) program to provide federal funds for emergency financial aid grants for student expenses that arose as a result of the pandemic. In Fall 2020, the National Association of Student Financial Aid Administrators (NASFAA), NASPA--Student Affairs Administrators in Higher Education, and MDRC, using generous grant funding, set out to evaluate these funds and how they affected students. Recommendations were based on results from data collected via a survey with higher education administrators and focus groups with institutional leaders, practitioners, and students. As highlighted throughout the report, respondents presented helpful and insightful perspectives on the strengths and weaknesses of the CARES Act emergency financial aid programs. After critically examining the various findings, NASPA identified five priority recommendations for institutions to consider. Implementation of these recommendations has the potential to help institutions further build and strengthen their emergency aid programs, which could ultimately result in increasing efficiency, improving the student experience, and fostering a culture evolution to meet the changing needs of students. [For the survey data and tables, see ED614106.]
An Evaluation of Coronavirus Aid, Relief, and Economic Security Act Funding for Postsecondary Institutions: Survey Data and Tables
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2021-07-14
Type: Numerical/Quantitative Data
Subjects: Federal Aid,Pandemics,COVID-19,Federal Legislation,Educational Finance,Postsecondary Education,Resource Allocation,Program Design,Online Surveys,College Administration,Administrator Attitudes,Financial Aid Applicants,Eligibility,Student Financial Aid,Grants,Costs,Funding Formulas,Expenditures,Budgets,Disclosure,Program Effectiveness

This document contains the survey data and tables for the report &quot;An Evaluation of Coronavirus Aid, Relief, and Economic Security Act Funding for Postsecondary Institutions.&quot; In January and February 2021, National Association of Student Financial Aid Administrators (NASFAA) collaborated with Student Affairs Administrators in Higher Education (NASPA) and MDRC to develop an online survey for NASFAA and NASPA members. The survey focused on college administrators' experiences applying for and receiving Higher Education Emergency Relief Fund (HEERF) funds and their experiences communicating about and distributing that aid to students. NASFAA and NASPA distributed the survey to their members in February 2021. NASFAA and NASPA invited 2,621 and 1,036 of their members to participate, respectively, of which 454 NASFAA members (17%) and 10 NASPA members (1%) responded to at least one survey question (464 respondents in total). The survey was completed by 440 respondents. To reduce burden on respondents, the survey was broken into modules, and many modules were randomly assigned to just a subset of respondents. Within some modules, some questions also included skip patterns such that not all participants completing the module responded to all questions in the module. Together, these factors led to most questions having a sample size lower than the full sample. Questions which had fewer than forty respondents are excluded from these tables. [For the full report, see ED614105.]
Discourse on ECD Practitioners&apos; Perceptions of Leadership Practices in a Multicultural Environment: The South African Context
Author: Mampane, Sharon Thabo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Early Childhood Teachers,Teacher Attitudes,Leadership Styles,Cultural Pluralism,Foreign Countries

This empirical paper reports on perceptions held by early childhood practitioners about leadership in a multicultural environment. The paper problematises leadership in early childhood development (ECD) centres dealing with diverse ethnic children from the Black South African communities. Among others, it discusses the attributes required for leading a multicultural ECD environment, to contribute to ECD centre effectiveness. Managing a multicultural community is complex, however experienced leaders appreciate the validity of differences and commit to managing a multicultural environment. This empirical paper employed qualitative semi-structured approach to interview managers and practitioners on perceptions held about ECD leadership in multicultural centres. The increasing demands and expectations on ECD centre leaders having learners from diverse cultures, languages and backgrounds, reveal preparation and support challenges. Achievement of positive perceptions may require training, support and resources, because their absence may in fact lead to heightened tensions and prejudices about leaders by practitioners. Recommendations are that ECD centre managers be supported by government to develop cultural pluralism, inter group harmony, and the ability to think, work, and live within a multicultural context. [For the complete Volume 19 proceedings, see ED613922.]
How Has the COVID-19 Pandemic Affected Nigerian Women Entrepreneurs in the UK?
Author: Nworgu, Queen Chioma
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,COVID-19,Pandemics,Entrepreneurship,Females,Small Businesses,Motivation,Disease Control,Barriers,Computer Use

The impact of the COVID-19 pandemic, and the policy of lockdowns, on business in general, and certain sectors of the economy, has been widely discussed during the last year. Less is known, however, about the impact on specific groups of economic actors within the UK economy. This small-scale research project explores the impact that the pandemic and lockdown has had on Nigerian women entrepreneurs with enterprises in the UK. The paper considers the context in which these women were operating before the pandemic, the additional challenges created by lockdown and the disruption to many of their businesses, and the impact it has had on these women's lives and their businesses. It concludes that more business support is needed for this highly resilient and versatile group of female entrepreneurs during this uniquely challenging period. [For the complete Volume 19 proceedings, see ED613922.]
Immigration Enforcement and Student Achievement in the Wake of Secure Communities
Author: Bellows, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigration,Law Enforcement,Academic Achievement,Undocumented Immigrants,Stress Variables,Income,Student Mobility,Hispanic American Students,African American Students,White Students,Racial Differences,Language Arts,Mathematics,Educational Policy,Policy Analysis

Over the past decade, U.S. immigration enforcement policies have increasingly targeted unauthorized immigrants residing in the U.S. interior, many of whom are the parents of U.S.-citizen children. Heightened immigration enforcement may affect student achievement through stress, income effects, or student mobility. I use one immigration enforcement policy, Secure Communities, to examine this relationship. I use the staggered activation of Secure Communities across counties to measure its relationship with average achievement for Hispanic students, as well as non-Hispanic Black and White students. I find that the activation of Secure Communities was associated with decreases in average achievement for Hispanic students in English Language Arts as well as Black students in English Language Arts and math. Similarly, I find that increases in removals are associated with decreases in achievement for Hispanic and Black students. I note that the timing of rollout is potentially correlated with other county trends affecting results. [This article was published in &quot;AERA Open&quot; (EJ1238488).]