ethanporcaro/eric-fulltext-meta huggingface dataset:
Pedagogical Action Research Projects to Improve the Teaching Skills of Egyptian EFL Student Teachers
Author: Ahmad, Samah Zakareya
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Program Effectiveness,Action Research,Student Research,Teaching Skills,English (Second Language),Second Language Instruction,Language Teachers,Student Projects,Skill Development,Student Teachers

The purpose of this study was to investigate the effect of Pedagogical Action Research Projects on Egyptian EFL student teachers' teaching skills. Participants of the study--31 EFL students at Suez Faculty of Education, Suez Canal University--were pretested on teaching skills. Each participant completed a Pedagogical Action Research Project as part of the ELT Methodology course they studied that term. In completing the projects, participants 1) identified and limited topics, 2) reviewed the literature related to these topics, 3) developed research plans, 4) implemented the plans and collected data, 5) analyzed the data, 6) developed action plans, 7) shared and communicated the results they reached and finally 8) reflected on the whole process. Participants were posttested on teaching skills. Results revealed that participants achieved significant gains in teaching skills between pretest and posttest. Therefore, it was recommended that action research be used as a tool for professional development of Egyptian EFL teachers. [This paper was published in: &quot;Proceedings of ICERI2012 Conference 19th-21st November 2012, Madrid, Spain,&quot; pp. 3589-3598.]
State Preschool in a Mixed Delivery System: Lessons from Five States
Author: Garver, Karin
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Preschool Education,State Policy,School Districts,Delivery Systems,Federal Programs,Low Income Students,Child Care Centers,Private Schools,Family Environment,Educational Quality,Program Administration,Contracts,Quality Control,Governance,Case Studies,Poverty,Enrollment Trends,Race,Ethnicity,Preschool Teachers,Teacher Qualifications,State Legislation,Child Caregivers,Class Size

Most states in the United States operate their public preschool programs in a mixed delivery system that serves children in local education agencies (LEAs) as well as non-LEA settings, such as Head Start agencies, child care centers, private schools, and family child care homes. To inform state preschool administrators and policymakers as they refine their mixed delivery systems, this report describes the mixed delivery systems of five states that have taken different approaches to supporting providers across settings. The five states discussed in this report include: (1) Alabama; (2) Michigan; (3) New Jersey; (4) New York; and (5) West Virginia. This report answers the following questions: (1) What is the landscape of mixed delivery in select states' preschool programs? (2) How are state preschool contracts awarded, and what supports are provided to non-LEAs to participate? and (3) What are quality requirements, and who monitors and is ultimately responsible for program quality?
AISD Central Office Work Environment Survey Results for Food Services, Service Center, Transportation and Warehouse, Spring 2012 and Spring 2013. DRE Publication #12.57 RB
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Work Environment,Employees,Food Service,Student Transportation,Facilities,Leadership Responsibility,Leadership Qualities,Central Office Administrators,Administrator Role,Professional Development,Board of Education Policy,Barriers,Attitudes

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 and Spring 2013 for AISD central office employees in Food Services, Service Center, Transportation and Warehouse. Separate reports were published for each central office group.
Effective Teaching Practices and Student Support Services in Online VET. Research Report
Author: Hume, Sheila
Date: 2023-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teaching Methods,Academic Support Services,Online Courses,Vocational Education,Blended Learning,Foreign Countries,Synchronous Communication,Asynchronous Communication,Apprenticeships,Trainees,Delivery Systems,Qualifications,Certification

The aim of this research was to identify the teaching practices and student support services that facilitate the successful online delivery of vocational education and training (VET), including in blended delivery. To achieve this, the research examined the characteristics of teaching approaches and student support services across eight qualifications delivered online, with these qualifications also representing diverse student cohorts (including apprentices and trainees), industry types and Australian Qualifications Framework (AQF) levels. Using information collected from interviews with 37 registered training organisations (RTOs) who deliver at least one of the eight case-study qualifications, it explored: (1) how teaching practices and student support services vary across the diverse VET system (that is, differing RTO type, student cohort, training type and industry) and across delivery mode (that is, blended and fully online delivery, synchronous and asynchronous delivery); and (2) the elements of VET that are being delivered online, including for apprentices and trainees. [For the support document, see ED628927.]
Effective Teaching Practices and Student Support Services in Online VET -- Support Document
Author: Hume, Sheila
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teaching Methods,Vocational Education,Academic Support Services,Online Courses,Delivery Systems,MOOCs,Educational Practices,Blended Learning,Instructional Design,Lifelong Learning,Theory Practice Relationship,Technology Integration,Electronic Learning,COVID-19,Pandemics,Equal Education,Work Experience Programs,Foreign Countries,Inclusion,Learner Engagement

There has been much previous research on the use of online delivery in the vocational education and training (VET) and higher education (HE) sectors. Table 1 of this document summarizes the key findings and other points of interest from research published between 2017 and 2022. [For the full research report, see ED628926.]
Research in Brief: Engaging and Empowering Diverse and Underserved Families in Schools
Author: Ambroso, Eric
Date: 2021-09-00
Type: Information Analyses
Subjects: Family School Relationship,Empowerment,Disproportionate Representation,Minority Groups,Family Involvement,Educational Research,Educational Strategies,Barriers,Diversity,Personal Autonomy

Experts in the field of family and school partnerships have called for a shift from a focus on engagement to a focus on empowerment of parents, guardians, and caregivers to improve education outcomes for historically marginalized students. Although the terms &quot;engage&quot; and &quot;empower&quot; are often used interchangeably in the research, there is a significant difference in terms of practice. Family engagement generally refers to educators inviting families to participate in school-related activities. More than 50 years of research indicates that family engagement is one of the most powerful predictors of a child's development, educational attainment, and success in school and life. Family empowerment occurs when educators and schools remove the barriers to and provide opportunities for families to gain agency and influence their schools' communities to bring about positive change in their children's schooling. Empowerment involves a mutually shared effort to reach mutually identified learning goals for an individual child or for all children in a school or district. To support educational equity in terms of both opportunity and outcomes, families must be empowered by schools, districts, and communities to support their children's learning. Family empowerment occurs when educators and schools remove the barriers to and provide opportunities for families to gain agency and influence their schools' communities to bring about positive change in their children's schooling. Empowerment involves a mutually shared effort to reach mutually identified learning goals for an individual child or for all children in a school or district. To support educational equity in terms of both opportunity and outcomes, families must be empowered by schools, districts, and communities to support their children's learning. This brief presents a narrative synthesis and is based on a partial review of the relevant literature on strategies for engaging and, more recently, empowering families to support their children's learning and development. The brief also reviews and summarizes lessons learned from this research, and offers recommendations for how local education agencies can engage and empower families. [Contributors of the brief include Sylvia Kwon and Ron McCowen.]
Bridge to Finish Outcome Study
Author: Henderson, Brit
Date: 2023-00-00
Type: Reports - Research
Subjects: Higher Education,College Programs,Community Colleges,Technical Institutes,Program Evaluation,Student Personnel Services,Minority Group Students,Outreach Programs,Emergency Programs,Outcomes of Education,Academic Persistence,College Credits,Student Characteristics,Caseworker Approach

Higher education offers many benefits to individuals and society--including increased employment opportunities and higher wages--and can help disrupt cycles of intergenerational poverty by improving economic outcomes for those who earn postsecondary credentials. Public community and technical colleges offer a relatively affordable, open-access option for students seeking higher education. Community colleges also provide an array of services to support students along their educational journey, and it is increasingly evident that basic needs supports should be among the services offered. Food insecurity, housing insecurity, and other basic needs insecurities are prevalent among community and technical college students in Washington. In response to these needs, United Way of King County (UWKC) launched the Bridge to Finish campaign to implement a successful basic needs delivery model, provide these services to current students, build evidence to influence policy, and contribute knowledge to the broader conversation on the benefits of a culture of care for community and technical college students. This report shares insights from the collaborative study by providing information on characteristics of Bridge to Finish participants, patterns of service receipt, and rates of successful academic outcomes. The report highlights ways to help Bridge to Finish and other similar programs prepare for a rigorous impact evaluation.
Central Office Work Environment Survey Results, Spring 2013: Chief Academic Office. DRE Publication # 12.58 RB a
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Work Environment,Administrator Surveys,Administrator Attitudes,Leadership,Professional Development,School Policy,Educational Facilities,Educational Resources,Group Dynamics,Expectation,Morale,Collegiality,Bullying,Equal Opportunities (Jobs),Sexual Harassment

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 for AISD central office employees in the Chief Academic Office. Separate reports were published for each central office group.
Central Office Work Environment Survey Results, Spring 2013: Chief Financial Office. DRE Publication # 12.58 RB b
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Work Environment,Employees,Leadership Responsibility,Leadership Qualities,Administrator Role,Professional Development,Training,Board of Education Policy,Barriers,Affordances,Facilities,Resources,Antisocial Behavior

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 for AISD central office employees in the Chief Financial Office. Separate reports were published for each central office group.
Central Office Work Environment Survey Results, Spring 2013: Human Capital Office. DRE Publication # 12.58 RB c
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Work Environment,Human Capital,Leadership Responsibility,Leadership Qualities,Professional Development,Training,Stress Variables,Employees,Human Resources,Facilities,Resources,Antisocial Behavior

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 for AISD central office employees in the Human Capital Office. Separate reports were published for each central office group.
Learning to Adapt: Helping Agape Child &amp; Family Services Use Rapid-Cycle Learning to Drive Equitable Change
Author: Shenbanjo, Tosin
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Family Programs,Social Services,Partnerships in Education,Place Based Education,Delivery Systems,COVID-19,Pandemics,Capacity Building,Mentors,Coaching (Performance),Educational Objectives,Employment,Virtual Classrooms

The COVID-19 pandemic has increased the need for high-quality supports focused on families' health, education, and employment needs. As service delivery organizations have worked to meet these needs, they have been stretched thin. The complex challenges these organizations faced have increased the need for them to engage partners across sectors, including research and philanthropy, to better support staff members and families. The Refining Virtual Services to Engage 2G Families project (REVISE 2G) emerged as one such partnership. The collaborative effort between Mathematica, Agape Child &amp; Family Services (Agape), and the Annie E. Casey Foundation (Casey) aimed to help Agape, a place-based service provider in Memphis, Tennessee, strengthen its two-generation paradigm (2Gen) in the face of COVID-19 and the transition to virtual services. Through equity-focused capacity building, the partners helped 2Gen staff members address opportunity areas for two initiatives: Stars, a school-based mentoring initiative for youth, and TeamWorks, a coaching initiative to help adults meet their education and employment goals. The change efforts revealed key lessons for two-generation organizations, and their research and philanthropic partners, to consider when using rapid-cycle learning to enhance services for young people and their families. [This report was co-produced with Agape Child &amp; Family Services.]
Central Office Work Environment Survey Results, Spring 2013: Chief Operations Office. DRE Publication # 12.58 RB d
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Administrator Surveys,Administrator Attitudes,Work Environment,Leadership,Professional Development,School Policy,Educational Facilities,Educational Resources,Group Dynamics,Expectation,Collegiality,Bullying,Equal Opportunities (Jobs),Sexual Harassment

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 for AISD central office employees in the Chief Operations Office. Separate reports were published for each central office group.
Central Office Work Environment Survey Results, Spring 2013: Chief Performance Office. DRE Publication # 12.58 RB e
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Administrator Surveys,Administrator Attitudes,Work Environment,Leadership,Professional Development,School Policy,Educational Facilities,Educational Resources,Group Dynamics,Expectation,Collegiality,Bullying,Equal Opportunities (Jobs),Sexual Harassment

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 for AISD central office employees in the Chief Performance Office. Separate reports were published for each central office group.
Central Office Work Environment Survey Results, Spring 2013: Chief Schools Office. DRE Publication # 12.58 RB f
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Administrator Surveys,Administrator Attitudes,Work Environment,Professional Development,School Policy,Educational Facilities,Educational Resources,Group Dynamics,Expectation,Collegiality,Bullying,Equal Opportunities (Jobs),Sexual Harassment

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 for AISD central office employees in the Chief Schools Office. Separate reports were published for each central office group.
Central Office Work Environment Survey Results, Spring 2013: Office of the Superintendent and Chief of Staff. DRE Publication # 12.58 RB g
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Administrator Surveys,Administrator Attitudes,Work Environment,Leadership,Professional Development,School Policy,Educational Facilities,Educational Resources,Group Dynamics,Expectation,Collegiality,Bullying,Equal Opportunities (Jobs),Sexual Harassment

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2013 for AISD central office employees in the Office of the Superintendent and Chief of Staff. Separate reports were published for each central office group.
New York State Grade 8 Intermediate-Level Science Test v202. Manual for Administrators and Teachers, 2021. Written Test
Author: New York State Education Department
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. For 2021, the New York State Grade 8 Intermediate-Level Science Test consists of a Written Test. The Written Test consists of multiple-choice and open-ended questions. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written Test. [For the 2020 manual, see ED609997.]
Promoting Readiness of Minors in Supplemental Security Income (PROMISE): Youth&apos;s Pathways to Education and Employment
Author: Patnaik, Ankita
Date: 2022-10-19
Type: Reports - Research
Subjects: Students with Disabilities,Transitional Programs,Work Experience,Welfare Services,Federal Programs,Career Readiness,Services,Individual Characteristics,Well Being,Program Effectiveness,Parents,Employment Level,High School Graduates,College Readiness,College Enrollment,Graduation Rate,Barriers,Self Determination,Postsecondary Education

Considerable research has examined the personal factors and practices associated with transition-age youth with disabilities achieving higher employment rates and greater self-sufficiency as adults, but there is limited evidence on the longer-term effectiveness of these practices and services. This study examines the role of youth's use of transition services and work experiences in the pathways that youth with disabilities followed to longer-term employment and education outcomes drawing on data from a federal initiative known as Promoting Readiness of Minors in Supplemental Security Income (PROMISE). PROMISE aimed to improve the long-term self-sufficiency of youth receiving Supplemental Security Income by funding six programs to provide educational, vocational, and other services to youth and their families as well as improve service coordination between state and local agencies.
Conducting Implementation Research in Impact Studies of Education Interventions: A Guide for Researchers. Toolkit. NCEE 2023-005
Author: Hill, Carolyn J.
Date: 2023-06-00
Type: Guides - Non-Classroom
Subjects: Program Implementation,Intervention,Educational Research,Context Effect,Evidence Based Practice,Measurement Techniques,Program Effectiveness,Research Methodology,Questioning Techniques,Reports,Research Reports

Implementation analyses conducted as part of impact studies can help educators know whether a tested intervention is likely to be a good fit for their own settings. This guide can help researchers design and conduct these kinds of analyses. The guide provides steps and recommendations about ways to specify implementation research questions, assess whether and how the planned intervention is implemented, document the context in which the intervention is implemented, and measure the difference between the intervention and what members of the control group receive. It presents strategies for analysis and reporting about these topics, and also for linking implementation and impact findings. The guide offers key definitions, examples, templates, and links to resources.
Influence of Demographic Variables on E-Learning Readiness of Students
Author: Majid, Ishfaq
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,College Students,Readiness,Gender Differences,Geographic Location,Institutional Characteristics

E-learning is being considered as a solution for the rising demand for higher education. It is an innovative open learning multimedia modality to deliver education. E-learning makes use of multimedia technologies to enhance teaching and learning. However, the readiness to E-learning is influenced by many factors and hence, the current study aimed at exploring the influence of Gender, Location of Institution and Type of Institution on the E-learning Readiness (ELR) of Students. The sample of the study consisted of 57 students of higher education institutions of the Jammu region of Jammu and Kashmir. The students were asked to rate their readiness to E-learning on a five-point symmetric likert scale consisting of 43 items related to various dimensions of ELR. The collected data was analysed with the help of SPSS V26. The statistical techniques like Independent Samples t-test was used to test the hypotheses. The results of the study reveal that Gender, Location of Institution and Type of Institution have no significant influence on the ELR of Students. The study concludes by giving further suggestions for research in this area.