ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of Teacher Competences in Educational Practice
Author: Predanocyová, Lubica
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Teacher Competencies,Educational Practices,Foreign Countries,Classroom Environment,Teacher Evaluation,Evaluation Methods,Civics,Elementary School Teachers

The requirements for the quality of the teacher's pedagogical work and its assessment are constantly increasing. The paper focused on knowledge related to teacher competence. It resulted from research activities in several scientific research projects (e.g. the Slovak Research and Development Agency, Evaluation of Teacher Competencies), implemented at the University of Constantine the Philosopher in Nitra (Slovakia). The team of Slovak experts and teachers monitored (researched) the possibilities of identifying a complex of relevant professional competencies that need to be taken and developed. Overall, the research work within the national survey in the Slovak Republic was determined ten essential competencies of a teacher. The aim of the paper is to introduce the competence of a teacher - the competence to develop a positive climate in the classroom. The positive climate in the classroom acts to shape the relationship between teacher and pupils. It affects the results of the pupil team and uses not only education but also training. Today (current) school is oriented on the personal and social development of the pupils. It is reflected not only in good school results, but also in the complexity of pupil values. As part of the research process, the participating experts and pedagogues developed tools and criteria for the evaluation and self-assessment of the teacher's quality and the teacher's applied competencies in educational practice. These competencies were presented through case studies and the use of the implementation of the AAA evaluation methodology model. We consider it important to point out that the teacher should be a professionally qualified pedagogue who is always competent to educate and train. The essential condition for his further qualification growth is, at the same time, focused on attention and his own self-improvement. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
Paranormal Experience Related to Improving Academic Motivation of Slovak University Students
Author: Blašková, Martina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Motivation,College Students,Foreign Countries,Correlation,Gender Differences,Student Experience,Recognition (Psychology),Cognitive Ability,Sensory Experience,Perception,Intuition,Beliefs

Currently, at the beginning of the 21st century's third decade, scientific attention must be focused on modern topics. These challenges include also the paranormal experience of university students. However, many of university executives either downplay it or even reject it. With this behavior, they fail to reveal the important potentials that are contained in the intra-motivational system of each student. In this way, they lose the opportunity to properly target the university's motivational efforts and programs aimed at strengthening academic motivation. The aim of paper is to fulfill this gap. It analyzes, compares and synthesizes theoretical views in the field, and completes them in terms of positive and negative impacts on intrapsychic balance and motivation of the student. In an effort to increase the scientific relevance of paper, two hypotheses are set. H1: There exist relevant relations among searched paranormal phenomena, H2: Occurrence of paranormal phenomena depends on the gender. The empirical part presents the results of a unique survey participated by Slovak HE students. With the use of frequency analysis, X[superscript 2] test and Product-Moment Correlation, the most important findings include that among paranormal events, students experience the most especially déjà vu, presentiment, and 6th sense belief. The most frequently un-experienced events are: out of body experience, telepathy, and signs of ghosts. Almost half of the phenomena show significant relationships. Also, the statistical significance of gender dependence was approved for 4 of 8 searched phenomena: déjà vu, telepathy, 6th sense belief, and signs of ghosts. Confirming both hypotheses, it can be deduced that consider for anomalousness could be a great inspiration for academic motivation increase. Several ways for improvement of motivation are suggested, and recommendations for the university management with regard to master the negative impacts of these phenomena are formulated in the conclusion. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
Pathway to 2030. Board of Regents Master Plan Summary. Year 3 Review: 2022
Author: Louisiana Board of Regents
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Master Plans,Educational Objectives,Adults,Educational Attainment,Academic Degrees,Credentials,Achievement Gap,Budgets,Equal Education,Academic Achievement,State Action,Change Strategies

In 2019, the Louisiana Board of Regents issued its Master Plan for Higher Education establishing an audacious goal for the state--60% of working adults holding a degree or credential of value by the year 2030. At that time, Regents committed itself to &quot;lead the way in developing and implementing key initiatives to eliminate performance gaps, bring equity and provide opportunity and social mobility to underserved Louisiana residents.&quot; Following two years of major disruptions in the state, now is the time to accelerate all pathways to prosperity. Using rich data resources, Regents can now demonstrate the formula for expanding the benefits of postsecondary education to the state's citizens, families, communities, and employers. It is known what it will take to steadily increase the annual number of Louisianians who complete a credential and how to positively impact the quality of work and life for an additional 180,000 citizens to reach the goal. This year three review of the Master Plan includes: (1) Accomplishments; (2) Data Comparisons; (3) Strategies; and (4) Next Steps. [For the Year 2 Review, see ED620338.]
Professional Burnout of Teachers at Higher Educational Institutions
Author: Zholchieva, Ainuru
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Burnout,College Faculty,Foreign Countries,Anxiety,Resistance (Psychology),Self Evaluation (Individuals),Teacher Behavior,Self Efficacy,Psychological Patterns

The study deals with the problems of emotional burnout, concerning the work of teachers in the field of education. In psychological studies, the phenomenon of emotional burnout was first mentioned at the end of the twentieth century. In 1974, Herbert J. Freudenberger first used this term. He used it to describe the negative psychological state of any psychosocial occupation - a state of demoralization, exhaustion, frustration that occurs in a healthy person, who has close contact with patients in psychological clinics and crisis centers. The methodology of &quot;Psychological burnout questionnaire for teachers&quot; created by V.C. Rukavishnikov and the methodology of C. D. Spielberg &quot;Determination of level of anxiety&quot; (adaptation of Y.L. Hanin), &quot;Scale of psych diagnostics stress PSM-25&quot; were applied during an investigation. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
School Education and School Teachers&apos; Well-Being in Kyrgyzstan
Author: Zholchieva, Aelita A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Motivation,Job Satisfaction,Faculty Development,Teacher Attitudes,Teaching Experience,Work Environment,Self Esteem,Secondary School Teachers,Well Being,Teaching (Occupation),Teacher Salaries,Teaching Load,Teaching Conditions

Teachers' motivation and encouragement are considered as one of the priority areas in the Education Development Strategy of Kyrgyz Republic Ministry of Education and Science. At the same time, teachers claim that the specified salary structure, benefits, and working conditions do not meet their basic needs. In this study, we`ve tried to determine the extent to which teachers' expectations and needs correspond to their constructive, organizational, and communicative components of professional activity and their implementation. The results of the study revealed that the teachers in schools are not happy with the distribution of responsibilities among them. Apart from these facts, the teachers express overall satisfaction with their work. For instance, they are satisfied with the working conditions, teaching load, and professional development opportunities proposed by the administration. Moreover, many teachers expressed their respect for the profession itself. The insights of the study can be further researched in detail. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
Choosing a College: College Programs &amp; Profiles, 2022-2023
Author: Minnesota Office of Higher Education
Date: 2022-00-00
Type: Guides - General
Subjects: College Choice,Decision Making,Higher Education,Guides,State Universities,Private Colleges,Cosmetology,Career Education,Vocational Education,Profiles,Institutional Characteristics,Costs,School Size,Geographic Location,Community Colleges

This guide presents what Minnesota has to offer for higher education. With two-year and four-year public and private institutions as well as accredited cosmetology and specialized trade schools, the profiles found in the beginning of the guide get right to the facts on tuition, fees, class sizes and required exams. The program grid, found in the back of the guide, helps match interests and field of study with the Minnesota institution that is best suited for individuals. It is the easiest way to know what programs each school offers. This guide is useful in helping to choose a college in Minnesota. [For the 2020 guide, see ED609742.]
Minnesota Office of Higher Education Financial Aid Basics, 2021
Author: Minnesota Office of Higher Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Higher Education,College Applicants,College Credits,High School Students,Tax Credits,College Attendance,Eligibility

Financial aid has helped millions of students pay for their education beyond high school. This document provides information about federal and Minnesota financial aid programs, including the following sections: (1) How do I apply for financial aid?; (2) Five basic steps to apply for financial aid; (3) What types of financial aid are available?; (4) 7 ways to earn college credits in high school; (5) 4 reasons you should go to college; (6) How much does college cost?; (7) Are there tax benefits for going to college?; and (8) Financial aid programs. [For &quot;Minnesota Office of Higher Education Financial Aid Basics&quot; [2020], see ED609762.]
Attending to Students&apos; Reasoning about Probability Concepts for Building Statistical Literacy
Author: Sanei, Hamid
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Probability,Middle School Mathematics,Middle School Students,Statistics Education,Misconceptions,Grade 6,Grade 8,Mathematics Skills,Bias

This paper investigates two specific probabilistic biases which middle graders usually exhibit when reasoning about probability and randomness on assessment items. We discuss how students' reasoning about key probability concepts undergirds statistics literacy related to randomness, independence, and the likelihood of future events based on past results. We examine factors evoking misconceptions and students' (in)consistency in exhibiting them. Findings indicate that misconceptions can be evoked based on three types of factors including (1) students' particular understandings of probability and randomness, (2) general item characteristics, and (3) aspects of probability in items. Moreover, possession of a specific misconception will most likely result in exhibiting the bias again on other occasions including the same evoking factors (consistency). [This paper was published in: &quot;Proceedings of the Satellite Conference of the International Association for Statistical Education (IASE): Statistics Education in the Era of Data Science,&quot; edited by R. Helenius and E. Falck, International Association for Statistical Education, 2021, pp. 1-6.]
A Call for New Benchmarks at Saudi Language and Translation Schools
Author: Al-Jarf, Reima
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Colleges,Language,Translation,College Admission,Admission Criteria,College Students,College Faculty,College Entrance Examinations,English (Second Language),Student Experience,Grade Point Average,College Readiness

Since the year 2000, Saudi universities have cancelled all admission tests and have adopted an open admission policy that depends on high school GPA only. Many high school graduates in Saudi Arabia, especially females, show a great interest in joining colleges of languages and translation and admission to those colleges has been highly competitive. Despite the fact that the lowest GPA for high school graduates admitted to the College of Languages &amp; Translation (COLT) in Fall 2007 was 98.3%, results of the fall 2007 final exams were exceptionally shocking with only 21.8% passing the reading course. The attrition rate in Fall 2003 was 20% and it went up to 30% in Spring 2004. Few students drop each week and many re-register in the following semester adding up to the total number of enrollees. This status quo shows a need for adopting new admission benchmarks at Saudi language and translation schools. Recommendations for improving the current status are given.
Experiences of Parents of First Graders in Czech Republic Perceive Educational Process of Reading and Writing during COVID-19 Pandemic
Author: Koželuhová, Eva
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Foreign Countries,Distance Education,Elementary School Students,Mothers,Grade 1,Individualized Instruction,Reading Instruction,Writing Instruction,School Closing,Student Motivation,Parent Attitudes,Outcomes of Education

The period of the COVID pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children -- first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
2022 State Legislative Highlights for Public Charter Schools
Author: Ziebarth, Todd
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: State Legislation,Educational Legislation,Charter Schools,School Law,Educational Finance,Educational Equity (Finance),Educational Facilities,Expenditure per Student,State Aid,Budgets

2022 turned out to be a dynamic year for charter schools, as many state lawmakers recognized the fact parents want more schooling options that fit their children's unique needs. In total, close to 50% of states with charter school laws gained at least one legislative win. Read for more details on how the charter school movement strengthened in the areas of funding equity, support for facilities, improved authorizing practices, and increased funding for students.
Effects of COVID-19 on Student Achievement in Large Scale Assessments
Author: Phenow, Aurore Yang
Date: 2022-04-23
Type: Speeches/Meeting Papers
Subjects: Measurement,Grade 6,Academic Achievement,COVID-19,Pandemics,Scores,Females,Blacks,African American Students,Disadvantaged,Low Income Students,English (Second Language),Second Language Learning

While the COVID-19 pandemic disrupted educational learning, the impacts of the pandemic may vary based on student demographics. The main purpose of this study was to determine if there were differences in student performance due to COVID-19 across several demographic variables. Multilevel mixed effects models compared the effects of COVID-19 in a large-scale math and English Language Arts (ELA) assessment for sixth grade students. By creating a cohort variable pertaining to the 2019 (pre-pandemic) or 2021 (post-pandemic) assessment, a single model was built with all 2019 and 2021 data combined. Interaction terms between the cohort variable and covariates allowed for comparison of covariates between cohorts. Coefficients from the 2021 covariates were compared to the 2019 covariates to understand and identify how changes in academic instruction due to COVID-19 may have impacted student learning. Results showed that assessment scores in 2021 were significantly lower than 2019 with math scores showing the largest decrease. The greatest decrease in scaled score between the 2019 and 2021 test administrations is seen in students who identify as female, Black, economically disadvantaged, and English language learner. ELA results showed that rural schools scored higher than city schools in 2021, and math results showed that suburban, town, and rural schools all scored higher than city schools in 2021. There was no significant difference in scaled score between public and private schools in either 2019 or 2021.
Building Mobility Competence of Intending Teachers
Author: Kostina, Ekaterina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Mobility,Teacher Competencies,Preservice Teachers,Teacher Education,Cross Cultural Studies,Linguistic Competence,Second Language Learning,English (Second Language),Foreign Countries

The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers' academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course &quot;Teaching a foreign language through the culture of native speakers&quot;, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students' readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]