ethanporcaro/eric-fulltext-meta huggingface dataset:
Ineffective Practice and Lack of Motivation of the Junior High School Athletes for Physical Training in Preparation for City Meet and EVRAA
Author: Gula, Louie Petere
Date: 2023-00-00
Type: Journal Articles
Subjects: Junior High School Students,Athletics,Competition,Student Motivation,Visual Aids,Barriers,Incentives,Student Athletes,Proximity,Training,Equipment Maintenance,Team Sports,Transportation,School Location,Decision Making,Physical Education,Foreign Countries

This study aimed to identify the factors that lead to ineffective practice and the decreasing motivation of junior high school athletes for physical training in preparation for City Meet and EVRAA. To point out the several factors contributing to the problem, the researcher used the Ishikawa diagram. An Ishikawa diagram is a visual representation that graphically depicts the relationships between a certain result and its causes. The studied effect or negative problem is called &quot;the fish head,&quot; and the potential causes and sub-causes are called &quot;the fishbone structure.&quot; It was found out that people as a factor, in consideration of the student athlete's privileges and incentives, the distance of the practice venue from the school, school service for transportation, availability, and maintenance of sports equipment are some of the causes that might result in a certain problem in introducing and uplifting sports to our students. In conclusion, the concerns that complicate a problem require professional agreement and smart decisions. This, in turn, will lead to a harmonious flow of events and a successful potential athlete that needs to be recognized in a certain field of skills. Motivational aspects largely influence athletes' performance as well.
Preserving the Canon: Great Books Programs at America&apos;s Colleges and Universities
Author: James G. Martin Center for Academic Renewal
Date: 2023-03-00
Type: Reports - Research
Subjects: Literature Appreciation,History,Higher Education,Literature,Classics (Literature),Program Evaluation,Course Descriptions,Educational Benefits,Teaching Methods,Literary Genres,Educational Philosophy,Institutional Characteristics,Colleges,Universities,Access to Education

Historically, higher learning was based on the study of the Great Works of thought of the Western canon. These works span a broad range of time, from the Classical period, to early Christianity, and the Enlightenment, all the way to the 20th century. Presently, close study of Great Works is less common at most mainstream colleges and universities. Depending on the general education programs at a given institution, or students' particular course work, it is very possible for students to graduate from college with little to no exposure to the foundational texts of Plato, Aristotle, Homer, or Dante, to name a few. If students desire a deep and broad understanding of the Great Works, they must actively seek it out. Although Great Works-specific coursework is less available, however they do still exist. The Martin Center researched 48 academic programs that involve a close study of Great Books of Western thought. Although some of the programs in this report are not advertised as Great Books programs, their curricula include an in-depth study of core texts. Uniting these programs is a desire for wisdom and understanding, and the belief that engaging with the Great Books can aid in this pursuit.
Achievement and Growth for English Learners. Working Paper
Author: Johnson, Angela
Date: 2022-00-00
Type: Reports - Research
Subjects: English Language Learners,Primary Education,Grade 4,Eligibility,Special Education,Academic Achievement,Control Groups,Mathematics Achievement,Achievement Gains,Student Development

This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs during academic years but lost more during summers. In reading, ELs grew less than never-ELs in K-1 and grew more in later grades, but ELs also lost more during summers. These findings suggest summer support is required to help ELs maintain and develop academic skills.
School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education
Author: Goldberg, Zach
Date: 2023-02-00
Type: Numerical/Quantitative Data
Subjects: School Choice,High School Students,Social Justice,Critical Race Theory,Student Attitudes,Gender Issues,Course Content,Political Attitudes,Ideology,Educational Experience,Sexual Identity,Activism,Controversial Issues (Course Content),Student Characteristics,Race,Racial Differences

This report focuses on the teaching of Critical Race Theory and radical gender theory in American classrooms. Taken together, those concepts comprise radical cultural left ideologies known as Critical Social Justice (CSJ). The findings of this report suggest that the teaching of applied versions of Critical Race Theory and radical gender theory is endemic in American schools. Ninety-three percent of a random sample of 18-to-20-year-old Americans say that they have been taught, or have heard about from an adult at school, one or more Critical Social Justice (CSJ) concepts. In fact, the average respondent reported being taught and/or hearing about more than half of the eight concepts this study measured. Even assuming these are overestimates, schools and teachers promoting CSJ narratives can hardly be regarded as rare or isolated occurrences. Rather, it is the experience of a large segment of American high school students, if not the majority.
Education in the 2022 Gubernatorial Elections: Political Priorities among Candidates and Winners. Issue Brief
Author: Smarick, Andy
Date: 2023-01-00
Type: Numerical/Quantitative Data
Subjects: State Government,Government Employees,Elections,Educational Policy,Educational Legislation,Political Attitudes,Elementary Secondary Education,Community Colleges,Preschool Education,Educational Finance,Individual Differences

Although most education policy decisions are made at the state level, America has been having a national debate over the future of our schools for the last several years. Arguments have raged over COVID-related closures and the resultant student learning loss, Critical Race Theory, school funding, parental choice, college debt, and more. The 2022 gubernatorial campaign and election cycle provided an opportunity to better understand whether these national issues and narratives match those at the state level. Using campaign websites to collect information on the education priorities of all 72 major-party candidates, this report discusses the educational agendas of gubernatorial candidates and shows the differences between incumbents and nonincumbents, Republicans and Democrats, and candidates in red, blue, and swing states.
Pulse Check on Digital Learning
Author: Tungatarova, Auken, Ed.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Information Technology,Educational Policy,Educational Finance,Teacher Leadership,Digital Literacy,Holistic Approach,Teacher Empowerment,Technology Uses in Education,Educational Technology,Access to Computers

This report aims to take the pulse of each vital element of digital learning and offer steps to recovery through child-centered, equity-driven and innovative solutions, particularly as technologies and digital learning have come center stage since COVID-19. The five interlinked vitals for effective digital learning proposed in this brief are: (1) ICT in Education policies and financing; (2) digital learning platforms and content; (3) teachers and school leadership; (4) digital literacy; and (5) holistic learning opportunities within and beyond classrooms, which aim to provide a starting point to transforming education systems and ensuring effective digital learning experiences. In view of these vitals, this brief calls primarily on policymakers, but also private sector partners, research agencies, and international and local organizations, as well as civil society, to prioritize six actions: (1) Ensure a whole-of-system approach to digital learning through national ICT in Education policies and Master Plans, as well as cross-sectoral partnerships; (2) Increase resources dedicated to digital learning; (3) Address the digital and usage divides; (4) Support, train and empower teachers and school leaders; (5) Foster development of digital literacy for all learners, teachers and caregivers to enable digital learning and the development of the full range of skills, and to support success in school, work, and life; and (6) Meet children where they are. [The authors who produced the chapters of this report are Rachel Cooper, Juan-Pablo Giraldo, Anusha Ramakrishnan, Auken Tungatarova, Patrick Walugembe, and Haogen Yao.]
Advancing Girls&apos; Education and Gender Equality through Digital Learning
Author: United Nations Children's Fund (UNICEF)
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Equal Education,Females,Womens Education,Gender Bias,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Access to Education,Sex Fairness,Access to Computers,International Organizations,Foreign Countries,Sex Stereotypes

Significant progress has been made to close gender gaps in education over the last 25 years. Nevertheless, gender inequalities persist and education remains elusive for many girls. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) estimates that 11.2 million girls and young women may drop out or not have access to school due the pandemic. As the pandemic led to a surge in the use of digital technologies in education, it also revealed staggering gender gaps in access to and use of digital technology all around the world -- not just in contexts where there is no parity in education. Indeed, gender-based exclusion is present throughout the technological world. However, the pandemic showed that learning can occur anywhere and anytime. Innovative solutions are at our fingertips and we have an opportunity now to leverage global experience to deliver quality learning for girls, from high-tech to low-tech, to no-tech. This brief note highlights how United Nations Children's Fund (UNICEF) will advance inclusive and transformative digital technology to enhance girls' learning and skills development for work and life.
Analysis of Distance Education Students&apos; Opinions and Satisfaction Levels of Their Programs
Author: Tonbuloglu, Betül
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Graduate Students,Undergraduate Students,Distance Education,Educational Experience,Universities,Teaching Methods,Program Evaluation,Educational Change,Foreign Countries,Sampling,Learning Management Systems,Course Content,Instructional Design,Learning Processes,Educational Improvement,Educational Quality,Pilot Projects,Reliability

Evaluation of opinions and satisfaction levels of students who continue their education through distance education programs is crucial in detecting the problems encountered in the programs and in improving them. The purpose of this study is to identify student evaluations and satisfaction levels concerning the pedagogical dimension of distance education programs. The single screening model was used in this quantitative study. The criterion sampling method, one of the purposeful sampling methods, was used in determining the universities whose distance education system would be examined. The study population consisted of universities offering distance education in Istanbul; the study sample consisted of 5 universities, among universities with at least 3 years distance education experience, which offered at least one of the associate degree, bachelor's degree or master's degree programs online and which had various learning management systems. The satisfaction questionnaire, developed by the researcher, was used as the data collection instrument; the pilot study of the questionnaire was applied on 194 distance education program students. The Cronbach alpha coefficient was observed to be 0.988 and the questionnaire was accepted to be reliable. Data were collected from 533 students studying in the distance education programs in the universities within the study sample. Data collected from the questionnaire were analyzed through the SPSS (Version 20) software. Findings suggest that students find it necessary to develop distance education programs in course design and content, the teaching and learning process, educational materials, the support provided and assessment-evaluation. It is suggested that evaluating distance education programs in regular intervals and making improvements based on evaluation findings will enhance the quality of the education provided.
The Higher Ed Admissions Workforce: Pay, Diversity, Equity, and Years in Position
Author: Fuesting, Melissa A.
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: College Admission,Admissions Officers,Labor Force,Wages,Salaries,Diversity,Status,Employees,Labor Turnover,Salary Wage Differentials,Sex Fairness,Racial Discrimination

This report provides a deep dive into higher ed admissions employees, who play a key role in the future sustainability of colleges and universities. In addition to highlighting the pay and size of the admissions workforce, the report focuses on time in position, diversity, and pay equity. Taken together, we find that colleges and universities have long relied on admissions positions with high turnover and young employees to do a great deal of the legwork of building the next graduating class. Trends in age and turnover were similar over time and not due to the Great Resignation. We argue that colleges and universities would benefit from considering how they could reconceptualize crucial admissions positions, particularly admissions coordinators and counselors, to encourage higher retention. Efforts to increase retention among admissions coordinators and counselors should be combined with a focus on recruiting and retaining people of color. Asian and Hispanic or Latina/o employees were underrepresented in admissions positions relative to U.S. bachelor's degree holders. In addition, the representation of people of color declined at each subsequent level of the admissions workforce, indicating gaps in the promotion of underrepresented minorities. Finally, the admissions workforce has many areas of strength in pay equity, with some notable exceptions. Hispanic or Latino men who were heads of admissions are paid only 87 cents on the dollar to White men who are heads of admissions. Further, 52% of chief admissions officers are Black or White women, yet they are paid less than White men. A pay equity analysis that includes market rate data would help identify areas for improvement at the institutional level.
Working across Sectors in Turkey Accelerates Learning for All Adolescents. UNICEF Adolescent Development and Participation. Accelerating Results
Author: United Nations Children's Fund (UNICEF)
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Adolescents,Adolescent Development,Participation,Access to Education,Social Values,Refugees,Government Role,Out of School Youth,Attendance Patterns,Outcomes of Education,Educational Improvement,Acceleration (Education),School Holding Power,Social Integration

Through strong working relationships and a responsive approach for systems strengthening, the United Nations Children's Fund (UNICEF) Turkey has been able to effectively integrate its humanitarian and refugee-related programmes into its wider strategic approach to increase the potential for every child to learn. In doing so, UNICEF has worked closely with the government and partners to adapt national and local systems to better meet the needs of Turkish and non-Turkish adolescents, including the 400,000 Syrian refugee children and adolescents identified as out of school. This report presents how working sectors in Turkey accelerates learning for all adolescents.
Formative Learning Assessment in Contexts of Remote Provision of Educational Services in Latin America and the Caribbean: Literature Review, Guidelines and Tools
Author: United Nations Children's Fund (UNICEF)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Formative Evaluation,Distance Education,COVID-19,Pandemics,Electronic Learning,Educational Radio,Educational Television,Telecommunications,Computer Mediated Communication,Synchronous Communication,Evaluation Methods,Printed Materials,Asynchronous Communication

This publication seeks to identify a series of considerations and approaches that should inform government decision-making regarding policies and procedures for the formative assessment of students in the context of remote (or hybrid) provision of educational services. Therefore, it is intended to inform and provide inputs for their deliberation when preparing guidelines and procedures to support teachers and others responsible for conducting formative assessment to measure the outcomes of the teaching-learning process. Such assessments are also valuable for collecting evidence that can be used to adjust practices linked to remote provision of education, taking into account students' diverse circumstances and living conditions, with emphasis on the most vulnerable.
Education in a Post-COVID World: Towards a RAPID Transformation
Author: Alejo, Anna
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Educational Change,COVID-19,Pandemics,Educational Policy,School Closing,Acceleration (Education),Equal Education,Identification,At Risk Students,Potential Dropouts,Intervention,Barriers,Access to Education,Inclusion,Educational Diagnosis,Foreign Countries,Literacy,Numeracy,Social Emotional Learning,Remedial Instruction,Independent Study,Curriculum Development,Mental Health,Well Being

On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. Marking three years since the onset of the pandemic, this report looks back at policy measures taken during school closures and reopening based on country survey data, initiatives implemented by countries and regions to recover and accelerate learning, and their emerging lessons within each RAPID action. With schools now reopened worldwide, this report also looks ahead to longer-term education transformation, offering policy recommendations to build more resilient, effective and equitable education systems.
Towards an Equal Future: Reimagining Girls&apos; Education through STEM
Author: Sánchez-Tapia, Ingrid
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Equal Education,Womens Education,STEM Education,Role of Education,Gender Differences,Disproportionate Representation,Educational Change,Educational Opportunities,Educational Quality,Student Empowerment,Sex Fairness

The document shows that the world still faces a learning crisis and a skills crisis that is leaving girls ill-prepared to develop critical knowledge to participate in the Fourth Industrial Revolution. This risks reversing gains in women's participation in the workforce. This report seeks to call attention to the potential of STEM education to transform gender norms in the education system, to improve quality learning opportunities for girls, and to highlight key actions that can accelerate girls' transition between education and technical expert jobs in STEM industries. Critically, STEM education also has the potential to contribute to personal empowerment, transformation of communities and nations, and building economies for the future. The evidence presented here provides a foundation for a call to action for global, national and regional actors. The following questions are addressed: (1) How is the learning crisis affecting girls? (2) Why is STEM learning so important for girls? (3) What are the gender disparities in STEM education? (4) Why are girls under-represented in STEM? and (5) How can we transform opportunities for girls through gender-responsive STEM education? The document concludes with a call to action. [Research input for this report was provided by Carolina Belalcazar. EQUALS Global Partnership for Gender Equality in the Digital Age (launched by ITU and four founding partners) assisted in the preparation of this report. For the summary of this report, see ED627517.]
Agent Gender and Frequency Dimension Used in Voicing, and Use of Pedagogical Interface Agents
Author: Tonbuloglu, Betül
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Software,Gender Differences,Preferences,Student Attitudes,Elementary School Students,Computer Interfaces,Dialogs (Language),Auditory Perception,Acoustics,Academic Achievement

The purpose of this study is to investigate effects of use of voice in interface agents included in educational software on students' agent preferences and learning levels. In this context, it was investigated to see whether there are any relations between student gender and the preferred agent gender; students' preference among agents with voices in different frequencies; and effects of the voicing technique on students' achievements. The post-test experimental model was used in the study and the study group consisted of 112 primary education students. Data collection tools of the study included pre-knowledge test; four educational software packages, in which agents having different voices and genders were used, and an achievement test. Multi-factor ANOVA and ANCOVA tests were used in analysis of data. At the end of the study, it was seen that the frequency used in voicing the pedagogical interface agents of the software did not have any significant effects on students' learning levels, and it was observed that students tend to choose the agents of their own gender, and that they prefer high-pitched voice for male agents and high-pitched voice for female agents.