ethanporcaro/eric-fulltext-meta huggingface dataset:
Reopening Schools Safely and Equitably amidst the COVID-19 Pandemic: School Facilities Are Frontline Defense in Reducing Risk. COVID-19 Brief #1
Author: Vincent, Jeffrey M.
Date: 2020-09-01
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,School Schedules,School Safety,Disease Control,Public Schools,Risk Management,Sanitation,Hygiene,Educational Facilities

As the novel coronavirus, SARS-CoV-2, rapidly spread across the globe in Spring 2020, one of the most widely implemented risk reduction measures utilized was to physically close all school buildings. Reopening America's public schools for site-based instruction safely amidst the ongoing COVID-19 pandemic (without a vaccine) is remarkably complicated and hotly debated. Operating healthy school buildings is a necessity for doing so. However, the important urgency of having school facilities in good repair is missing from the national debate on school reopening. This brief describes how the SARS-CoV-2 virus spreads and why mitigation measures are recommended for schools. It argues that it will be more difficult for schools with poor condition facilities to effectively implement the SARS-CoV-2 mitigation measures. As a result, students and staff attending these schools will face greater health risks.
Online Discussion Forum Help-Seeking Behaviors of Students Underrepresented in STEM
Author: Jay, Victoria
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Disproportionate Representation,Minority Group Students,Computer Mediated Communication,Discussion Groups,Help Seeking,STEM Education,Barriers,Gender Differences,Grades (Scholastic),College Students

Underrepresented (UR) students face barriers to help-seeking in traditional classrooms. We predicted these barriers would be ameliorated online. We analyzed online course discussion boards and found UR students asked for help more often than non-UR students and women were more likely than men to ask for help explicitly at least once. Furthermore, not help-seeking was related to worse course grades. These results suggest the online setting may decrease barriers to help-seeking for underrepresented students. [This paper was published in: &quot;ICLS 2020 Proceedings,&quot; ISLS, 2020, pp. 809-810.]
Gender and Gendered Discourse in Two Online STEM Courses
Author: Henricks, Genevieve
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Online Courses,Electronic Learning,Language Usage,Gender Differences,Gender Issues,Science Instruction,Chemistry,Astronomy,Females,Womens Education,Computer Mediated Communication,Discussion (Teaching Technique),College Science

Students' language in discussion forums in online courses can influence their participation and course outcomes. We examined aspects of gendered language to gain insight into men's and women's participation and success in two online science courses. Results revealed that women and men did not differ in their language use along traditionally gendered lines, which has the potential to help subvert the typical result of the negative outcomes associated with the female marker in STEM courses. [This paper was published in: &quot;CLS 2020 Proceedings&quot; (pp. 811-812). ISLS.]
Supporting Faculty to &quot;Do the Flip!&quot; Lessons Learned When Transitioning Faculty to Active Pedagogy in the Classroom
Author: Sullivan-Green, Laura E.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,Flipped Classroom,Educational Change,Active Learning,Evidence Based Practice,School Holding Power,STEM Education,Teacher Attitudes,Faculty Development

San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, are developing supportive methods to transition STEM faculty from lecture-based instruction to instruction using active learning pedagogies. These efforts, sponsored by the Department of Education's First in the World Grant Program, focus on providing faculty training through workshops conducted in the active learning model, resources to support their material development, and peer support through access to multi-disciplinary/multi-campus learning communities. Active learning pedagogies like the flipped classroom have been shown to be a high impact practice that increases URM student success and retention. The partner campuses, all part of the California State University System, are all designated Hispanic-Service Institutions and Minority-Serving Institutions. While their designations are similar, their demographics are not. Each campus has their own unique student and faculty makeup. These varied demographics provide a level of rigor to materials collaboratively developed and tested across the campuses. Activities and materials developed follow the Community of Inquiry (CoI) framework, which states that an educational experience is a blend of social presence (establishing strong relationships), cognitive presence (moving beyond understanding to exploration, integration, and application), and teaching presence (a combination of environment and directed facilitation components). Materials developed to train, support, and evaluate faculty will be presented, along with sharing lessons learned about support needed from all levels of administration to create a culture of change across STEM education. Lessons learned will include ways to avoid the &quot;slump&quot; often seen with student success as faculty implement new teaching and supporting peer evaluations for promotion when the evaluator is unfamiliar with active learning.
Analyzing the Effects of a Flipped Classroom Pedagogy on Freshmen and Sophomore STEM Courses
Author: Sullivan-Green, Laura
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,Undergraduate Students,STEM Education,Disproportionate Representation,State Universities,Active Learning,Outcomes of Education,Academic Achievement

This Research-to-Practice paper, a work-in-progress, describes work supported by the First in the World program at three different universities in California. A consortium of three California State Universities (CSUs)- San Jose´ State University, California State University- Los Angeles, and Cal Poly Pomona - have a four-year grant from the U.S Department of Education First-in-the-World (FITW) program. Surveys of students revealed that a major challenge to success is course bottlenecks - impasses where they cannot enroll in a course they need to make progress toward their degrees or when they cannot successfully complete a course and move forward. All three campuses have large numbers of high-need and underrepresented students (URM) and URM students are overrepresented among students who receive low grades in bottleneck courses. To address course bottlenecks, the flipped classroom approach has been implemented in seven gateway STEM courses collaboratively across the partner campuses. This paper targets faculty and administrators interested in promoting and implementing the flipped classroom pedagogy at their institutions. It provides a brief overview of the target courses and the impact of the curricular changes thus far. In addition, a description of the in-depth Calculus study of the flipped classroom approach across the three campuses is discussed.
A Self-Assessment Based Homework Model
Author: Li, Ni
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Homework,Error Correction,Models,College Students,Engineering Education,Problem Solving

Homework is considered as a substantial process of learning especially for engineering education. However, due to the fast development of network technology, students now can easily find solution manuals on the internet. While some students use solution manuals to study, there are quite a few students who just copy homework solutions and lose opportunities to learn. This paper proposes a self-assessment based homework model. In addition to finishing homework students need to correct their homework by using solutions and assess their performance using autopsies designed by the instructor. To test the efficiency of this model, an experimental study was carried out in &quot;Control of Mechanical System&quot; class with an enrollment of 39 students at California State University, Los Angeles. The results suggest that the proposed homework assignment model is effective.
Iterative Improvement in Flipped Classroom Teaching of Lower Division Engineering Courses
Author: Shen, He
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,Teaching Methods,Engineering Education,Undergraduate Students,Instructional Design,Outcomes of Education,Guidelines,Learning Experience,Course Objectives,Course Content,Educational Improvement,Faculty Workload,Course Descriptions

Lower division engineering courses are important yet hard to teach as many students find these highly abstracted material hard to comprehend. Recent studies have suggested that flipped classroom teaching has potential to improve the teaching and learning of lower division engineering courses. While some educators are optimistic about the potential impact that flipped classroom teaching might provide, there are still many challenges to overcome during implementation. One of the major challenges faced by course developers, especially first-time developers, is to manage the heavy workload needed to design an effective practice that is suitable for their unique student body. This paper presents an iterative framework to help ease the adoption and continuous improvement of flipped classroom teaching, so that students' learning experience can be optimized over time. The framework is composed of two phases -- the initial design phase and the iterative tuning phase. In the initial design phase, a strategy that allows an instructor to quickly convert the existing course materials used for other lecturing methods into those suitable for flipped classroom teaching is introduced. This process involves designing a course structure according to its objectives, rearranging course content, and patching additional resources. Then, the iterative tuning for improvement will be explained, with a focus on identifying and addressing the most critical areas for improvement. Since the course instructor only focuses on resolving the most critical issues every semester, the workload becomes manageable. The flipped classroom teaching of a lower division mechanical engineering course &quot;ME 2040 -- Circuit Analysis for Mechanical Engineers&quot; is used as example to explain details about the utilization of the proposed course development and implementation process. Towards the end, the effectiveness of the development process in improving students' learning outcomes is discussed.
The Next Steps for Apprenticeship. Cedefop Reference Series. No 118
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-00-00
Type: Collected Works - General
Subjects: Apprenticeships,Vocational Education,Futures (of Society),Educational Trends,Secondary Education,Academic Education,Computer Uses in Education,Creativity,Educational Innovation,Low Income Students,Grade Point Average,Standards,Refugees,Employment,Student Recruitment,Foreign Countries,Culture,Education Work Relationship,Workplace Learning

In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.
Motivational Ruler Ratings among Teachers Receiving Coaching in Classroom Management: Measurement and Relationship to Implementation Integrity
Author: Owens, Julie Sarno
Date: 2020-03-14
Type: Reports - Research
Subjects: Classroom Techniques,Coaching (Performance),Motivation Techniques,Interviews,Psychometrics,Teacher Behavior,Student Behavior,Behavior Problems

Disruptive student behavior is a common stressor for elementary school teachers and can significantly detract from instruction time (Greenberg et al. 2016; Robb et al. 2011). Although classroom management strategies and targeted interventions (e.g., daily report card) are effective in preventing and reducing disruptive behavior (Epstein et al. 2008; Pyle and Fabiano 2017), teachers' use of some of these strategies is limited (Hart et al. 2017; Owens et al. 2018). One means to support teachers' use of interventions is via problem-solving consultation with performance feedback (also referred to as coaching) to improve teacher knowledge about the interventions and skills in applying the interventions (Frank and Kratochwill 2014). Yet, even when teachers receive this support, intervention implementation is variable (Fabiano et al. 2010; Owens et al. 2019), suggesting that other factors (in addition to teacher knowledge and skills) may influence implementation (Han and Weiss 2005). One hypothesized variable is teacher beliefs (e.g., about the importance of the intervention or confidence in their own skills). Indeed, because implementation integrity often drops precipitously when consultation is withdrawn (Mortenson and Witt 1998;Noell et al. 1997), other factors such as teacher self-efficacy and motivation may be needed for ongoing strategy use. Given that low and variable implementation can severely compromise student outcomes (Conroy et al. 2015; Owens et al. 2017), innovative consultation methods that address knowledge, skills, and teacher beliefs may be needed to adequately support teachers who are struggling with implementation integrity. [This is the online first version of an article published in &quot;Prevention Science&quot; (ISSN 1389-4986).]
What We Owe Young Children: An Anti-Racist Policy Platform for Early Childhood
Author: Minoff, Elisa
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Young Children,Racial Bias,Educational Policy,Well Being,Inclusion,Equal Education,Minority Group Students,Social Justice,Immigrants,Financial Support,Caregivers,Leaves of Absence,Housing,Welfare Services,Child Care,Wages,Community Programs,Home Visits,Health Services

Early childhood is a time of rapid brain development, physical growth, and learning--a sensitive period that lays the foundation for success well into adulthood. Racism threatens young children's health and well-being by shaping the institutions and public policies that determine children's opportunities now and into the future. The anti-racist early childhood policy platform in this report offers a vision for the future, outlining 10 policy priorities that set the course for reimagining and transforming the way children and families are supported. This agenda includes concrete policy changes that could be enacted now to benefit the health and wellbeing of children and families and also long-term and more ambitious ideas to ensure children and families are valued, included, and belong. These recommendations are important steps toward achieving equity and liberation for Black, Indigenous, and people of color (BIPOC) children and families. [This report was written with assistance from Shadi Houshyar, Alexandra Citrin, Valery Martínez, and Megan Martin.]
Advancing Quality Teaching for All Schools: Examining the Impact of COVID-19 on the Teaching Workforce
Author: Lachlan, Lisa
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Change,Retrenchment,Educational Quality,Teacher Effectiveness,Educational Trends,Preservice Teacher Education,Alternative Teacher Certification,State Policy,Educational Policy,Teaching Conditions,Distance Education,Teacher Persistence,Teacher Supply and Demand,Teacher Shortage,Educational Finance,Federal Aid,Federal Legislation,State Departments of Education

The coronavirus disease 2019 (COVID-19) crisis will undoubtedly have dire consequences for all sectors of public education. The rapid transition to remote modes of instruction in the spring of 2020 and the subsequent anxiety about the start of the 2020-21 academic year have highlighted the critical need for well-prepared educators. Although calls for additional funding for public education are significant, at the time of this writing, a federal bailout is still in question, which leaves most state education agencies (SEAs) with grim outlooks and limited options (Green, 2020). Many states have considered cutting billions of dollars from state and school districts' budgets for the 2020-21 school year to account for the precipitous drop in sales and income tax revenue. The need for great teachers and leaders is now greater than ever, particularly for the students most affected by the crises at hand. This paper is intended for SEAs as they consider the short-term and long-term implications that COVID-19 will have on the educator workforce. The authors include key trends in the teacher workforce and consider potential impacts on the teaching profession. Following these trends and considerations, the authors provide a section that includes guiding principles for addressing changes in the teaching workforce. At the end of the paper, the authors discuss how SEA teams can navigate new funding streams to address impacts to the profession.
Vocational Education and Training in Germany. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Influences,Secondary Education,Postsecondary Education,Nonformal Education,Governance,Educational Finance,Vocational Education Teachers,Qualifications,Job Skills,Prior Learning,Recognition (Achievement),Quality Assurance,Student Recruitment,Incentives,Counseling Services,Apprenticeships,Continuing Education,Employers

This short description contributes to better understanding of vocational education and training (VET) in Germany by providing insight into its main features and highlighting system developments and current challenges. Learning on the job is traditional in German education. Work-based learning (WBL) features in most secondary and tertiary VET programmes and graduate employment is high. However, demographic changes and the attractiveness of academic education have reduced the appeal of upper secondary VET. To address this, new designations of professional bachelor and professional master emphasise equivalence to academic programmes Transformations currently influencing VET require political responses. Digital and green economy transitions are already being addressed, with digitalisation emphasised in Covid-19 pandemic responses. Continuing VET is increasingly important, highlighted in the Qualification Opportunities Act (2019); this gives access to CVET funding to all employees affected by structural change or seeking training in an occupation lacking employees. The National skills strategy (2019) sees occupational CVET within lifelong learning as part of Germany's training culture.
Micro-Credentials and Teachers: What Do We Know? What Do We Still Need to Learn?
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Credentials,Educational Certificates,Teacher Certification,Program Implementation,Best Practices,Teaching Skills,Skill Development,Teacher Competencies,Faculty Development,Program Effectiveness

Micro-credentials (MCs) are a rapidly expanding element of modern teacher professional learning. In this brief, we provide a concise review of what is currently known about MCs: how they work, their strengths, their shortcomings, and what we still need to learn. For districts and states that are considering introducing MCs, this brief is designed to ground implementation efforts in emerging best practices. This brief is intended for both educators and researchers to improve and support teacher professional learning. The document includes a forward looking research agenda focused on the MC practices that are most likely to result in positive outcomes for teachers and students. [Contributing authors to this brief include Jessie Kerr-Vanderslice, Jason LaTurner, and Liz Nelson.]
Teacher Observation, Feedback, and Support in the Time of COVID-19: Guidance for Virtual Learning
Author: Giffin, Jessica
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Feedback (Response),Electronic Learning,Web Based Instruction,Online Courses,COVID-19,Pandemics,Educational Policy,High School Teachers,College Faculty,Observation,Standards,Teacher Effectiveness,Evidence Based Practice,Alignment (Education)

One potential policy challenge in the COVID-19 context is how to evaluate and provide teachers feedback and support in a virtual learning environment. State education agencies (SEAs) sought to address this policy challenge by revising teacher evaluation policy during the 2019-20 academic year to lift requirements. However, given the new dynamics for the 2020-21 school year and the increased focus on virtual learning, SEAs are seeking new ways to support teachers with more relevant forms of feedback. This brief provides SEAs with strategies to adapt educator evaluation and support system policies and practices to support virtual learning. The examples, ideas, and resources included herein come from virtual high schools in the United States and from postsecondary education. We explore the standards and rubrics for virtual learning, the logistics for how school leaders can conduct virtual observations, the challenges with observing and providing feedback virtually, and resources for professional learning focused on virtual learning environments.
How England Implemented Its Computer Science Education Program
Author: Fowler, Brian
Date: 2021-01-00
Type: Reports - Research
Subjects: Foreign Countries,Computer Science Education,Program Implementation,Educational Development,Educational History,Academic Standards,Teacher Recruitment,Faculty Development,Readiness,Inclusion,Elementary Secondary Education

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 England developed its CS education program of study. CS concepts have been part of the official English curriculum for over a decade, but reforms have encouraged wider participation in the last six years. Given that this is a relatively long period of implementation compared to many other countries' CS activities, this England case study can provide an understanding of how CS education activities can be improved over time.