ethanporcaro/eric-fulltext-meta huggingface dataset:
Competence to Design and Plan Education and Its Application in School Practice
Author: Predanocyová, Lubica
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Educational Planning,Teaching Methods,Teacher Competencies,Teacher Effectiveness,Universities,Professionalism,Educational Quality,Evaluation Criteria,Self Evaluation (Groups),Evaluation Methods,Teacher Evaluation,Foreign Countries,Educational Practices,Case Studies,Lesson Plans

Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified. The relevance of the teacher's competency complex was confirmed by their practical implementation, which was assessed by competent evaluators. The paper presents the professional competence to plan and design, which we understand as a basic pillar of quality and effective education. A modern school requires the personal and social development of the student, good study results, but also in a complex of student values, which can be ensured by a methodologically and professionally thought-out organization of the teaching process. One of the results of the APVV research project, &quot;Evaluation of Teacher Competencies,&quot; was the creation of tools and criteria for evaluating and self-evaluating the quality of a teacher's professional competencies in educational practice. Part of the paper is to present the practical implementation of a special methodology aimed at evaluating the competence to design and plan teaching, in the form of a case study model. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
Educational Challenges for Universities during the COVID-19 Pandemic
Author: Klemens, Brygida
Date: 2021-00-00
Type: Reports - Research
Subjects: Barriers,Universities,COVID-19,Pandemics,Foreign Countries,Educational Quality,Labor Market,College Faculty,Administrator Attitudes,Economic Factors,Strategic Planning,Educational Planning,Educational Change,Labor Force Development,Decision Making,College Administration,Distance Education,Graduation,Educational Attainment,Graduation Requirements,Access to Education

The purpose of the article was to present the impact of the COVID-19 pandemic on the didactic process and to start a discussion on what can universities do at this specific time to meet the requirements of the Polish Qualifications Framework and also how should the didactic staff communicate with the use of virtual space to achieve the expected quality of education. The paper is a concept study based on the results of a literature search query, experiences derived from cooperation with institutions dealing in the management of regional development and labour markets, such as the Regional Labour Office, and the experience gained from holding specific positions at the faculty. As former vice-deans for didactics, both authors have in-depth knowledge about the conditions for the education process implementation and the related challenges. Experience gained from holding a specific position made it possible to propose a comprehensive look at the challenges for universities related to education at the time of the COVID-19 pandemic. The original features of the paper include: discussion on the importance of universities in the market economy and the education process, presentation of the current situation of universities at the time of the COVID-19 pandemic and the opportunity to get acquainted with the activities that were undertaken by universities in response to the new challenge, i.e. complete transition to distance learning. [For the complete volume, &quot;NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4,&quot; see ED625509.]
Leveling Up: A Behavioral Nudge to Increase Enrollment in Advanced Coursework. Working Paper No. 271-1022
Author: Austin, Megan
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: High School Students,School Districts,Educational Policy,Advanced Courses,Enrollment,Course Selection (Students),Enrollment Rate,Mathematics Education,Disproportionate Representation,Acceleration (Education)

Taking advanced courses in high school predicts a broad array of positive postsecondary and labor market outcomes. Yet students from historically disadvantaged groups and low-income backgrounds have long been underrepresented in these courses. To address this problem, more than 60 districts in Washington state implemented a policy that automatically enrolled all qualified high school students in advanced coursework. The policy relied on a simple behavioral nudge: It made advanced courses &quot;opt out&quot; rather than &quot;opt in&quot; for all qualified students. The districts implemented the policy in waves, beginning in the 2014-15 school year. In this descriptive paper, we examine enrollment patterns by comparing districts that adopted the policy at different times. We found that students in districts that implemented the policy between 2014-15 and 2016-17 were more likely to enroll in at least one advanced course in any subject relative to students in districts without the policy. This was the case for students who &quot;qualified&quot; for advanced courses based on their test scores and for students whose scores did not qualify them for advanced courses. We also found that the policy was associated with a higher probability of enrollment in advanced mathematics courses but only for qualified students. Qualified students across demographic groups experienced similar changes in the probability of advanced course enrollments. But among all students--regardless of qualified status--enrollments in advanced mathematics and advanced English language arts/social studies courses increased more for students from racial/ethnic groups underrepresented in advanced courses and for students who were eligible for free or reduced-price lunch (FRPL) than for non-underrepresented students and students not eligible for FRPL. These across the board increases in advanced course enrollment for students who were historically underrepresented in these courses suggests that districts may have looked beyond standardized assessment scores to identify students for automatic enrollment.
Examining Measurement Invariance before and after the 2020 Pandemic
Author: Wang, Huan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Measurement,Error of Measurement,COVID-19,Pandemics,High Stakes Tests,Mathematics Tests,Factor Analysis,Ethnic Groups,Test Interpretation,Scores,Racial Differences,Rural Urban Differences,Goodness of Fit

A fundamental premise in assessment is that the underlying construct is equivalent across different groups of students and that this structure does not vary over years. The pandemic has potentially impacted opportunity to learn and disrupted the internal structure of assessments in various ways. Past research has suggested that students tended to have greater &quot;COVID slide&quot; in mathematics than in reading. Accordingly, this study evaluated the impact of the 2020 pandemic on the measurement invariance of a high-stakes assessment in mathematics. Multigroup confirmatory factor analysis was conducted to explore whether measurement invariance held across the years prior to and immediately after the 2020 pandemic year: 2019 and 2021. In addition, the stability of measurement invariance was evaluated across different ethnic groups as well as groups of students from different district locales such as city and rural areas. Across groups of interest, configural invariance was confirmed as the first step, followed by examination of measurement invariance, including metric, scalar, and residual invariance. Results from the study provided supporting evidence that measurement invariance held reasonably well across the years (2019 vs. 2021) for the assessment under study, despite potential impact of the 2020 pandemic on student learning. The study contributes to a growing body of literature about the degree of impact from the pandemic on test score interpretations.
The Effects of Listening Comprehension and Decoding Skills on Spelling Achievement of EFL Freshman Students
Author: Al-Jarf, Reima Sado
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Listening Comprehension,Decoding (Reading),Spelling,Error Patterns,Correlation,English (Second Language),Second Language Instruction,Females

Thirty six EFL freshman students at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia were given a dictation, a listening comprehension test and a decoding test. The purpose of the study was to find out whether EFL freshmen students' spelling ability correlates with their listening comprehension and decoding skills. Data analysis showed that the typical EFL freshman student misspelled 41.5% of the words on the dictation, gave 49.5% correct responses on the listening comprehension test, and 52% correct responses on the decoding test. The median and mean scores showed that the subjects' spelling, listening and decoding achievement is low, which implied that the subjects were having spelling, listening comprehension and decoding difficulties. The students' spelling errors and correct listening comprehension and decoding responses revealed strong correlations between spelling ability, listening comprehension and decoding skills. This means that good spelling ability in EFL is related to good listening comprehension and good decoding skills. The better the listening comprehension and decoding abilities, the fewer the spelling errors. When listening comprehension and decoding skills are poor, spelling ability is also poor. Recommendations for spelling, listening and decoding instruction are given.
Using Predicted Academic Performance to Identify At-Risk Students in Public Schools. Working Paper No. 261-0922
Author: Fazlul, Ishtiaque
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Academic Achievement,At Risk Students,Prediction,Disadvantaged,Equal Education,Educational Policy,Educational Indicators,Identification,Outcomes of Education,Measurement Techniques,Models,Public Schools,Elementary Secondary Education,Kindergarten,Comparative Analysis,Achievement Tests,Educational Finance,Student Characteristics,Correlation,Tables (Data),English Language Learners,Individualized Education Programs,Minority Group Students,Funding Formulas,Evaluation Methods

Measures of student disadvantage--or risk--are critical components of equity-focused education policies. However, the risk measures used in contemporary policies have significant limitations, and despite continued advances in data infrastructure and analytic capacity, there has been little innovation in these measures for decades. We develop a new measure of student risk for use in education policies, which we call Predicted Academic Performance (PAP). PAP is a flexible, data-rich indicator that identifies students at risk of poor academic outcomes. It blends concepts from emerging &quot;early warning&quot; systems with principles of incentive design to balance the competing priorities of accurate risk measurement and suitability for policy use. PAP is more effective than common alternatives at identifying students who are at risk of poor academic outcomes and can be used to target resources toward these students--and students who belong to several other associated risk categories--more efficiently.
How Well Do Professional Reference Ratings Predict Teacher Performance? Working Paper No. 272-1022
Author: Goldhaber, Dan
Date: 2022-10-00
Type: Reports - Research
Subjects: Teacher Employment,Teacher Recruitment,Job Applicants,Social Networks,Social Capital,Personnel Selection,Teacher Effectiveness,Predictor Variables,Teacher Evaluation,Academic Achievement,Teacher Selection,Teacher Qualifications

Most research about how to improve the teacher workforce has focused on interventions designed to improve incumbent teachers, far less attention has been directed toward teacher hiring processes and whether districts can make better hiring decisions. Using data from Spokane Public Schools and Washington state, we describe the findings from a study analyzing measures of the predictive validity of teacher applicant quality measures obtained from professional references. We find that professional reference ratings of prospective teachers are significantly predictive of teacher quality as measured by inservice performance evaluations and teacher value added in math. These findings are driven by applicants with at least some teaching experience and vary by rater type (e.g., principal or university supervisor); the magnitude of the relationship between the ratings of applicants and teacher performance is much smaller and not statistically significant for applicants that do not have teaching experience. Overall, the evidence suggests that obtaining explicit ratings of teacher applicants from professional references is a low-cost way to contribute to the applicant information available to hiring officials and has potential for improving hiring outcomes.
Adding Value to Competency-Based Training
Author: Misko, Josie
Date: 2022-00-00
Type: Reports - Research
Subjects: Competency Based Education,Vocational Education,Foreign Countries,Skill Development,Employment Potential,Barriers,Affordances,Secondary School Students,Apprenticeships,Postsecondary Education,Student Evaluation

Competency-based training (CBT) is the key training approach used in the vocational education and training sector in Australia. Competency-based training is an approach to vocational education and training (VET) designed to develop the skills and knowledge necessary to achieve competency. It focuses on an individual's mastery of skill, whereby an individual is deemed competent or not yet competent in that skill. For the last three decades or so, CBT has been fundamental to how accredited VET is delivered in Australia, and over this time both advocates and critics of this approach have emerged. For the research presented in this report, the authors were interested in the strengths and weaknesses of CBT as it is currently applied to the Australian VET system and whether there is cause to consider a broader approach to defining and describing competence and, hence, considering how teaching and learning in VET is most effectively delivered and assessed.
Creating Communities of Care: How Charter Schools Can Develop Systems That Support Student Mental Health
Author: Browning, Andrea
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Charter Schools,Mental Health,Mental Health Programs,Student Needs,Well Being,Wellness,Outcomes of Education,Educational Practices,Caring,Educational Improvement,Educational Strategies,Educational Environment,Psychological Studies,Social Support Groups

&quot;Creating Communities of Care: How Charter Schools can Develop Systems that Support Student Mental Health&quot; provides new tools to help charter schools adapt to the changing needs of their students and staff. This resource focuses on improving student mental health and well-being to help set the foundation for school community wellness. Charter leaders can use this resource to learn about the research base and strategies for comprehensive student and community well-being that is aligned with the U.S. Department of Education's Return to School Roadmap. The report is divided into three segments: (1) Section 1 provides a summary of key research that links improved mental health and well-being with positive outcomes for students and schools; (2) Section 2 unpacks the framework by providing strategies for comprehensive and responsive support for mental health and well-being, and it features three charter organizations--Valor Collegiate Academy, Rocky Mountain Prep, and Uplift Education--sharing how they are responding to the needs of students and staff; and (3) Section 3 includes guidance for how school leaders can apply continuous improvement to create systems that support communities of care or refine currently existing systems.
Educator Diversity Matters: Strategies for Charter Leaders to Recruit, Hire, and Sustain Teachers of Color
Author: Warner, Saroja R.
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Charter Schools,Minority Group Teachers,Teacher Recruitment,Teacher Selection,Diversity (Faculty),Equal Education,Teacher Persistence,Culturally Relevant Education,Inclusion,Teacher Education Programs,Educational Strategies,Bias,Sustainability

The role a school and its teachers play in a child's life is undeniable. Both influence how children understand the world they live in, their place in that world, and their perceptions of future possibilities. Schools where students have opportunities to engage with multicultural curriculum materials, experience culturally responsive and sustaining school climates, and learn in classrooms led by teachers from racially, ethnically, and linguistically diverse backgrounds are especially impactful. Furthermore, students of color who have teachers of color are also less likely to experience exclusionary discipline practices and are more likely to improve their academic performance and graduate high school. Increasing teacher diversity is thus an effective strategy for creating more equitable learning environments and outcomes for all students. Increasing teacher diversity is of particular importance to the charter school sector as charter schools are more likely to serve students of color than traditional public schools. This publication is designed to support charter school leaders' efforts to achieve educational equity by focusing on one key strategy--building a pipeline of teachers of color through effective recruiting, hiring, and sustaining strategies. This report is divided into the following sections: (1) Section 1 provides an overview of the research on the importance of having a diverse teacher workforce; (2) Section 2 features strategies Drew Charter School and DSST are successfully implementing to recruit, hire, and sustain teachers of color; and (3) Section 3 highlights key strategies for recruiting, hiring, and sustaining teachers of color.
Shifting Sands: Unsound Science and Unsafe Regulation. Report #2: Flimsy Food Findings--Food Frequency Questionnaires, False Positives, and Fallacious Procedures in Nutritional Epidemiology
Author: Young, S. Stanley
Date: 2022-07-00
Type: Reports - Research
Subjects: Food,Evidence,Federal Regulation,Nutrition,Epidemiology,Scientific Methodology,Scientific Research,Misconceptions,Accuracy,Statistical Analysis,Safety

&quot;Shifting Sands: Flimsy Food Findings&quot; examines how irreproducible science affects select areas of government policy and regulation governed by different federal agencies. This second report focuses on &quot;Food Frequency Questionnaire&quot; and irreproducible research in the field of nutritional epidemiology, which informs the U.S. Food and Drug Administration's (FDA) policies and regulations. The report finds compelling circumstantial evidence that the nutritional epidemiology literature--specifically the literature that relies on Food Frequency Questionnaires (FFQs)--has been affected by statistical practices that have rendered the underlying research untrustworthy. [Introduction by Peter W. Wood. For report #1 see, ED616199.]
Outsourced to Qatar: A Case Study of Northwestern University--Qatar
Author: Arnold, Neetu
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Case Studies,International Education,Partnerships in Education,Universities,Foreign Policy,Foreign Countries,Financial Support,Educational Finance,Ethics,Cultural Differences,Censorship,Grants,Scientific Research,News Reporting,Academic Freedom,Journalism Education,Multicampus Colleges,College Administration,School Policy

This case study reveals how Qatar uses partnerships with American universities to advance its own interests and values. In partnering with Qatar, American universities have invested substantial time and manpower to aid the development of an illiberal regime that funds and befriends entities hostile to American national interests.
Build for Equity
Author: Coes, Jemelleh
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Equal Education,Diversity (Faculty),Minority Group Teachers,Program Effectiveness,Student Experience,Minority Group Students,Access to Education,Teacher Certification,Preservice Teachers,Standardized Tests,Teacher Empowerment,School Culture,Teacher Recruitment,Sense of Community,Leadership,Educational Change,Teacher Persistence,Teacher Salaries

The National Network of State Teachers of the Year (NNSTOY) conducted a months-long study on how to diversify the teacher workforce. The study analyzed the practices of current and former educators and school personnel who have overseen hiring educators. A complementary literature review examined the effectiveness of current efforts in place across the country to diversify the teacher workforce. Research shows this has a positive impact on all students. This report consists of nine domains which were defined based on months of intensive research, focus groups, and interviews. Each domain within this report includes the following: (1) Defining the Domain; (2) Personal Stories; (3) Reflective Questions to Consider; (4) Action Steps; and (5) Concluding Statement. Presented through the following nine domains in this report are some highlights from the study: (1) The Student Experience; (2) The Access; (3) The Affirmation; (4) The Team; (5) The Community; (6) The Gatekeepers; (7) The Respect; (8) The Resources; and (9) The Redesign.
The Research Schools Programme in Opportunity Areas: Investigating the Impact of Research Schools in Promoting Better Outcomes in Schools. The Research Schools Network Evaluation Report
Author: Gu, Qing
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Evidence Based Practice,Educational Improvement,Educational Research,Theory Practice Relationship,Poverty Areas,Barriers,Educational Practices,Outcomes of Education,Affordances,Evidence

This report presents the results of an Education Endowment Foundation (EEF)-funded, independent evaluation designed to investigate the extent to which, and in what ways, Research Schools (RSs) in Opportunity Areas (OAs) had supported schools to enact evidence-based practices in their classrooms. The evidence centred upon the lived experiences of ten OA RSs during the first three years of their designation (2018 to 2020). The OA RSs are part of the nationwide Research Schools Network (RSN), but have a specific regional focus on improving the quality of teaching and learning in their geographically defined areas. Using a mixed-methods research design, this formative evaluation examined the systemic, social, and organisational processes and conditions that enabled or constrained the ability of RSs to achieve their intended impact on change in practice in schools within the OAs. The study focuses on answering three research questions: (1) What are the structural and cultural barriers to, and conditions for, engaging schools with evidence-based practices in the Opportunity Areas? (2) How do Research Schools embed evidence-based practices and cultures in their own school and in the local school systems in the Opportunity Areas? and (3) What is the overall impact of Research Schools' work on school improvement processes and outcomes at school and area level? The evaluation draws seven evidence-informed key conclusions regarding this place-based model of improvement and change. They are organised, in line with the three research questions, under evidence of promise, feasibility, and sustainability.