ethanporcaro/eric-fulltext-meta huggingface dataset:
Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic. EdWorkingPaper No. 21-350
Author: Carlana, Michela
Date: 2021-02-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Middle School Students,Disadvantaged Youth,Tutoring,Online Courses,Distance Education,College Students,Volunteers,Program Effectiveness,Achievement Gains,Social Development,Emotional Development,Aspiration,Well Being,Socioeconomic Status,Psychological Patterns,Immigrants,Foreign Countries,Student Characteristics,Student Attitudes

In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools that provides free individual tutoring online to disadvantaged students during lock-down. Tutors are university students who volunteer for 3 to 6 hours per week. They were randomly assigned to middle school students, from a list of potential beneficiaries compiled by school principals. Using original survey data collected from students, parents, teachers and tutors, we find that the program substantially increased students' academic performance (by 0.26 SD on average) and that it significantly improved their socio-emotional skills, aspirations, and psychological well-being. Effects are stronger for children from lower socioeconomic status and, in the case of psychological well-being, for immigrant children.
All States Close but Red Districts Reopen: The Politics of In-Person Schooling during the COVID-19 Pandemic. EdWorkingPaper No. 21-355
Author: Grossmann, Matt
Date: 2021-02-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Districts,Politics of Education,School Schedules,Public Education,Public Health,State Policy,Educational Policy,Public Opinion,Distance Education,State Officials,Unions,Collective Bargaining

The COVID-19 pandemic created enormous challenges for public education. We assess the role of political factors and public health in state and local education decisions, especially the continuation of learning during COVID-19. Using an original dataset of state education policies since the start of the pandemic, we find that governors took the lead on ordering school closures in Spring 2020 but left decisions to districts in the Fall, regardless of partisanship. Partisanship played a much stronger role in local decisions than state decisions. We analyze local district reopening plans and public opinion on reopening in the politically competitive state of Michigan. Partisanship was much more associated with district reopening plans than COVID-19 rates. Republicans in the Michigan public were also far more favorable than were Democrats toward in-person learning. States' decisions to leave reopening plans to their districts opened the way for students' experiences to be shaped by their area's partisanship.
Framework for Systemic Change in Undergraduate STEM Teaching and Learning
Author: Association of American Universities
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Change Strategies,STEM Education,Undergraduate Study,Educational Improvement,Educational Practices,Scaffolding (Teaching Technique),Universities,Evidence Based Practice,Student Educational Objectives,Access to Education,Teacher Effectiveness,College Faculty,College Instruction

Association of American Universities (AAU) has developed a framework that can guide institutional commitment to using teaching practices shown by research to be effective in STEM education. The framework provides a set of key institutional elements that need to be addressed in order to bring about sustainable change. Different strategies will almost certainly be used to achieve improvement in STEM teaching and learning at different institutions, reflecting the engagement and creativity of each campus community. The framework and its associated resources are intended to be useful to the various individuals and organizations who work together to improve undergraduate STEM teaching and learning. Key elements of the AAU framework described in this report are organized around three layers: (1) pedagogical practices; (2) scaffolding; and (3) cultural change. &quot;Essential Questions and Data Sources for Continuous Improvement in Undergraduate STEM Teaching and Learning&quot; (ED613607) is a complementary resource to the framework.
Report on Indicators of School Crime and Safety: 2020. NCES 2021-092/NCJ 300772
Author: Irwin, Véronique
Date: 2021-06-00
Type: Reports - Research
Subjects: Student Surveys,National Surveys,School Surveys,Crime,Violence,School Safety,Victims of Crime,School Violence,Death,Bullying,Juvenile Gangs,Computer Mediated Communication,Antisocial Behavior,Weapons,Drug Use,Student Attitudes,Educational Environment,Incidence,School Security,Elementary Secondary Education,Postsecondary Education,Discipline Problems,Public Schools,Classroom Techniques,Health Behavior,High School Students,Risk

This is the 23rd edition of Indicators of School Crime and Safety, a joint effort of the Bureau of Justice Statistics (BJS) and the National Center for Education Statistics (NCES). This report provides summary statistics to inform the nation about current aspects of crime and safety in schools. This report covers a variety of topics on school crime and safety. It first examines different types of student victimization, including violent deaths and school shootings, nonfatal criminal victimization, and bullying victimization. Then, the report presents data on measures of school conditions--such as gangs, hate-related speech, possession of weapons, and use and availability of illegal drugs--as well as data that reflect student perceptions about their personal safety at school. This report wraps up the discussion on crime and safety issues at the elementary and secondary level by examining the percentages of teachers who reported having been threatened or attacked by their students. It has the most recent available data, compiled from a number of statistical data sources supported by the federal government. [For the 2019 report, see ED606370.]
Technical Report and User Guide for the 2016 Program for International Student Assessment (PISA) Young Adult Follow-Up Study. NCES 2021-020
Author: Kastberg, David
Date: 2021-07-00
Type: Reports - Research
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,Young Adults,Followup Studies,Outcomes of Education,Data Collection,Data Use,Research Methodology,Data Analysis,Educational Attainment,Regression (Statistics),Item Response Theory,Statistical Distributions,Scores,Vocational Interests,Well Being

The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) is a follow-up study with students who participated in PISA 2012 in the United States. The study is designed to measure how performance on PISA 2012 relates to subsequent measures of outcomes and skills of young adults on an online assessment, Education and Skills Online (ESO). PISA is administered in the United States every 3 years, and is intended to measure the mathematics, science, and reading literacy skills of students who are approaching the end of compulsory schooling, at approximately age 15 when the majority of these students are in the 10th grade. The second set of data needed for the PISA YAFS study was conducted in 2016, approximately 3.5 years after PISA 2012. This technical report provides information related to the PISA YAFS data collection with a focus on what it purports to measure, data processing and weighting, linking to U.S. PISA 2012 data, and how to use the data files. This document is organized into eight sections with appendixes, exhibits, and tables listed in the table of contents. [For the full report, &quot;2012-2016 Program for International Student Assessment Young Adult Follow-Up Study (PISA YAFS): How Reading and Mathematics Performance at Age 15 Relate to Literacy and Numeracy Skills and Education, Workforce, and Life Outcomes at Age 19. Research and Development Report,&quot; see ED613367.]
Unequal Opportunity Spreaders: Higher COVID-19 Deaths with Later School Closure in the U.S. EdWorkingPaper No. 21-377
Author: Rauscher, Emily
Date: 2021-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Correlation,Incidence,School Schedules,Time,Death,Counties,Racial Differences,African Americans,Poverty,Disadvantaged,Elementary Secondary Education,Ethnicity,Public Health,Social Bias

Mixed evidence on the relationship between school closure and COVID-19 prevalence could reflect focus on large-scale levels of geography, limited ability to address endogeneity, and demographic variation. Using county-level CDC COVID-19 data through June 15, 2020, two matching strategies address potential heterogeneity: nearest geographic neighbor and propensity scores. Within nearest neighboring pairs in different states with different school closure timing, each additional day from a county's first case until state-ordered school closure is related to 1.5%-2.4% higher cumulative COVID-19 deaths per capita (1,227-1,972 deaths for a county with median population and deaths/capita). Results are consistent using propensity score matching, COVID-19 data from two alternative sources, and additional sensitivity analyses. School closure is more strongly related to COVID-19 deaths in counties with a high concentration of Black or poor residents, suggesting schools play an unequal role in transmission and earlier school closure is related to fewer lives lost in disadvantaged counties.
The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying. EdWorkingPaper No. 21-436
Author: Bacher-Hicks, Andrew
Date: 2021-07-00
Type: Reports - Research
Subjects: Bullying,COVID-19,Pandemics,Computer Mediated Communication,School Closing,Online Courses,Online Searching,School Schedules,Internet,Interpersonal Relationship,Interaction,Conventional Instruction

School bullying is widespread and has substantial social costs. One in five U.S. high school students report being bullied each school year and these students face greater risks of serious mental health challenges that extend into adulthood. As the COVID-19 pandemic forced most students into online education, many have worried that cyberbullying prevalence would grow dramatically. We use data from Google internet searches to examine changing bullying patterns as COVID-19 disrupted in-person schooling. Pre-pandemic historical patterns show that internet searches provide useful information about actual bullying behavior. Real-time data then shows that searches for school bullying and cyberbullying both dropped about 30-40 percent as schools shifted to remote learning in spring 2020. This drop is sustained through the fall and winter of the 2020-21 school year, though the gradual return to in-person instruction partially returns bullying searches to pre-pandemic levels. These results highlight how in-person interaction is an important mechanism underlying not only in-person school bullying, but also cyberbullying. We discuss how this otherwise damaging shock to students and schools provides insight into the mixed impact of the pandemic on student well-being.
A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya. EdWorkingPaper No. 21-432
Author: Schueler, Beth E.
Date: 2021-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Intervention,Teaching Methods,Grade 3,Grade 5,Grade 6,Telecommunications,Teacher Student Relationship,Mathematics Instruction,Mathematics Achievement,Tutoring,Elementary School Teachers,Elementary School Students,Program Effectiveness,Student Attitudes,Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,Accountability

COVID-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly math-focused intervention--5-minute accountability checks or 15-minute mini-tutoring sessions--or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most. [Innovations for Poverty Action (IPA) provided funding for this report.]
Changing Patterns of Growth in Oral Reading Fluency during the COVID-19 Pandemic. EdWorkingPaper No. 21-391
Author: Domingue, Benjamin W.
Date: 2021-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Oral Reading,Reading Fluency,Reading Skills,Age Differences,School Closing,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,Achievement Tests,Reading Tests,Elementary School Students,Grade 1,Kindergarten,Grade 2,Grade 3,Grade 4,Grade 5,Achievement Gains,School Schedules,School Districts,Attendance,Grade 6,Grade 7

Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading ability during the pandemic in more than 100 U.S. school districts. Effects were pronounced, especially for Grades 2-3, but distinct across spring and fall 2020. While many students were not assessed in spring 2020, those who were seemed to have experienced relatively limited or no growth in ORF relative to gains observed in other years. In fall 2020, a far more representative set of students was observed. For those students, growth was more pronounced and seemed to approach levels observed in previous years. Worryingly, there were also signs of stratification such that students in lower-achieving districts may be falling further behind. However, at the level of individual students, those who were struggling with reading prior to the pandemic were not disproportionately impacted in terms of ORF growth. This data offers an important window onto how a foundational skill is being affected by COVID-19 and this approach can be used in the future to examine how student abilities recover as education enters a post-COVID paradigm.
Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions. EdWorkingPaper No. 21-424
Author: Demszky, Dorottya
Date: 2021-06-00
Type: Reports - Research
Subjects: Interpersonal Communication,Teacher Student Relationship,Discourse Analysis,Measurement Techniques,Mathematics Education,Computation,Classification,Case Studies,Correlation,Models,Scores,Prediction,Dialogs (Language),Classroom Communication

In conversation, &quot;uptake&quot; happens when a speaker builds on the contribution of their interlocutor by, for example, acknowledging, repeating or reformulating what they have said. In education, teachers' uptake of student contributions has been linked to higher student achievement. Yet measuring and improving teachers' uptake at scale is challenging, as existing methods require expensive annotation by experts. We propose a framework for computationally measuring uptake, by (1) releasing a dataset of student-teacher exchanges extracted from US math classroom transcripts annotated for uptake by experts; (2) formalizing uptake as pointwise Jensen-Shannon Divergence (pJSD), estimated via next utterance classification; (3) conducting a linguistically-motivated comparison of different unsupervised measures and (4) correlating these measures with educational outcomes. We find that although repetition captures a significant part of uptake, pJSD outperforms repetition-based baselines, as it is capable of identifying a wider range of uptake phenomena like question answering and reformulation. We apply our uptake measure to three different educational datasets with outcome indicators. Unlike baseline measures, pJSD correlates significantly with instruction quality in all three, providing evidence for its generalizability and for its potential to serve as an automated professional development tool for teachers.
Life Journey through Autism: An Educator&apos;s Guide to ASD (Level 1 Supports)
Author: Organization for Autism Research
Date: 2017-00-00
Type: Guides - Classroom - Teacher
Subjects: Autism,Pervasive Developmental Disorders,Inclusion,Student Needs,Elementary Secondary Education,Symptoms (Individual Disorders),Peer Relationship,Bullying,Social Development,Parent School Relationship,Individualized Education Programs,Teamwork,Teaching Methods,Severity (of Disability),Students with Disabilities,Student Behavior,Teacher Role,Cooperative Planning,Behavior Modification,Transitional Programs,Perceptual Impairments,Assistive Technology,Self Advocacy,Asperger Syndrome

Autism Spectrum Disorder (ASD) is a complex group of disorders that present numerous challenges within the inclusive classroom setting. This book provides guidelines for meeting the level 1 support needs of the child with ASD in your class, from elementary to high school. Specifically, the guide contains information on: (1) Understanding common characteristics of ASD (Level 1 Supports) and how they affect children differently in the classroom; (2) Promoting positive social goals and educating peers to avoid bullying; (3) Collaborating with parents and the student's IEP team; and (4) Implementing strategies to better facilitate learning in the student with ASD (Level 1 Supports). [This guide is a revision and update of &quot;Life Journey Through Autism: An Educator's Guide to Asperger Syndrome&quot; (ED508621). This guide was produced with Danya International.]
Online Transformational Learning to Develop Egyptian EFL Prospective Teachers&apos; Pedagogical Skills during COVID-19 Pandemic
Author: Ghoniem, Nahed Mohammed Mahmoud
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Language Teachers,Preservice Teachers,School Closing,Online Courses,Teaching Skills,Practicums,Student Attitudes,Transformative Learning,Pedagogical Content Knowledge,Student Evaluation,Asynchronous Communication,Cooperative Learning,Student Journals

The spread of COVID-19 pandemic has resulted in schools' closing. Egyptian prospective teachers did not have enough time to continue the actual teaching practicum in schools as a prerequisite of their preparation program. The current study aims to explore the effectiveness of online transformational learning in developing EFL prospective teachers' pedagogical skills during COVID-19 Pandemic. Based on an interpretive paradigm, this mixed method study aimed at probing into the perceptions of Egyptian EFL prospective teachers of transforming actual teaching practicum into online one. Data collection was based on a sequential mixed methods approach; thus, in the first phase of the study, the researchers administered a pedagogical skills observation checklist and a teaching practicum course manual for EFL prospective teachers in the third year English section at the Faculty of Education of Menoufia University in Egypt (n=33). In Phase Two, 15 EFL prospective teachers completed a reflective journal. Data were analyzed quantitatively and qualitatively. The findings of the current study indicated the effectiveness of the online transformational learning in enhancing EFL prospective teachers' pedagogical skills.
An Overview of Coal and the Economy in Appalachia: Fourth Quarter 2020 Update
Author: Bowen, Eric
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Fuels,Mining,Geographic Regions,Employment,Unemployment,Population Trends,Counties,Population Distribution,Income,Poverty,Educational Attainment,Health,Productivity,Labor Force,Mortality Rate,Higher Education

&quot;An Overview of Coal and the Economy in Appalachia,&quot; a report commissioned by the Appalachian Regional Commission, details major trends in coal employment and production in the Appalachian Region over the past two decades. The report examines where employment and production losses have been concentrated within the Region, and also what might be driving these declines. Furthermore, the report also explores the variation in socioeconomic indicators -- labor force, population, income, education, and health -- by mining and non-mining counties within Appalachia.
Preparing for the Student of 2024. APPA Thought Leaders Series 2020
Author: APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR)
Date: 2020-00-00
Type: Reports - Research
Subjects: College Students,Student Characteristics,Nontraditional Students,Expectation,Educational Experience,Educational Trends,Futures (of Society),Influence of Technology,Higher Education,Educational Cooperation,Student Personnel Services,Outcomes of Education,Master Plans,Educational Facilities Improvement,Technology Integration

The 2020 Thought Leaders report, &quot;Preparing for the Student of 2024,&quot; focuses on students entering higher education in the next decade, being the most diverse incoming class in higher education history--and the vanguard of an increasingly diverse generation. They will have been raised with technology from birth and will consider online interaction as natural as breathing. They will be alert to the importance of mental health and wellness, both in themselves and in their peers. They will have low tolerance for slow administrative processes. They will expect their professors to teach in engaging, interactive ways and make smart use of technology. They will expect a lot of themselves. They will expect a lot of their institutions. They will know what they are paying for their education, and they will demand every penny's worth. Is today's campus ready for these students? The answer: Yes--and no. Higher education is moving in the right direction, but it faces unprecedented demands and challenges. We are only now beginning to understand that the old normal is never coming back. We must find ways to adapt to a new normal and a new set of expectations from our future students. [For the 2019 report, &quot;Innovation in an Age of Disruption,&quot; see ED602486.]