ethanporcaro/eric-fulltext-meta huggingface dataset:
2013-2014 Social Emotional Learning (SEL) Update: Analysis of the Tri-Level Program Implementation Rubric. DRE Publication #13.91 RB
Author: Lamb, Lindsay M.
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Program Implementation,Scoring Rubrics,School Districts,Program Evaluation,Validity,Reliability,Scores,Outcome Measures,Elementary Schools

Austin Independent School District (AISD) Social Emotional Learning (SEL) coaches rated schools on the degree to which they implemented 10 domains believed to best exemplify program goals. This study examines the validity and reliability of the implementation rubric they used. A separate full report also was published. [For the full report, see ED626391.]
2013-2014 Social Emotional Learning (SEL) Update: Analysis of the Tri-Level Program Implementation Rubric. DRE Publication #13.91
Author: Lamb, Lindsay M.
Date: 2014-12-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Implementation,Scoring Rubrics,School Districts,Program Evaluation,Validity,Reliability,Scores,Outcome Measures,Educational Environment,School Readiness,Elementary Schools

Austin Independent School District (AISD) Social Emotional Learning (SEL) coaches rated schools on the degree to which they implemented 10 domains believed to best exemplify program goals. This study examines the validity and reliability of the implementation rubric they used. A separate research brief report also was published. [For the research brief, see ED626390.]
Partnering to Promote Equity and Digital Learning
Author: Wiley, K.
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Theory Practice Relationship,Electronic Learning,Program Design,Program Effectiveness,Student Attitudes,Academic Achievement,Introductory Courses,Equal Education,College Students,Program Implementation,Educational Practices

This report describes a 15-month collaboration between three Every Learner Everywhere partner organizations (Achieving the Dream, the American Association of Public and Land-grant Universities [APLU], and Digital Promise) and five colleges, all engaged in a research-practice partnership (RPP) around enhancing equity and digital learning in gateway courses. The report describes the key features of research-practice partnerships, the design choices made for this Equity and Digital Learning RPP, the process of establishing the RPP, RPP activities both within and across institutions, and data on student perceptions and academic performance in the target courses before and after the RPP activities.
Toward Racial Justice in California&apos;s Education Systems: An Introduction to Policy Spanning K-12 and Higher Education
Author: Nodine, Thad R.
Date: 2022-09-00
Type: Guides - General
Subjects: Racism,Social Justice,Equal Education,Elementary Secondary Education,Barriers,State Policy,Leadership Responsibility,Educational Policy,Governance,Higher Education

Since the efforts to be made in education equity follow the entire student pathway, this guide seeks to advance a public dialogue about and action toward racial justice across the state's public schools, colleges, and universities. In supporting dialogue and action, this guide also seeks to model it. The model used is borrowed from the California Education Policy Fellowship Program (EPFP), which convenes a group of education leaders annually to meet and network several times during the year. These professionals work in K-12 schools, higher education, government agencies, and nonprofit organizations. They include teachers, faculty, staff, administrators, researchers, and policy specialists. They come together from across their roles in education to: (1) identify and discuss broad challenges and opportunities facing education in California; (2) examine student data and research that can inform these deliberations; (3) expand their knowledge of state, system, and institutional policy across K-12 and higher education; and (4) diversify their statewide networks to take advantage of opportunities for educational advancement in California. [Foreword written by Christopher J. Nellum. This report was written for the California Education Policy Fellowship Program (EPFP).]
Investigation of the Relationship between Participation in Recreational Activities and Sensation Seeking among University Students
Author: Tukel, Yalcin
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Recreational Activities,Sensory Experience,Simulation,Leisure Time,Satisfaction,Gender Differences,Grouping (Instructional Purposes),Athletics,Art Activities,Cultural Activities,Interpersonal Relationship,Foreign Countries

The aim of this study is to investigate the relationship between the quality and quantity of university students' participation in recreational activities and sensation seeking. The study was conducted among 478 university students through a causal-comparative research design. The participants were obtained through convenience sampling method which is one of the techniques of probability sampling. The study employed the Questionnaire for Participation in Recreational Activities, Leisure Satisfaction Scale and Sensation Seeking Scales to collect data for this research. In the evaluation of the data, along with descriptive statistics, Independent Samples t-Test and ANOVA were used. To determine the relationship between leisure satisfaction and sensation seeking, Pearson Correlation test and to determine the impact Regression analysis were used. The findings revealed no significant difference between leisure satisfaction and sensation seeking among university students in terms of gender and year of study. Another finding showed that, while there was a significant difference between participation in active sports, social, artistic and cultural activities and leisure satisfaction, no significant difference was found for sensation seeking. Finally, students' sensation seeking significantly affected their leisure satisfaction. [For the full proceedings, see ED626375.]
Efficacy Analysis of Zearn Math in Nebraska
Author: Szatrowski, Alisa
Date: 2022-09-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Mathematics Achievement,Scores,Elementary School Mathematics,Achievement Gains,Student Characteristics

Analysis of consistent Zearn Math users and a comparable group of low- or non-users, across 6 districts in Nebraska, shows that students who used Zearn Math consistently had higher levels of academic growth than similar students with low- or no-usage. For this analysis, 784 students who completed an average of 3+ Zearn Math lessons per week, during the 2021-2022 school year, were matched to similar students who completed fewer than one lesson per week using the quasi-experimental method Coarsened Exact Match (CEM). Consistent users were matched to low- or non-users on pre-Nebraska Student Centered Assessment System (NSCAS) scores in English and Math, grade, and seven academic or demographic factors. In comparison to matched low- or non-users, consistent Zearn Math users gained an additional 25 scale score points on the NSCAS (effect size=0.40) and were more likely to increase their proficiency level. Results were consistent across historically marginalized subgroups. [This report was published by Zearn.]
Preliminary Results: Potential Reasons for Decrease in College Enrollment Rate for Specific AISD Student Populations. Publication 13.94 RB
Author: Neal, Micki
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: College Attendance,Enrollment Trends,Declining Enrollment,Educational Trends,Trend Analysis,School Districts,Economically Disadvantaged,Student Characteristics,Gender Differences,Teacher Student Relationship,Race,Ethnicity,School Personnel,Interpersonal Relationship,High School Graduates

Consistent with national trends, postsecondary enrollment for AISD's Class of 2012 declined across all student groups. This report examines predictive factors for enrollment among specific groups of students.
Online Teaching and Learning at Primary School during COVID-19 Pandemic: Exploring Parents and Teachers&apos; Voices
Author: Kadir, Rahmawaty
Date: 2022-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Elementary School Teachers,Teacher Attitudes,Parent Attitudes,Elementary Education,School Closing,High School Teachers,High School Students,Access to Computers,Internet,Costs,Barriers,Foreign Countries

This study intends to explore Indonesian primary school teachers' and parents' perceptions of online learning and teaching in the COVID-19 pandemic situations. Particularly, this study intends to identify the significant challenges encountered by the Indonesian teachers and students' parents during the sudden shift of teaching and learning. Semi-structured interviews with a series of open-ended questions were used to collect information. Eleven teachers and students' parents from public high schools in Gorontalo province participated in this study. The results indicate that lack of technological devices and the cost of internet data connections are among the problems faced by teachers and parents. Ultimately, several recommendations were suggested for better action and successful implementation of online learning, particularly in underdeveloped areas in the eastern part of Indonesia.
The Study of the Relationships among Participation in Recreation Activities, Life Satisfaction and Happiness in University Students
Author: Tukel, Yalcin
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Recreational Activities,Life Satisfaction,Cultural Activities,Psychological Patterns,Team Sports,Art Activities,Measures (Individuals),Correlation,Undergraduate Students,Student Attitudes,Grounded Theory,Foreign Countries,Student Participation

The aim of the present study is to examine the relationships among university students' participation in recreation activities, life satisfaction and happiness. The study was conducted with 460 university students based on the causal comparison pattern. The Survey of Participation in Recreation Activity, Life Satisfaction and Happiness scales were used to collect the data of the study. According to the research findings, no significant difference was found in terms of university students' life satisfaction and happiness levels depending on their participation in sports activities. On the other hand, it was observed that the happiness levels of the students who participated in social activities and those who participated in artistic and cultural activities were significantly high. Finally, significant differences were found in terms of the number of students participating in recreation activities regarding their happiness levels. [For the full proceedings, see ED626375.]
The Role of the Supervisor on Developing PhD Students&apos; Skills
Author: Almusaed, Amjad
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Doctoral Students,Skill Development,Student Teacher Supervisors,Teacher Role,Knowledge Level,Depression (Psychology),Anxiety,Expectation,Student Research

Essentially, supervision is the act of looking over the work of another person who absences full knowledge of what they are doing, or the concept at hand. The problem of developing PhD students research skills in institutes has become one of the most critical issues related to research institutes, where interest in the scientist's personality increases, it is noted that it is the individual possessing the basics and skills of a research nature that is capable of self-realization, the creation of new technologies, the transformation of social reality. Supervisory modality, function, and approaches are interrelated to the responsibilities of a supervisor. It can be divided into four sets: those related to the progress of the candidate, mentoring, coaching in the study subject, study methodology, and how to write the thesis and sponsorship of the student's involvement in academic or regular exercise. Respectable supervisory applies aid students to achieve their potential and add to the University's research outline. A good supervisor cannot be a scientific adviser on topics on which he does not have in-depth specialized knowledge. It is possible to find an explanation for the fact that the supervisor leads PhD students in various scientific specialties. The aim of this study is to investigate the supervisor's part in doctoral students working practice. [For the full proceedings, see ED626375.]
The Historical Development of the ECC and Why We Need It in Turkish Education System
Author: Islek, Önder
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Core Curriculum,National Curriculum,Visual Impairments,Children,Access to Education,Barriers,Curriculum Development,Special Education,Accessibility (for Disabled),Visually Impaired Mobility,Daily Living Skills,Orientation,Interpersonal Competence,Independent Living,Career Education,Assistive Technology,Sensory Training,Multisensory Learning,Self Determination

Like every child, children with visual impairments have the right to access education and become fully independent individuals. However, vision is one of the most essential senses to access information. Therefore, children with visual impairments face significant challenges in accessing information and participate into educational activities. This leads to a number of barriers for people with visual impairments in becoming fully independent individuals in everyday life . The aim of this paper is to provide an overview of how vision influence children with visual impairments, how they should be educated and what they should be educated about. This discussion leads on a further discussion if an additional curriculum, apart from the national curriculum, is needed for students with visual impairments in Turkey. Therefore, an overview of important developments in creating the Expanded Core Curriculum (ECC) in the USA is provided. Moreover, this paper will give an overview of each ECC area and discuss why the ECC is crucial in education and everyday life of people with visual impairments in Turkey.
Building a Better Data System for Teacher Supply, Demand, and Preparation: A Strategy for Addressing West Virginia&apos;s Teacher Shortage. Brief
Author: Fermanich, Mark
Date: 2022-00-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Teacher Certification,Teacher Education Programs,Diversity,Educational Quality,Best Practices,School Districts,Teacher Recruitment,Information Systems,Teacher Placement,Teacher Effectiveness,Teacher Persistence,Faculty Mobility,Elementary Secondary Education,Data Collection,Accountability,Statewide Planning

This study aimed to identify best practices for collecting and reporting state teacher supply and demand data. The study examined data systems for monitoring teacher demand and supply data, such as district position vacancies by certification area, candidate recruitment, and the performance and productivity of educator preparation programs. Information on supply and demand data systems best practices was collected through a literature review and interviews with a convenience sample of five West Virginia educator preparation programs and three teacher residency programs from across the country. The study found that effective state data systems tracked school district-level teacher certification areas in which there were shortages and overages of graduates and shared these data with the state's educator preparation programs. Other key data included measures of educator candidate diversity and quality, the quality of educator preparation programs, program graduate placement and effectiveness as teachers, and their retention in school districts and the teaching profession. The study highlights data system recommendations from the Council of Chief State School Officers and the National Council on Teacher Quality. Implementing high-quality teacher supply and demand data systems provides states with an effective tool for addressing teacher shortages. The report's appendices include examples of data reports from Colorado, Illinois, and Virginia.
Qualifying Students in Private and Public Schools from Apucarana for the OBMEP
Author: Garcez, Carolina Montanha
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Public Schools,Private Schools,Universities,Competition,Educational Improvement,Teaching Methods,Learning Processes,Mathematics Achievement,Mathematics Education,Foreign Countries,Logical Thinking,Thinking Skills,Skill Development,Student Interests,Scholarships,Student Improvement,School Community Relationship,Volunteers,Attitude Change,Student Attitudes,Engineering Education,Career Choice,Teaching (Occupation),Elementary Secondary Education,Grade 6,Grade 7,Grade 8,Grade 9,Program Descriptions

The university aims to form professionals through transmission and dissemination of knowledge, therefore, the Extension, as a tool of the universities, has a major role contributing to improvements in the learning and teaching process. The Extension projects are extremely important for The Federal Technological University of Paraná (UTFPR), since they increase the scope of citizens, benefiting them with research and knowledge. The project 'Qualifying Students in private and public schools from Apucarana for the Brazilian Mathematical Olympics for Public and Private Schools (OBMEP)', was designed with the objective of developing logical thinking in students, that participate on the project, as well increasing their interest in mathematics through the application of various activities, thereby helping to reduce the discrepancies in the learning process. The project also has the purpose to increase the number of qualified students for the second phase and medalists of the Maths Olympics. The idea is to provide ways to entertain students, trying to introduce greater dynamics to their studies. In 2019, some students of the project were awarded scholarships by the Institutional Program of Scientific Initiation Scholarships (PIBIC Jr), in which the scholarship's holder help in the development of research at the university. During the project, significant improvements of the participating students were noted, both in the school's grade and in the results of the Maths Olympics. The project was indeed beneficial for everyone (students and volunteers) since there was personal and academic growth for those who were willing to teach. With the progress of this project, the importance of the University Extension for the community became evident, since it is keen to contribute to the intellectual and personal growth of each individual involved. [For the full proceedings, see ED626375.]
The Gaming Element Design of an Innovative Financial Learning Tool for Young Adult Learners
Author: Supathanarangsri, Thamakorn
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Vocational Schools,Students,Financial Education,Knowledge Level,Income,Satisfaction,Budgeting,Expenditures,Skill Development,Financial Literacy,Well Being,Learning Motivation,Instructional Design,Game Based Learning,Design

Empirical research methods were used to study the motivation factors that may persuade young adults in Thailand to learn finance. We aim to clarify the stimulus factors to acquire financial knowledge and stimulus factors to change financial behavior and demonstrate their importance to incorporate in the game design by integrating psychological theory and empirical findings from the survey of 135 students of Provincial Electricity Authority Electric Vocational School (PEAEVS) aged between 16-19 years old during April 2020. All responses were analyzed through factor analysis and regression analysis methods. The empirical study found seven factors that motivate and effectively facilitate financial education of these young adult learners: (1) awareness for the need of financial skills; (2) awareness for financial planning; (3) future uncertainty; (4) financial satisfaction; (5) communities support; (6) income satisfaction; and (7) keeping track of expenses and budgeting. Regression analysis concluded that the need for competency and income satisfaction are highly related to willingness to study financial skills and change financial behavior. The result will be integrated into a framework for further develop innovative financial learning tools. [For the full proceedings, see ED626375.]
2013-2014 Social Emotional Learning (SEL) Update. DRE Publication #13.82
Author: Lamb, Lindsay M.
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,School Districts,Program Effectiveness,Program Implementation,Partnerships in Education,Cohort Analysis,Achievement Tests,Prediction,Elementary Secondary Education,Student Attitudes,Outcomes of Education,Academic Achievement,Discipline,Educational Environment,Teacher Attitudes,Bullying,Faculty Development,Behavior Problems,Student Development,Student Evaluation,Kindergarten,Preschool Education

This report for school year 2013-2014 analyzes the effectiveness of AISD's SEL program considering program implementation and cohort. Examinations of program outcomes across cohort suggest the longer schools have participated in SEL, the more positive the outcome.
ACT Test Results Summary, 2013-2014. DRE Publication 13.84 RB
Author: Looby, Karen
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,Test Results,Scores,School Districts,English Instruction,Mathematics Achievement,Reading Achievement,Science Achievement,Educational Trends,Minority Group Students,College Readiness,Asian American Students,African American Students,Hispanic American Students,White Students,Racial Differences,High School Graduates

The 2014 ACT results for AISD students continued to improve this year. The district's average ACT composite score and all subject area scores exceeded the state and national averages. Highlights of the ACT results are presented in this report.
SAT Test Results Summary, 2013-2014. DRE Publication 13.85
Author: Looby, Karen
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,Scores,Trend Analysis,Educational Trends,School Districts,Comparative Analysis,Student Characteristics,American Indian Students,Hispanic American Students,Asian American Students,African American Students,White Students,Puerto Ricans,Achievement Gains,High School Students

The district's overall average SAT score of 1507 exceeded the state (1432) and the national (1497) averages. Highlights from the 2014 SAT test are provided in this report.