ethanporcaro/eric-fulltext-meta huggingface dataset:
We Are What We Eat: A Literature Review and Research Proposal for Culturally Responsive Pedagogy within Career and Technology Education
Author: Dawson, Katz
Date: 2023-05-08
Type: Information Analyses
Subjects: Culturally Relevant Education,Vocational Education,Secondary School Teachers,Family and Consumer Sciences Teachers,Foreign Countries,Indigenous Knowledge,Faculty Development,Lesson Plans,Foods Instruction

This literature review and accompanying research proposal were developed to identify and begin the process of addressing a gap in established pedagogical practices and academic literature. Specifically, the work asks: How are secondary Foods Studies and Home Economics teachers addressing the needs of culturally diverse and non-hegemonic populations within their classrooms? This review includes a thorough look at the history of Culturally Relevant Pedagogy, the unique pedagogical position of Career and Technology Education broadly and the Euro-centric Home Economics curriculum in Alberta, Canada specifically, and examines the significant possibilities for Foods Studies classes to support and enhance diverse ways of constructing and displaying knowledge and understanding. The review pays particular attention to supporting Indigenous ways of knowing and being with examples from American university lessons and classes. The literature also makes clear the need for long term, consistent, and engaging professional development to enhance educators' classroom and lesson planning skills. The proposed research includes the use of modified versions of previously developed surveys and qualitative action research with identified classrooms and educators to determine Alberta Foods Studies teachers' current successes in supporting Culturally Relevant Pedagogy in order to create and promote professional development that would align educators' practices across Alberta.
Participant Perspectives on Education and Training Vouchers: How Young People with Foster Care History Experience the Education and Training Voucher Program. Research Report
Author: Coffey, Amelia
Date: 2023-03-00
Type: Reports - Research
Subjects: Postsecondary Education,Foster Care,Barriers,Paying for College,Vocational Education,Student Financial Aid,Access to Information,Eligibility,Student Motivation,Student Experience,School Personnel,Role,Program Effectiveness,Academic Aspiration,Occupational Aspiration

Postsecondary education is associated with achieving economic self-sufficiency and other positive outcomes. Young people in foster care face challenges pursuing postsecondary education, which can lead to them being less likely than their peers to enroll in college and less likely to earn a degree when enrolled. One federal initiative meant to address this issue is the Chafee Education and Training Voucher (ETV) program. The ETV program was created through a 2001 Congressional amendment to the 1999 John H. Chafee Foster Care Independence Act. This report highlights the experiences of young people who have experienced foster care and received ETVs to help fund their postsecondary education. Eighty-one young people in nine states were interviewed. [This report builds on work originally funded by the US Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation.]
Parents and Caregivers Support Social and Emotional Learning at Home and in Schools. ACT Research. Issue Brief
Author: Daley, Nola
Date: 2023-04-00
Type: Reports - Research
Subjects: Social Emotional Learning,Parent Attitudes,College Entrance Examinations,Emotional Development,Social Development,Skill Development,Family Role,School Role,Educational Finance,Resource Allocation,School Districts

Social and emotional (SE) skills are interpersonal, self-regulatory, and task-related behaviors that are important for adaptation to and successful performance across all domains of life, including education and workplace settings (Casillas et al., 2015). Family engagement affects the development of these important skills (Brooks &amp; Lambert, 2019). As such, parents and caregivers are viewed as an integral part of social and emotional learning (SEL). For instance, the Collaborative for Academic, Social, and Emotional Learning (CASEL) includes families and caregivers as part of their model of SEL (2023). Given the importance of family involvement, a growing number of studies have examined the perceptions of family members toward SEL. For example, studies have found that parents support teaching students SE skills in schools (Committee for Children, 2022; Daley et al., 2002; Horowitz, 2022; National PTA, 2022). Additionally, parents perceive SEL positively (Committee for Children, 2022; Murano et al., 2022) and think SE skills are important to develop (Daley et al., 2021). These positive perceptions suggest that caregivers are generally supportive of SEL. To examine this support more directly, the current study surveyed caregivers of high school students.
Alignment of Graduation Requirements with the Profile of a Graduate
Author: Drake, Linda
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: High School Students,High School Graduates,Student Characteristics,Profiles,Graduation Requirements,Credits,Mastery Learning,Alignment (Education),College Readiness,Career Readiness,Competency Based Education

As directed by SSB 5249 (Chapter 144, Laws of 2021), the state's Mastery-based Learning (MBL) Work Group developed a Washington State Profile of a Graduate describing the cross disciplinary skills a student should have developed by the time they graduate high school. The Legislature charged the State Board of Education (SBE) with reviewing the Profile of a Graduate and submitting a report to the Legislature in December 2022 with findings and recommendations. To inform the process of developing the recommendations for aligning graduation requirements with the Profile of a Graduate, the SBE held two series of listening sessions, in the spring to identify areas for recommendations, and in the fall to review draft recommendations. In developing these recommendations, the SBE was asked to consider the relationship between credits and core subject area requirements; potential changes to the requirements; and how the components of the diploma can work together better as a system. The recommendations along with SBE's budget request, respond to the findings developed through research on graduation pathways and through engagement with students, parents, and partners. These recommended changes would result in an education system and a system of graduation requirements that would be more flexible and relevant and would more clearly connect each student's learning to their individual goals for their education and career after high school.
Graduation Pathway Options Report. [2022]
Author: Washington State Board of Education
Date: 2022-00-00
Type: Reports - Research
Subjects: High School Graduates,Graduation Rate,Advanced Courses,Vocational Education,Aptitude Tests,Tests,Educational Change,Equal Education,Educational Improvement,Barriers,Graduation,Educational Attainment

This report contains three parts: the &quot;Graduation Pathway Options Report&quot; with Foreword by the State Board, &quot;Washington Graduation Pathway Options: Stakeholder Feedback Project Year 3, Volume I,&quot; and &quot;Washington Graduation Pathway Options: Stakeholder Feedback Project Year 3, Volume II.&quot; The graduation pathway is one of three required components for earning a high school diploma. Graduation pathway options include tests and advanced courses in English language arts and math, Career and Technical Education course sequences, and the military vocational aptitude test (Armed Services Vocational Aptitude Battery). In anticipation of potential barriers, the Legislature charged the State Board of Education with researching the first three years of pathways implementation to identify barriers and provide recommendations for changes to the existing pathways and additional pathways options. While implementation was disrupted by the COVID-19 pandemic, the research identified other challenges. Strobel Consulting collected District Survey, focus group and interview data during the third year of this three-year project to address: (1) Whether changes to the existing eight pathways should be made and what those changes should be; (2) The barriers schools and districts have to offering all of the graduation pathways and recommendations to eliminate or reduce those barriers for school districts; (3) Whether all students have equitable access to all of the graduation pathways and, if not, recommendations for reducing the barriers students may have to accessing all of the graduation pathways; and (4) Whether additional graduation pathways should be included and recommendations for what those pathways should be. In addition to what the statute required the report address, the year 3 scope of work was expanded to include the following : (1) How the High School and Beyond Plan is/was implemented in their school or district; (2) What improvements could be made to the High School and Beyond Plan to make it a better tool for students to plan their future after high school; (3) What improvements could be made to the High School and Beyond Plan to make it a better tool for students to make decisions about courses, graduation pathway options, other academic and career learning activities; (4) Relevancy of pathways, and how to make them more relevant; and (5) Alignment of pathways to Profile of a Graduate.
Enhancing Cognitive Development in Learning Chemical Symbol and Periodicity through Instructional Game
Author: Aliyu, Hassan
Date: 2021-09-00
Type: Journal Articles
Subjects: Cognitive Development,Chemistry,Science Instruction,Comparative Analysis,Teaching Methods,Reliability,Correlation,Multimedia Instruction,Visual Aids,Scientific Concepts,Concept Formation,Instructional Effectiveness,Science Tests,Test Items,Knowledge Level,Educational Games,Educational Technology,Secondary School Students

A digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic representations. Thus, the study intended to investigate the effectiveness of the instructional game in enhancing students' cognitive development in learning chemical symbols and periodicity of elements. An instructional tool called Symperiod Board Game) The study was designed and developed, containing 20 test items distributed in three different levels in order of complexity from simple to complex. The between-group experimental research design was adopted for this study in which 20 Form IV students distributed into four groups was selected. The alpha value 0.830 of the Pearson correlation coefficient determines the strength of the instrument's reliability, hence used for data collection. The data obtained were analyzed using descriptive statistics, and the results indicated that the cognitive development of the respondents' increases as students play the instructional game from level 1 to 3. Thus, the study reveals that a learner cannot understand a concept if he/she does not first remember it; similarly, he/she cannot apply knowledge and concepts if he/she does not understand them. It is imperative to conclude that the poor performance of students in chemistry can be associated with the quality of instruction provided by the teacher during classroom instructions.
Gender Sensitivity in Textbooks in Secondary Education in Bhutan
Author: Dorji, Tshewang
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Stereotypes,Sex Fairness,Textbook Content,Content Analysis,Gender Bias,Illustrations,Textbook Preparation,Curriculum Design,Secondary Education,National Curriculum,Learning Activities

This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
Social Interaction and Academic Performance of Construction Management Students
Author: Nguyen, Bao Ngoc
Date: 2021-09-00
Type: Journal Articles
Subjects: Construction Management,Construction Industry,Social Networks,Academic Achievement,Visual Aids,Network Analysis,Outcomes of Education,Measurement,Correlation,Peer Relationship,Undergraduate Students,Case Studies,Interpersonal Relationship,Rating Scales,Friendship,State Universities,Student Attitudes,Foreign Countries

Social interaction between students is a crucial but under-researched part of the education realm. Understanding how connections form in university classes and their effects on learning outcomes may provide extraordinary knowledge for researchers, educators, and policy-makers. This paper collected data from the questionnaire survey and then processed them with Gephi software to produce visualization and measurement. Initial results seem to indicate a significant correlation between students' connectedness and academic performance in one class. However, in another class, the results show a contrasting situation as there is no evidence that social network attributes impact learning performance. Taken together, these results would seem to suggest that the characteristics of the network should be judged on a case-by-case basis, and large-scale SNA analyses have been rarely reported. This present study provides a springboard for a new way to shed some light on classmates' interconnection. Using a similar approach to this article, it is believed that there is ample opportunity to study the association between classmate connectedness and career success. Research techniques and approaches around Social Network Analysis are expected to evolve further in the foreseeable future.
How Were Student Loan Borrowers Affected by the Pandemic? An Essay for the Learning Curve
Author: Chingos, Matthew
Date: 2023-01-00
Type: Reports - Research
Subjects: Loan Repayment,Student Financial Aid,COVID-19,Pandemics,Federal Legislation,Money Management,Debt (Financial),Income,Social Differences

The US Supreme Court will hear arguments next month about whether President Biden has the authority to forgive up to $20,000 in student debt for millions of borrowers. Part of the Biden administration's legal argument rests on the claim that borrowers as a group were made worse off financially by the pandemic. Urban Institute's analysis indicates that most borrowers are currently in a similar or stronger financial position than they were in 2019, but there are warning signs that many borrowers will be in a weaker position once the payment pause ends. Key findings from this report include: (1) Most borrowers said they were doing at least as well financially in 2021 as they were before the pandemic; (2) Credit records also show financial improvement; and (3) The role of the payment pause is unclear, as is what will happen when payments resume.
Academic Stress Level Determination among College Students in Times of COVID-19 Pandemic: Basis for an Intervention Scheme
Author: Licayan, Rodrigo C., Jr.
Date: 2021-09-00
Type: Journal Articles
Subjects: Stress Variables,College Students,COVID-19,Pandemics,Blended Learning,Foreign Countries,Fear,Self Efficacy,Failure,Teacher Student Relationship,Educational Resources,Barriers

This study measured the level of academic stress among students regarding personal inadequacy, fear of failure, interpersonal difficulties with teachers, and inadequate learning resources in times of COVID-19 pandemic Using a descriptive-comparative approach. Slovin's formula was used to identify the respondents with a stratified random sampling technique to generate the required sample size of the study. The results revealed that the level of academic stress in times of the COVID-19 pandemic is high. It is also revealed that there is no significant difference in the level of academic stress when respondents are grouped according to sex, year level, and the number of hours spent for modular learning per day and provided significant difference when grouped according to course. Demographic profiles show that most of the students belong to the poor classification of monthly family income and with a low allowance for internet subscriptions. It also shows that with the intensity of requirements in the course pack, most students allocated many hours to answer the lessons per day. Present findings suggest that the institution must address intervention schemes through academic and non-academic services.
An Investigation on the Preference Approach in Experiencing Open and Distance Learning Methods
Author: Nujid, Masyitah Md.
Date: 2021-09-00
Type: Journal Articles
Subjects: Preferences,Open Education,Distance Education,COVID-19,Pandemics,Teaching Methods,Universities,Undergraduate Students,Student Attitudes,Online Courses,Social Media,Computer Mediated Communication,Foreign Countries

Open and distance learning (ODL) has become an alternative in teaching and learning (T&amp;L) while the COVID-19 pandemic crisis struck the world globally in December 2019. However, the preferred tool and platform to be chosen in the transition period among students remain uncertain. The purpose of this study was to assess and investigate the effect of T&amp;L preference techniques and technologies chosen by employing ODL in universities during the pandemic. This research adopted a descriptive approach and a quantitative survey was used to collect the necessary data. The questionnaire consisted of 14 questions and was separated into two parts: demographic information and undergraduate students' preference towards online class technology during the COVID-19 pandemic. Four themes and 16 sub-themes were identified in the set of questions in the survey. The results of the analysis revealed that ODL is the preferred method with WhatsApp social media platform as the medium for communication between educators and learners. Educators might consider devoting additional attention to improving teaching and learning practices in open and distance learning in choosing the right approaches and platform to be used through online and offline classes.
A Narrative Study of Science Teaching Methods and Techniques in the New Normal
Author: Florungco, Jastine Kent
Date: 2021-09-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Online Courses,COVID-19,Pandemics,Web Based Instruction,Teacher Competencies,Educational Assessment,Foreign Countries

This study aims to discover the different techniques teachers use in delivering lessons in an online class. Teachers are still adjusting to the effects of the pandemic on the education system, particularly on the delivery of learning online. It was revealed that educators tend to test various techniques in teaching the learners' competencies. Assessments play a key role in dictating the success of these methods, which is why teachers are seemed to be very cautious in conducting quizzes and exams because these may be prone to cheating since it is online nature. On the other hand, the ongoing internet issues still hound the system here in the country.
Toward Pay Equity: A Case Study of Washington, DC&apos;s Wage Boost for Early Childhood Educators
Author: Greenberg, Erica
Date: 2023-06-00
Type: Reports - Research
Subjects: Early Childhood Teachers,Salary Wage Differentials,Promotion (Occupational),Teacher Salaries,Leaders,Advocacy,Partnerships in Education,Child Care Centers,Child Care,Administrators,History,Program Implementation,Success,Barriers,Objectives,Gender Discrimination,Racism

The District of Columbia Early Childhood Educator Pay Equity Fund provides large and sustainable wage supplements for early childhood educators working in child care. Synthesizing qualitative evidence from 11 key informants, including DC early childhood education leaders, advocates, and implementation partners; 39 parents and legal guardians of young children enrolled in licensed DC child care facilities; and 29 child care center directors and home and expanded home providers, this case study highlights the historical context behind the Pay Equity Fund, the vision and goals of the fund, early implementation successes and challenges, and future goals. These findings can inform jurisdictions across the country as they design and implement compensation improvements for the child care workforce.
Adaptation to New Normal Conditions: Students Physics Learning Outcomes Using the Blended Learning Model
Author: Rizaldi, Dedi Riyan
Date: 2021-09-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Comparative Analysis,Learning Processes,Outcomes of Education,Blended Learning,Science Tests,Grade 11,Secondary School Students,Islam,Religious Schools,Teaching Methods,Science Achievement,Private Schools,Majors (Students),Foreign Countries,Online Courses

Mataram City, West Nusa Tenggara Province, has started a transitional period, including in the world of education. The transition to the new normal requires adjusting the learning process to prepare students to learn normally. This study aims to describe students' physics learning outcomes using a blended learning model. This research is a type of experimental research. The research design was pre-experimental with the type of intact group comparison, where this type of research divided one class into two treatment groups. The population in this study were 11th-grade students of private madrasah majoring in science in Mataram city. The research sample was 50 students who were divided into two groups. The two groups were given a different treatment, where group 1 was taught with a blended learning model, while group 2 was taught using an online learning model. The physics learning outcome data were obtained through the initial and final tests, which were then analyzed descriptively using the N-gain test to determine the achievement of the learning process. Based on the research that has been done, it is found that the group taught with the blended learning model has a mean value of 70.14 with an N-gain of 0.36 (included in the medium category), which indicates that the use of blended models can be used to adjust students during a period of transition to a new normal. The use of the blended learning model in the learning process is to accustom students to return to normal learning, namely face to face in madrasah. It was done to increase student motivation to learn during the COVID-19 pandemic.