ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Saudi Women through Vocational Skills at Educated-Neighborhood Programs in the Time of COVID-19
Author: Alajlan, Sarah M.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Females,Womens Education,Marital Status,Vocational Education,Adult Education,COVID-19,Pandemics,Foreign Countries,Lifelong Learning,Program Descriptions,Neighborhoods,Empowerment,Educational Benefits,Labor Market

Educated-neighborhood programs are lifelong-learning projects created by the Saudi government to achieve a positive effect on the economic, social, and cultural factors. These programs provide various training skills that should support Saudi Vision 2030 and help adults to deal with their lives. Therefore, this study aimed to discover how much Saudi women were empowered through the vocational skills being taught at educated-neighborhood programs during the time of COVID-19. The research also determined if there was a statistically significant difference, by marital status and the number of courses, for the Saudi women's responses about their empowerment through vocational skills at the educated-neighborhood programs during the time of COVID-19. The collected data were analyzed using descriptive statistics; a self-developed questionnaire was utilized to collect data. The study's sample was female, adult, Saudi learners who were enrolled in Makkah. Saudi Arabia's educated-neighborhood programs to gain vocational skills. The results indicated that Saudi women were empowered with the vocational skills obtained at educated-neighborhood programs. Moreover, the findings showed that there were no statistically significant differences among the women's responses due to marital status. However, there were statistically significant differences among the women's responses based on the number of courses taken. The benefit of the direction was for women who took 5 or more courses. One recommendation from this study was that vocational skills should design in a way that can encourage and empower women for the labor market for the 21st century. [For the full proceedings, see ED613257.]
Optimizing High-Quality Digital Learning Experiences: A Playbook for Faculty
Author: Gunder, Angela
Date: 2021-06-08
Type: Guides - Classroom - Teacher
Subjects: Electronic Learning,Learning Experience,College Instruction,Minority Group Students,Curriculum Design,Course Content,Course Organization,Equal Education,Access to Education,Instructional Design,Educational Strategies,Media Selection,Course Evaluation,Student Evaluation of Teacher Performance,Teacher Expectations of Students,Teacher Student Relationship,Academic Support Services,Course Descriptions

High-quality digital learning experiences are built on the foundational principles of providing equitable, inclusive, accessible learning environments for all students. In addition, high-quality digital learning experiences are well-organized and thoughtfully designed. These experiences rely on instructional design principles and strategies to align learning outcomes with learning assignments, activities, and assessment practices. In these ways, high-quality digital courses provide robust learning experiences for students, not only through strategic design, but also through integrating intentional opportunities for community-building and interaction in the digital environment. Student and faculty feedback from remote teaching during the COVID-19 pandemic further revealed an equity gap and became a call to action to focus on optimizing the quality of digital learning experiences for minoritized students. As a result, more than ever before, it is now essential that faculty meet the learning needs of minoritized students through effective digital course design and teaching strategies. Building on these principles and the urgency to provide improved and equitable digital learning, the focus of this playbook is to help faculty strategically embed technologies with learning outcomes to amplify the effectiveness of student learning experiences, especially for minoritized students. Optimizing online learning experiences to ensure equity, inclusivity, and accessibility, particularly for minoritized students, is a continuous process with many benefits: (1) limiting potential academic disruption if the course modality unexpectedly shifts; (2) providing students course materials in efficient and accessible ways; (3) giving students more flexibility, control, and options regarding when and how they learn; and (4) allowing faculty to engage in the process of building their courses over time. &quot;Optimizing High-Quality Digital Learning Experiences: A Playbook for Faculty&quot; aims to guide faculty in thinking and designing strategically to amplify the opportunities the online environment provides in both their digital spaces and physical classrooms. By integrating teaching and design principles, this guide assists faculty in positively impacting student learning, especially for students who are minoritized because of race, gender, disability, or socioeconomic status.
A Hundred Years of Adult Education in Saudi Arabia
Author: Alzahrani, Yassir G.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Foreign Countries,Adult Literacy,Evening Programs,Community Programs,Summer Programs,Educational History,Higher Education,College Role,Social Development,Volunteers,Government Role,Program Development,Program Implementation,Age Differences,Gender Differences,Illiteracy,Social Change

The focus of this article is to highlight adult education in Saudi Arabia. It also investigates the roles of early official and volunteering initiatives that established the adult education and literacy system in Saudi Arabia. In addition, a brief overview of the development of adult agencies such as Night Literacy Schools and Adult Education Centers, Summer Campaign Program, and Social Development Centers in Saudi Arabia is discussed. This article focuses on the system of adult education and illiteracy in Saudi Arabia and how it developed through the 20th and the beginning of the 21st centuries. It also discusses the most important official plans to develop adult education and literacy such as the 20-year Plan. A brief history of adult education and literacy introduces how different adult education agencies have been created in Saudi Arabia. Each agency's vision, mission, and goals are covered as well as comparisons between them. The paper also reviews the innovative plans and strategies being used to enhance the awareness of the importance of adult education as well as some of the outcome of these innovations. Finally, it presents a brief overview of the role of higher education in supporting adult education in Saudi Arabia, and it discusses the recent university programs that provide graduate academic degrees in adult education. [For the full proceedings, see ED613257.]
Effectiveness of Idia Renaissance Skill Acquisition Programme among Women in Benin City
Author: Obidiegwu, Uche Josephine
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Females,Skill Development,Unemployment,Poverty,Crime,Adult Learning,Business,Job Skills,Government Role,Resilience (Psychology),At Risk Persons,Program Effectiveness,Cosmetology,Handicrafts,Empowerment

The study was carried out to access the activities of Idia renaissance skill acquisition programme in enhancing livelihood among women in Benin City. The need for the study arose as a result of the rising cases of unemployment, poverty, human trafficking, experienced in Benin City. The study was guided by four research questions and three null hypotheses. A descriptive survey research design was adopted for the study. The population of the study consisted of 150 women, 135 of them were adult learners who were registered in the programme, while 15 of them have graduated and established their businesses. The researcher used the entire population for the study because they were readily accessible and manageable, no sampling was done. The data for this study was obtained using a questionnaire. The findings revealed that IRSAP was effective in providing skills in hair dressing, cosmetology and bead making. It was recommended among others that the Government should expand and extend IRSAP programme to all the 18 local governments in the State. Finally, The State Government should continue to assist the trainees with micro credit loan after learning a skill at the Centre. This will encourage many vulnerable people in our society to enrol in the programme. [For the full proceedings, see ED613257.]
Education Borders in Atlanta. Research Report
Author: Monarrez, Tomas
Date: 2021-03-00
Type: Reports - Research
Subjects: Metropolitan Areas,School Segregation,Equal Education,Attendance Patterns,School Districts,School District Reorganization,School Location,School Demography,State Policy,Neighborhoods

School segregation is one of the most enduring inequities in US public education, reinforcing racial and ethnic gaps in academic and socioeconomic outcomes. School boundaries, whether between districts or between schools within a district, often help perpetuate school segregation in otherwise racially and ethnically diverse cities and neighborhoods. To understand which school boundaries contribute most to school segregation, we developed measurement tools to analyze school attendance boundaries and district borders. Using the Atlanta metropolitan area as a case study, we highlight how these tools help identify the borders that play the biggest role in perpetuating school segregation in the area. Our analysis is based on census data on residential demographics and geographic information systems data on school boundaries. We define unequal school boundaries as those in which there are stark demographic differences in the populations living on either side of the boundary, resulting in stark demographic enrollment differences between neighboring schools. Key Findings: (1) Atlanta has dozens of school boundaries delineating stark differences in residential composition on either side. In many cases, simply switching the orientation of a school boundary line (e.g., from north to south as opposed to east to west) would lead to large gains in racial and ethnic integration; (2) Racial and ethnic disparities occur both between school attendance boundaries in the same district and across school district borders. School attendance boundaries can be changed by school districts, but district borders are a matter of state policy. In the Atlanta metropolitan area, 7 of the 25 most-unequal school boundaries are district borders; and (3) The most unequal elementary school attendance boundary in the Atlanta metropolitan area lies between Ashford Park Elementary School and John R. Lewis Elementary School in Dekalb County, where a residential road divides the two school attendance zones. Ashford Park, north of the road, serves a neighborhood that is 80 percent white, while John R. Lewis, south of the road, serves a neighborhood that is 70 percent Hispanic and 9 percent Black. Addressing school segregation requires the work of local policymakers and stakeholders, as well as state and federal governments. Elevating local inequities generated by school boundaries is foundational for further research and discussion toward developing a sustainable solution to racial and ethnic inequality in public education. [This report was funded by the Charles Koch Institute.]
Confronting Anti-LGBTQI+ Harassment in Schools: A Resource for Students and Families
Author: US Department of Justice (DOJ), Civil Rights Division
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: LGBTQ People,Bullying,Educational Environment,Sex Stereotypes,Social Discrimination,Student Rights,Gender Bias,Gender Discrimination,School Safety,Elementary Secondary Education,Postsecondary Education,Sexual Harassment

Many students face bullying, harassment, and discrimination based on sex stereotypes and assumptions about what it means to be a boy or a girl. Students who are lesbian, gay, bisexual, transgender, queer, intersex, nonbinary, or otherwise gender non-conforming may face harassment based on how they dress or act, or for simply being who they are. It is important to know that discrimination against students based on their sexual orientation or gender identity is a form of sex discrimination prohibited by federal law. It is also important that LGBTQI+ students feel safe and know what to do if they experience discrimination. Public elementary and secondary schools, as well as public and private colleges and universities, have a responsibility to investigate and address sex discrimination, including sexual harassment, against students because of their perceived or actual sexual orientation or gender identity. When schools fail to respond appropriately, the Educational Opportunities Section of the Civil Rights Division (CRT) at the U.S. Department of Justice and the Office for Civil Rights (OCR) at the U.S. Department of Education can help by enforcing federal laws that protect students from discrimination. CRT and OCR can also provide information to assist schools in meeting their legal obligations. This resource shares examples of the kinds of incidents CRT and OCR can investigate, and provides a list of actions to take if a student experiences discrimination in school.
Evaluation of Preservice Turkish Language Teachers&apos; Text, Theme, and Acquisition Preferences and Questions They Prepare Regarding Acquisition in Designing Process of Reading Activities
Author: Dogan Kahtali, Bahar
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Second Language Learning,Second Language Instruction,Student Attitudes,Preferences,Learning Activities,Teaching Methods,Language Proficiency,Teacher Developed Materials,Lesson Plans,Foreign Countries,Teacher Education Programs,Undergraduate Students,Reading Instruction,Case Studies,Instructional Program Divisions,Turkish,State Universities

It is extremely important that teachers have the ability to develop their own materials and activities that address their students' competence and readiness levels, fields of interest, and needs in order to supplement existing textbooks. Also, these materials and activities should be directly objective-driven and well planned. Therefore, the process of gaining the ability to develop their own materials should start as soon as they enroll in teacher training institutions preservice teachers. For this purpose, efforts are made to provide preservice teachers with the ability to prepare lesson plans with different subjects during their undergraduate education. In this study, it is aimed to examine in depth the reading texts in the lesson plans prepared by preservice teachers taking the Reading Education course with regard to variables such as theme/subtheme selection, class level, text type and the compatibility of the text comprehension questions in the prepared activities with the cognitive level and acquisitions, and etc. Case study, a qualitative research method, was used in the study. The sample of the research consists of 73 preservice teachers who study in the Turkish language teaching department of the faculty of education at a state university located in east of Turkey, particularly the ones who are enrolled in the Reading Education course in the fall semester of the 2019-2020 academic year and attend the course regularly. The research data consists of the lesson plans prepared by the preservice teachers, their views on the process and the researcher's observation notes. Document analysis was used in the analysis of the data. The sixth and seventh grades were the most preferred grade levels by the preservice teachers while preparing a reading activity. The most preferred theme was the virtues. More than half of the participants preferred narrative texts. Although they prepared reading activities at different grade levels, they often included the same acquisitions in their plans and it can be noted that there was a significant congruence between the acquisitions and the activities. Considering the cognitive levels of the questions in the reading activities prepared by the participants, the questions were predominantly appropriate for the remembering level.
Determination of the Education Technology Competencies of Special Education Teachers
Author: Yilmaz, Yunus
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Competencies,Technological Literacy,Technology Integration,Educational Technology,COVID-19,Pandemics,Gender Differences,Ethics,Compliance (Legal),Students with Disabilities,Distance Education,Foreign Countries

The novel coronavirus (COVID-19) pandemic that started in December 2019 led to the closure of schools on a global level, and implementation of strict social distancing measures has led to rapid and prevalent changes in conventional forms of education and instruction. In this period where distance education is preferred in education processes, the education technology competencies of teachers have gained importance. In this context, this study aimed to determine the education technology competencies of special education teachers. The descriptive study included 114 special education teachers. The data were collected by using the &quot;Education Technology Competencies Scale for Teachers&quot; and analyzed by using the SPSS 25 package software. The maximum total score that could be obtained in the scale that was used in the study is 190. It was determined that, with the mean score of 155.27, the participants of this study had an education technology competency level of 81.72%. In this study which investigated the technological competencies of special education teachers, no significant difference was found based on the participants' gender, professional experience or areas of teaching. Considering the items in the dimensions of the scale, it was found that the male teachers were more competent in terms of technical knowledge on technology, while the female teachers used the technological knowledge they had more effectively in classes, instruction and materials, as well as in communication with both students and parents.
Teachers&apos; Views on Music Education Practices in Secondary Education in Distance Education during the COVID-19 Pandemic Process
Author: Gül, Gülnihal
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Teacher Attitudes,Secondary Education,Distance Education,COVID-19,Pandemics,Barriers,Teacher Competencies,Self Efficacy,Instructional Effectiveness,Technology Integration,Parent Participation,Student Motivation,Internet,Classroom Techniques,Foreign Countries

In this study, it was aimed to determine the views of music teachers who have worked in secondary education during the COVID-19 Pandemic process regarding the music lessons conducted via distance education. The study group of the research consisted of 11 music teachers who were determined by convenience sampling method. The data were collected using a semi-structured interview consisting of 6 questions and a demographic information form. In line with the findings obtained from this study, it was determined that the music teachers participating in the research had difficulties in classroom management, parents' approaches, technological equipment, internet problems and students' motivation. Besides, it was determined that the teachers used different technological teaching materials in the course, the achievements in the curriculum were partially achieved and the course evaluation process could not be carried out effectively enough.
Online Learning in Nursing Education during the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance
Author: Oducado, Ryan Michael F.
Date: 2021-04-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,COVID-19,Pandemics,Nursing Education,Nursing Students,Undergraduate Students,Student Satisfaction,Stress Variables,Academic Achievement,Internet,Computer Use,Foreign Countries

Background: Traditional face-to-face instruction swiftly transitioned into online learning during the global COVID-19 outbreak. Students' experiences and academic performance in this new learning platform need evaluation. Purpose: The purpose of this research was to determine the undergraduate nursing students' stress, satisfaction, and academic performance during online learning. Methods: This research was considered a cross-sectional and descriptive-correlational study. The research participants were the second-year undergraduate nursing students from one nursing school in the Philippines. The data were collected using a web-based survey questionnaire and then analyzed using descriptive statistics and Spearman's rho correlation. Results: The results revealed that the undergraduate nursing students considered having online learning during the COVID-19 outbreak to be stressful (44.4%) and very stressful (47.2%). Moreover, the undergraduate nursing students had low satisfaction (37%) and moderate satisfaction (46.3%) having the online learning during the COVID-19 outbreak. The undergraduate nursing students' academic performance were affected by the COVID-19 pandemic and resulted in poor (37%) to fair (50%) academic performance and were considerably (43.6%) and greatly (30.6%) affected by the pandemic. Online learning stress had a significant and inverse correlation with online learning satisfaction (p=0.000) and academic performance (p=0.012). Conclusion: Stress negatively impacts the undergraduate nursing students' satisfaction and academic performance. This research suggests that certain measures should be performed to reduce stress and improve the online teaching-learning processes during the COVID-19 outbreak.
Effective Learner Engagement Strategies in Visual Presentations
Author: Zayapragassarazan, Zayabalaradjane
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Faculty Development,Foreign Countries,College Faculty,Allied Health Occupations Education,Teaching Methods,Multimedia Instruction

An efficient teacher needs to communicate effectively with the audience, which in turn largely depends on an engaging presentation. The goal of any presentation is to inform, entertain, persuade or inspire and academic presentations primarily provide information, as in a classroom lecture or in a conference research paper. The department of medical education at our institute has been conducting the 'National course on educational sciences for teachers of health professionals' since last four decades. Since 2015, newer learner engagement strategies (LES) were incorporated into the program. We analysed the feedback data from participants with an aim to understand the impact of implementation of LES in the course. Literature was further explored to identify other LES in practice. We collected data of five national courses conducted during 2018 to 2020 at our Institute. The in-campus national faculty development course, which is spread over 6 days, consists of about 42 sessions involving nearly 28 presentations. One hundred thirty-five (n=135) participants from all over India had participated in this course during the period under review. Newer strategies must be used to engage new generation of learners during presentations. The best way to engage learners is by having an interactive presentation with a structured narrative that holds their attention and allows them to participate in the presentation process. Medical teachers should make themselves familiar with digital tools which help in interactive teaching. Further prospective research studies need to be carried out to understand outcomes and improve strategies of learner engagement.