ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the PEAS-DES Inspect and Improve Project. Final Evaluation Report
Author: Chu, Jessica
Date: 2021-06-00
Type: Reports - Research
Subjects: Program Evaluation,Educational Improvement,Inspection,Equal Education,Educational Quality,School Administration,Pilot Projects,Foreign Countries,Governance,Accountability,Costs,Program Implementation,Partnerships in Education

NFER conducted an independent evaluation of the Inspect and Improve (I&amp;I) pilot project in Eastern Uganda. I&amp;I is a school inspections and improvement programme implemented by Promoting Equality in African Schools (PEAS) in partnership with Uganda's Directorate of Education Standards (DES), under the Ministry of Education and Sports (MoES). The pilot project, launched in 2019, aimed to improve the quality of leadership and management in ten government schools, and generate learnings about how PEAS can work effectively with government-run schools to promote school- and system-level improvements in education quality. NFER used a mixed-methods approach for the research and included comparative case studies. As part of the evaluation, we used the World Management Survey (WMS) to assess changes in the quality of leadership and management in the ten pilot schools. The WMS was previously adapted for use in both the education sector and Ugandan context. We examined these changes in management practices in greater detail through the use of comparative case studies, exploring the perspectives of school leaders, school staff, and members of Board of Governors (BoGs) in four of the ten participating schools.
Rethinking the Goals of NYC High Schools and CUNY&apos;s Community Colleges. Issue Brief
Author: Domanico, Ray
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: High Schools,Community Colleges,Urban Schools,Public Schools,Educational Objectives,High School Graduates,Two Year College Students,Outcomes of Education,School Holding Power,Graduation Rate,Enrollment Trends,Urban Universities,Associate Degrees

Each year, more than 55,000 students graduate from the public high schools run by the New York City Department of Education (DOE); 58,000 did so in school year 2019-20. In percentage terms, the city's cohort graduation rate--that is, the percentage of entering ninth-graders who graduated within four years--has increased steadily from the early 2000s and now stands at 78.8%. However, the meaning, or value, of a high school diploma has been debated during the two decades that the city's graduation rate increased. Meanwhile there is a more fundamental question: &quot;Should&quot; a high school diploma, of any type, signify college readiness? More generally, is enrollment in an academic course of study in college the &quot;only&quot; appropriate goal for high school graduates? This paper considers these fundamental questions by examining the academic standing of NYC DOE high school graduates (that is, district public schools, not private or public charter high schools) who enter associate's degree programs in the City University of New York (CUNY), as well as the measurable outcomes, retention, and graduation rates of its colleges. It is based on publicly available aggregate data maintained by the city's DOE and CUNY's Office of Institutional Research.
Enhancing the Efficiency and Reliability of Group Differentiation through Partial Credit
Author: Wang, Yan
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Educational Research,Randomized Controlled Trials,Information Retrieval,Educational Technology,Mathematics,Credits,Sample Size,Scoring

The focus of the learning analytics community bridges the gap between controlled educational research and data mining. Online learning platforms can be used to conduct randomized controlled trials to assist in the development of interventions that increase learning gains; datasets from such research can act as a treasure trove for inquisitive data miners. The present work employs a data mining approach on randomized controlled trial data from ASSISTments, a popular online learning platform, to assess the benefits of incorporating additional student performance data when attempting to differentiate between two user groups. Through a resampling technique, we show that partial credit, defined as an algorithmic combination of binary correctness, hint usage, and attempt count, can benefit assessment and group differentiation. Partial credit reduces sample sizes required to reliably differentiate between groups that are known to differ by 58%, and reduces sample sizes required to reliably differentiate between less distinct groups by 9%. [This paper was published in: &quot;LAK '16: Proceedings of the Sixth International Conference on Learning Analytics &amp; Knowledge,&quot; (pp. 454-458). New York, NY: Association for Computing Machinery.]
Initial Teacher Training Placement Capacity in English Schools: Independent Analysis for MillionPlus
Author: Worth, Jack
Date: 2021-07-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teacher Education,Student Placement,COVID-19,Pandemics,Secondary Schools,Elementary Schools,Rural Schools,Urban Schools,Rural Urban Differences,Preservice Teachers,Proximity

The COVID-19 pandemic in 2020 and 2021 caused unprecedented challenges for society, the economy and also for education systems. Two major impacts on the initial teacher training (ITT) system were the reduction in school-based teacher training places and the increase in ITT applications. In order to allow ITT providers additional flexibility to make the placement capacity that schools were offering cover more trainees, the Department for Education (DfE) relaxed the ITT requirements. However, the squeeze on placement capacity has highlighted a vulnerability that could continue to impact the ITT sector. There remains a lack of high quality data on the extent to which schools offer training placements, how many, and what factors explain why schools do and do not engage with the ITT sector. This independent analysis, commissioned by MillionPlus, provides fresh insight on these questions from new analysis of school survey data.
Recovering from COVID-19: What Pupils and Schools Need Now. Policy Briefing: Public
Author: Sharp, Caroline
Date: 2021-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Student Needs,Educational Needs,At Risk Students,Well Being,Mental Health,Adjustment (to Environment),Elementary Secondary Education,Disease Control,Anxiety,Social Isolation,Physical Health,Interaction,Interpersonal Relationship,Student Behavior,Coping,Foreign Countries

Since the initial closure of schools to most children on 20th March 2020, mainstream education has been disrupted as a result of COVID-19. When most pupils returned to school in March 2021, they regained some of their usual routines, but schooling was far from 'back to normal'. Building on the National Foundation for Educational Research's (NFER's) 2020 COVID-19 school surveys, this policy briefing reports headline findings from in-depth qualitative interviews in May and June 2021 with 50 senior leaders in mainstream primary and secondary schools. The study focused on schools serving deprived populations because it is known from previous work and other evidence that these schools and pupils have been most seriously affected by the pandemic. This study has the following objectives: (1) To identify the immediate and longer-term impacts of the pandemic on teaching and learning, and on pupils' wellbeing and mental health (acknowledging the relationship between mental wellbeing and effective learning); (2) To identify priorities for schools and pupils as they emerge from the pandemic, including support needs in the immediate-, medium- and longer-term, and positive developments that should be capitalised on; and (3) To consider how the sector can best prepare itself for future shocks, preserve high quality teaching and learning and protect pupils' mental health and wellbeing.
Predicting Student Performance on Post-Requisite Skills Using Prerequisite Skill Data: An Alternative Method for Refining Prerequisite Skill Structures
Author: Adjei, Seth A.
Date: 2016-04-00
Type: Reports - Research
Subjects: Prediction,Learning Analytics,Attribution Theory,Prerequisites,Teacher Surveys,Teacher Attitudes,Comparative Analysis,Evaluation Methods,Difficulty Level,Task Analysis,Correlation,Mathematics Tests,Student Placement,Computer Assisted Testing,Remedial Instruction,Mathematics Achievement,Rating Scales,Accuracy,Computer Software

Prerequisite skill structures have been closely studied in past years leading to many data-intensive methods aimed at refining such structures. While many of these proposed methods have yielded success, defining and refining hierarchies of skill relationships are often difficult tasks. The relationship between skills in a graph could either be causal, therefore, a prerequisite relationship (skill A must be learned before skill B). The relationship may be noncausal, in which case the ordering of skills does not matter and may indicate that both skills are prerequisites of another skill. In this study, we propose a simple, effective method of determining the strength of pre-to-post-requisite skill relationships. We then compare our results with a teacher-level survey about the strength of the relationships of the observed skills and find that the survey results largely confirm our findings in the data-driven approach. [This paper was published in: &quot;LAK '16: Proceedings of the Sixth International Conference on Learning Analytics &amp; Knowledge,&quot; (pp. 469-473).]
Teacher Labour Market in England: Annual Report 2021
Author: Worth, Jack
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Teacher Supply and Demand,Teacher Shortage,Labor Market,COVID-19,Pandemics,Well Being,Anxiety,Life Satisfaction,Job Security,Working Hours,Faculty Workload,Teacher Attendance,Teacher Recruitment,Preservice Teacher Education,Faculty Mobility,Placement,Teacher Salaries,Teacher Persistence,Retrenchment

The 2020 COVID-19 pandemic has had profound impacts on society, the economy and on the entire education sector. Teachers' workload, well-being, recruitment and retention have been affected by the national crisis. The aim of the National Foundation for Educational Research's (NFER's) annual series of Teacher Labour Market reports is to monitor the progress the school system in England is making towards meeting the teacher supply challenge by measuring the key indicators and trends of teacher supply and working conditions. This report remains focused on these topics, although it has shifted to analysing new and different datasets to focus on the short-term impacts of the pandemic on the teacher workforce rather than on the longer-running trends. In this report, the authors present new insights on the impact of the pandemic on teachers' well-being, workload, perceived job security and pay. The authors use the Labour Force Survey (LFS), Annual Population Survey (APS) and the UK Household Longitudinal Study (UKHLS) COVID-19 surveys to measure changes in the working conditions and well-being of teachers throughout 2020. Crucially, using these household surveys means that they can compare the impact of the pandemic on teachers with the impact on similar individuals in other professions. The authors present data from the Universities and Colleges Admissions Service (UCAS) on postgraduate initial teacher training (ITT) applications to explore the impact of the COVID-induced recession on interest in entering teaching. The authors also present new insights from an NFER survey of school leaders, which was conducted in autumn 2020, on their experiences of recruitment and retention during the pandemic. [For the 2020 report, see ED608763.]
Links among Teacher Preparation, Retention, and Teaching Effectiveness. Evaluating and Improving Teacher Preparation Programs
Author: Ronfeldt, Matthew
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Program Evaluation,Program Improvement,Student Teaching,Teacher Effectiveness,Cooperating Teachers,Educational Practices,Teaching Experience,Field Experience Programs,Teacher Characteristics,Teacher Persistence,Faculty Mobility,Simulation,Coaching (Performance),Teacher Education,Curriculum

Since 2010, a substantial number of large-scale, quantitative studies on preparation features associated with teaching effectiveness and retention have emerged. The purpose of this paper is to review this body of evidence and make sense of what it suggests for practitioners and policymakers. The paper begins by describing the groundbreaking work by the New York City (NYC) Teacher Pathways Project, which identified clinical experiences--including student teaching and pre-student teaching experiences--and its alignment with other aspects of programs generally, as predictive of teaching effectiveness. It then reviews literature on features of clinical experiences, including their duration, the features of the field placement schools in which they occur, and cooperating teacher characteristics. Finally, it focuses on coursework, beginning with new evidence on practice-based course simulations and then the amount of coursework generally. Within each section, the author summarizes research focused on teaching effectiveness measures followed by retention.
Mapping the College Transfer Process: Barriers to Student Success and Opportunities for Improvement
Author: Sutcliffe, Sophia
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Barriers,Two Year College Students,Undergraduate Students,Course Selection (Students),Community Colleges,Academic Advising,Enrollment,Bachelors Degrees,School Registration,Degree Requirements,Improvement

As a partner with the City University of New York (CUNY) on the Transfer Opportunity Project, MDRC's Center for Applied Behavioral Science (CABS) team used behavioral mapping to help identify the malleable factors (that is, the factors subject to change) that impede student transfer. MDRC and CUNY researchers conducted nearly 50 interviews and focus groups with around 200 staff members and students at six CUNY community and bachelor's degree colleges. Staff members and students shared their experiences with the transfer process, and their recommendations for improvement. Drawing on this lived expertise as well as insights from behavioral science and research on transfers in higher education, including the work of two advisers to the Transfer Opportunity Project, the CABS team identified barriers to student transfer at CUNY and made recommendations for improvements. This brief lays out the steps, barriers, and opportunities for improvement in transfer systems that are probably applicable to other systems as well.
Linguistic Deviations of Swardspeak and Its Implication to Gay Students&apos; English Language Competencies
Author: Rubiales, Joy Ann Pural
Date: 2020-06-00
Type: Dissertations/Theses
Subjects: Language Variation,LGBTQ People,Language Usage,Self Concept,Sexual Identity,Sociolinguistics,Learning Processes,Student Attitudes,Creativity,Familiarity,Language Skills,Role,Foreign Countries,Peer Relationship,English (Second Language),Tagalog,Indonesian Languages,Code Switching (Language),Second Language Learning,Junior High School Students,Disadvantaged,Audio Equipment,Gender Differences,Power Structure,Essays,Scoring Rubrics,Vocabulary,Learning Activities,Discourse Analysis

This study aimed to find out the implications of linguistic deviations of swardspeak to the language competencies of the gay students. This research also sought to determine the linguistic deviations in swardspeak used by the gay students; investigate the implications of the use of swardspeak to the language competencies of the students; and develop a sociolinguistic primer on swardspeak and its linguistic deviations. The study made use of qualitative method of research wherein the researcher subjected 12 informants from Suba National High School through recording raw conversations of students using swardspeak. They are officially enrolled as secondary students for the school year 2019 to 2020. The linguistic deviation on the process of using swardspeak depends on the ability of the students. The significant role of creativity and linguistic capability may be developed and improved with frequent use of the language, implications on the use of the swardspeak provide identity for gay students, develop their self-expression, deliver exclusive space through concealment, and find comfort zone using their own language. The proposed sociolinguistic primer on swardspeak and its linguistic deviations is ready for the initial implementation and assessment. The language students might be encouraged in using the language creatively and apply it in the learning process. Activities in terms of speaking can always be practiced in the language learning process to boost the confidence of the students in expressing their ideas. Familiarization of the linguistic deviation categories might be discussed to support the students improve their linguistic competence. Conduct follow up study with the use of swardspeak in a new phase was also recommended.
Studies in Teaching: 2021 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 30, 2021)
Author: McCoy, Leah P., Ed.
Date: 2021-06-30
Type: Collected Works - Proceedings
Subjects: Action Research,United States History,History Instruction,Current Events,Vocabulary,Elementary School Students,Spanish Speaking,Second Language Instruction,English (Second Language),Elementary School Mathematics,Mathematics Achievement,Reading Comprehension,Reading Attitudes,Well Being,Learner Engagement,Science Education,Metacognition,Revision (Written Composition),Grade 2,School Attitudes,Art Education,Reader Response,Primary Sources,Empathy,Childrens Literature,Secondary School Students,Social Studies,Academic Achievement,Theory Practice Relationship,Poetry,Writing (Composition),Athletics,Social Media,Bias,News Media,Higher Education

This document presents the proceedings of the 25th Annual Research Forum held June 30, 2021, at Wake Forest University in Winston-Salem, North Carolina. Included are the following eighteen action research papers: (1) Using Modern Events to Teach United States History (Charles Ahern); (2) &quot;We Are All ESL Teachers&quot;: Culturally and Linguistically Relevant Vocabulary Instruction for Spanish Speaking Elementary School Students (Elizabeth McKenzie Bell); (3) The Effects of Ability-Based Peer Partners on Student Achievement in Elementary Mathematics (Mary Hallet Culbreth); (4) The Effect of Online Presentations on Reading Comprehension and Attitudes (Anna-Dixon Harkey); (5) The Impact of Mindfulness Education on Students' Mental Wellbeing and Engagement (Benjamin Hill); (6) Science Outdoors! (Rebecca Hill); (7) Dialogic Reading Practices (Jane Isherwood); (8) The Influence of Kinesthetic Revision Strategies on Students' Metacognitive Awareness of the Revision Process (Elizabeth Kennard); (9) Second Grade Students' Perspective on Influences over Wellbeing and Attitude Toward School (Caroline Kenney); (10) Visual Arts Integration, Student Engagement, and Reader Response Journals (Natalie Lett ); (11) Whispering and Thundering Witness: Studying the Effects of Textual Primary Sources on Affective Historical Empathy (Matt McCoy); (12) Do Cultural Children's Literary Materials Affect Attitudes in Elementary School Students? (Tilah McDowell); (13) Media Use in the Secondary Social Studies Classroom and its Impact on Student Engagement and Achievement (Kyle Nanney); (14) Turning Practice into Theory: Identifying a Theoretical Framework Through Which to Understand and Replicate the Success of the University of Southern California's Neighborhood Academic Initiative Program (Logan Philon); (15) Influence of Reading and Writing Activist Poetry on Students' Attitude Toward Poetry (Sydney Schaedel); (16) The Effect of Analytical Writing through a Study of Sports Analysis (Abby Scoresby); (17) Visual Arts Pedagogy and Student Engagement with Poetry (Elijah Shalaway); and (18) Identifying Bias and Perspective in News Related Tweets (Dustin Smith). Individual papers contain references, tables, and figures.
Free Schools: The Formative First Ten Years. An Analysis of the Impact of Free Schools since 2010
Author: Julius, Jenna
Date: 2021-02-00
Type: Reports - Research
Subjects: Foreign Countries,Free Schools,Nontraditional Education,Program Evaluation,Outcomes of Education,Educational Attainment,Parent Attitudes,School Choice,Credibility,Teacher Supply and Demand,Teacher Persistence,Teacher Characteristics,Teaching Experience

To mark the ten year anniversary since the introduction of the free schools programme, New Schools Network (NSN) commissioned the National Foundation for Educational Research (NFER) to conduct an independent data-led investigation into what impact free schools have had since their introduction in 2010. The research examines the impact that free schools have had since 2010 through the lens of three broad research questions: (1) How do pupils in free schools perform in terms of attainment outcomes compared to their peers in other types of schools, at different key stages of education?; (2) Have free schools managed to establish themselves with families as a credible and popular choice for educating their children?; and (3) How do the demographics and supply dynamics of the teacher workforce in free schools compare to other schools? This report focuses on mainstream free schools only (that is, special and alternative provision free school have been excluded). University Technical Colleges and studio schools are also excluded. Findings suggest that there is room for free schools to improve their retention of both classroom teachers and senior leaders, which is lower than in other schools. Further research is needed to establish what is driving lower retention in new schools such that government and school leadership can better support teachers, and thereby retain more in the school and the system. [This research was commissioned by New Schools Network.]
Marketization of Japan-Based Higher Education Advertisements: A Discourse of McJobs?
Author: Khaitova, Mukaddam
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Commercialization,Higher Education,Advertising,Occupational Information,Discourse Analysis,College Faculty,Faculty Mobility,Teacher Recruitment,Neoliberalism,Ideology,Student Recruitment,College Students,Financial Support

We investigate how competing forces interdiscursively manifest in Japan-based higher education through a critical discourse analysis (cf., Fairclough, 1993, 1995) of 86 job advertisements. The academic profession is characterized as exhibiting high mobility, perhaps as academics are more loyal to their specialty fields than the institutions where they work. This can manifest in higher education job advertisements, which are an aspect of higher education discourse constitutive of institutions' public images, but which are also targeted toward academics in specific fields. Job advertisements are also discursive spaces where marketized discourse has colonized previously dominant discourses of universities as independent authorities (Fairclough, 1993, 1995). Such marketized discourses within higher education express neoliberal ideologies and free-market conventions (Ball, 1998; Pack, 2018). However, the international extent of university discourse marketization is largely implicitly assumed rather than empirically examined. Hence, we investigate these forces with respect to Japanese higher education. We find institutions accommodate, create, and recreate marketized discourse oriented toward multiple markets, including higher education employment, customers (e.g., prospective students), and research funding. We argue the neoliberal discourse of the advertisements transforms the academic profession into an untenable space of McJobs (Ritzer, 2018) through quantification, commodification, and ranking (Bauman &amp; Donskis, 2013; Pack, 2018).