ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructors&apos; Views on Distance Education during the Pandemic Period
Author: Özaydin Özkara, Betül
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Attitude Change,College Faculty,Program Effectiveness,Barriers,Experience,Success

In this study, it is aimed to determine the views of instructors on distance education and the reflection of the COVID 19 epidemic on their views. For this purpose, the opinions of the instructors who had not taught with distance education before the pandemic were examined both before the experience and after teaching during the pandemic process. Case study, one of the qualitative research methods, was used. Data were collected with the 20 instructors who participated in the study, with an interview form containing semi-structured questions before and after the experience. At the end of the study, it was seen that positive expressions were expressed more in general thoughts and evaluations made in terms of students and instructors before the experience, but there were more teachers who thought their success would be negatively affected. It is considered that distance education is not suitable for practical courses. After the experience, most of the instructors had change of thought. It is seen that this change is both positive and negative. It is possible to say that there are nearly half of the positive changes in the changing thoughts of the instructor and student. More than half of the instructors felt themselves productive in this environment. It is seen that interaction problems before and after experience cause concern. For this reason, it is recommended to apply methods that will increase interaction in the trainings provided.
Teaching during a Pandemic: Spring Transition, Fall Continuation, Winter Evaluation
Author: Johnson, Nicole
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Higher Education,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Equal Education,Faculty Development,Psychological Patterns,Interpersonal Communication,Teacher Student Relationship,Video Technology,Attitude Change,College Faculty,Teacher Attitudes,Administrator Attitudes,Educational Needs,Educational Policy,Barriers,Adjustment (to Environment)

The year 2020 was likely one of the most challenging ever for the higher education sector. The pandemic forced massive short-term, and both faculty and administrators needed to adjust to new ways of conducting their day-to-day operations. This project provides a series of three snapshots examining the nature and magnitude of these changes in teaching and learning from faculty and academic administrators' points of view. Informed by survey studies using nationally representative samples, the project examined the state of higher education at three points in time: (1) April 2020: The pivot to emergency remote teaching was well underway; (2) August 2020: Prepping and planning for the fall offerings; and (3) December 2020: Looking back at the fall term. The study represents a partnership of the Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), University Professional and Continuing Education Association (UPCEA), Canadian Digital Learning Research Association (CDLRA), Every Learner Everywhere, and Cengage. These organizations came together to help identify and focus the resources needed to support educators and institutions in addressing teaching challenges during the coronavirus (COVID-19) outbreak. The collective findings indicate that the COVID-19 pandemic has advanced digital technologies in teaching and learning. Most notably, attitudes toward teaching online, which have been relatively stagnant since the turn of the century, have become markedly more positive over the past year.
Automatic Student Writing Evaluation: Investigating the Impact of Individual Differences on Source-Based Writing
Author: Öncel, Püren
Date: 2021-04-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Writing Evaluation,Formative Evaluation,Summative Evaluation,Natural Language Processing,Individual Differences,Undergraduate Students,Essays,Vocabulary,Scores,Writing Processes,Prediction,Correlation

Automated Writing Evaluation systems have been developed to help students improve their writing skills through the automated delivery of both summative and formative feedback. These systems have demonstrated strong potential in a variety of educational contexts; however, they remain limited in their personalization and scope. The purpose of the current study was to begin to address this gap by examining whether individual differences could be modeled in a source-based writing context. Undergraduate students (n=106) wrote essays in response to multiple sources and then completed an assessment of their vocabulary knowledge. Natural language processing tools were used to characterize the linguistic properties of the source-based essays at four levels: descriptive, lexical, syntax, and cohesion. Finally, machine learning models were used to predict students' vocabulary scores from these linguistic features. The models accounted for approximately 29% of the variance in vocabulary scores, suggesting that the linguistic features of source-based essays are reflective of individual differences in vocabulary knowledge. Overall, this work suggests that automated text analyses can help to understand the role of individual differences in the writing process, which may ultimately help to improve personalization in computer-based learning environments. [Paper published in: &quot;LAK21, April 12-16, 2021, Irvine, CA, USA,&quot; ACM, 2021, pp. 620-625.]
Social Belonging Interventions. Intervention Report. Supporting Postsecondary Success Topic Area. NCEE 2022-005
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: College Students,Academic Achievement,Student School Relationship,Enrollment,School Holding Power,Minority Group Students,First Generation College Students,Academic Persistence,Intervention,Costs,Grade Point Average,Program Effectiveness

&quot;Social Belonging&quot; interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. There are different variations of &quot;Social Belonging&quot; interventions but they all have in common a goal of influencing students' sense that they could be successful within a college setting. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Social Belonging&quot; interventions on postsecondary students' academic achievement, progressing in college, and college enrollment. The WWC identified 14 studies of &quot;Social Belonging&quot; interventions. Seven of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Social Belonging&quot; on postsecondary students in less advantaged or underrepresented groups--including Asian, White, Black, Hispanic, first-generation, and female students--in both public and private postsecondary settings. [For the Intervention Brief, see ED617181. For the Intervention Report Snapshot, see ED617182.]
To What Extent Technological Activities and Programs Can Be Used to Enhance the Literacy of Secondary Students
Author: Smikle, Ewian Odane
Date: 2020-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Secondary School Students,Educational Technology,Technology Uses in Education,Literacy Education,Program Effectiveness,Foreign Countries,Teacher Attitudes,Technology Integration,Access to Computers,Reading Skills,Writing Skills,Listening Skills,Language Skills

This dissertation is a secondary research which is aimed to reveal ways in which students can improve their literacy level with the use of technological activities and programs. It tells how teachers can implement programs that will positively improve a child's academic. The research has detailed information showing the impacts that have proven to have worked for many teachers before. The research looks at certain limitations that will be faced by educators using technology for literacy improvement for students. Theories and methodologies are mentioned to better able give a better view of the benefits of technology within the classroom. This research expresses the importance that teachers keep abreast with the current innovations with technology so that they can always engage with their students and keep the classroom as active as possible, while students learn effectively at the same time. The research also speaks of the issues that are faced by multiple countries as it relates to literacy rates and its impact to the economy and the country at large. The recommendation was given and suggestions made. The research shows in detailed how important technology is to improve students in this era literacy. Evidence was presented to prove its execution and reliability.
Social Belonging Interventions. Intervention Brief. Supporting Postsecondary Success Topic Area. NCEE 2022-005
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: College Students,Intervention,Program Effectiveness,Academic Achievement,Academic Persistence,Enrollment,School Holding Power,Evidence,Minority Group Students,First Generation College Students

&quot;Social Belonging&quot; interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. There are different variations of &quot;Social Belonging&quot; interventions but they all have in common a goal of influencing students' sense that they could be successful within a college setting. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Social Belonging&quot; interventions on postsecondary students' academic achievement, progressing in college, and college enrollment. The WWC identified 14 studies of &quot;Social Belonging&quot; interventions. Seven of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Social Belonging&quot; on postsecondary students in less advantaged or underrepresented groups--including Asian, White, Black, Hispanic, first-generation, and female students--in both public and private postsecondary settings. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED617179. For the Intervention Report Snapshot, see ED617182.]
Social Belonging Interventions. Intervention Report Snapshot. Supporting Postsecondary Success Topic Area. NCEE 2022-005
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: College Students,Intervention,Program Effectiveness,Minority Group Students,First Generation College Students,Academic Persistence,Academic Achievement,Enrollment

&quot;Social Belonging&quot; interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Social Belonging&quot; interventions on postsecondary students' academic achievement, progressing in college, and college enrollment. Findings on &quot;Social Belonging&quot; interventions from seven studies that meet WWC standards are shown in this intervention snapshot. The table reports an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings. The improvement index is a measure of the intervention's effect on an outcome. [For the Intervention Report, see ED617179. For the Intervention Brief, see ED617181.]
Impact of the Coronavirus (COVID-19) Pandemic on Public and Private Elementary and Secondary Education in the United States (Preliminary Data): Results from the 2020-21 National Teacher and Principal Survey (NTPS). First Look. NCES 2022-019
Author: Berger, M.
Date: 2022-02-00
Type: Reports - Research
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Principals,Administrator Attitudes,Teacher Attitudes,School Closing,Institutional Characteristics,Teaching Methods,Interaction,Teacher Student Relationship,Public Schools,Private Schools,Administrator Effectiveness,Resources,Teacher Effectiveness,Access to Computers,Educational Technology,Technology Uses in Education,Internet,Online Courses,Distance Education,Geographic Location,Computer Mediated Communication,Urban Schools,Suburban Schools,Rural Schools,Municipalities

The 2020-21 National Teacher and Principal Survey (NTPS)1 is a national survey of public and private K-12 schools, principals, and teachers. Data were collected in the 50 states and the District of Columbia. NTPS collects data on core topics, including teacher and principal training, classes taught, school characteristics, and backgrounds of teachers and principals. In addition to these core topics, the 2020-21 NTPS collected data on the impact of the COVID-19 pandemic on education during the 2019-20 school year. NTPS collects data to provide a detailed picture of U.S. elementary and secondary schools and their staff. These data are collected through school, principal, and teacher surveys. Data can be linked through all three surveys. This report provides basic findings from the COVID-19 questions asked as part of the NTPS public and private school, principal, and teacher surveys. The full 2020-21 data files will be released in summer 2022. The released data will be imputed before undergoing perturbation and will include final weights. Findings are based on preliminary data in order to provide critical and timely data on the impact of COVID-19 on schools, principals, and teachers in the spring of 2020.
Supporting College Students during the Pandemic: Early Lessons from SUCCESS
Author: Sommo, Colleen
Date: 2022-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Support Services,Student Financial Aid,Full Time Students,Incentives,College Students,Program Implementation,Program Administration,Data Use,Program Effectiveness,Academic Persistence,Intervention

Open-access colleges are an important pathway to economic mobility for millions of Americans. But graduation rates at these colleges are low--for example, only 36 percent of first-time, full-time freshmen at community colleges graduate within three years. Over the last two decades, MDRC and others have conducted research to build the evidence base about what works to help students stay in college and earn credentials. Using lessons from the existing body of research, MDRC designed and is evaluating the Scaling Up College Completion Efforts for Student Success (SUCCESS) program, a multifaceted student support program designed for financial sustainability. This brief highlights the components of the original SUCCESS program model and how colleges adapted them in the face of the COVID-19 pandemic, and describes the study design and how the pandemic has affected it too. It also presents some early implementation findings and preliminary impact findings for the first study cohort's first semester, which occurred during the peak of the pandemic. [Contributors to the report include: Erick Alonzo, Osvaldo Avila, Katie Beal, Parker Cellura, Ben Cohen, Stanley Dai, Hannah Dalporto, Colin Hill, Vivianna Plancarte, Austin Slaughter, Andrea Vasquez, Sienna Walker, Michelle Ware, Melissa Wavelet, and Michael Weiss.]
Student Counts in K-12 Funding Models. Policy Brief
Author: Syverson, Eric
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: School Funds,Enrollment,Attendance,COVID-19,Pandemics,Educational Finance,State Aid,Elementary School Students,Secondary School Students,Preschool Children,Virtual Classrooms,Distance Education,Lunch Programs,Equal Education,Barriers,Funding Formulas,Elementary Secondary Education,Educational Policy,Low Income Students

States and districts allocate hundreds of billions of dollars annually to fund K-12 schools, and this allocation is largely driven by one calculation: how states count student enrollment. They do this in one of five ways: (1) A single count on a single day; (2) Two counts twice per year; (3) Multiple counts over a period of time; (4) An attendance average; and (5) A membership (or enrollment) average. Each method has advantages and challenges, which are outlined in this Policy Brief. The brief also explores important considerations for policies addressing student counts in the current context: with many students online, rather than in brick-and-mortar schools; while temporary hold harmless policies allow districts to use their prior-year numbers; and amid transitions to new measures of poverty within schools.
National Household Education Surveys Program of 2019: Qualitative Study of Nonresponding Addresses. NCES 2022-043
Author: Medway, Rebecca
Date: 2022-01-00
Type: Reports - Research
Subjects: Educational Attainment,National Surveys,Response Rates (Questionnaires),Individual Characteristics,Working Hours,Negative Attitudes,Federal Government,Privacy,Educational Attitudes,Mail Surveys,Access to Information,Elementary Secondary Education,Experience,Opinions,Sampling

This report documents the methods and findings of a qualitative study of nonrespondent addresses to the 2019 administration of the National Household Education Surveys Program (NHES:2019). The study included two components: (1) 85 in-depth, qualitative interviews; and (2) 760 address observations. The overarching goal was to better understand the drivers of nonresponse to the NHES and to provide additional, actionable information on how to combat this growing problem. [For the appendices to this report, see ED617188.]
National Household Education Surveys Program of 2019: Qualitative Study of Nonresponding Addresses. Appendices. NCES 2022-043
Author: Medway, Rebecca
Date: 2022-01-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,National Surveys,Response Rates (Questionnaires),Mail Surveys,Elementary Secondary Education,Sampling,Interviews,Qualitative Research,Observation,Recruitment

These appendices accompany the full report, &quot;National Household Education Surveys Program of 2019: Qualitative Study of Nonresponding Addresses. NCES 2022-043&quot; (ED617187). The full report documents the methods and findings of a qualitative study of nonrespondent addresses to the 2019 administration of the National Household Education Surveys Program (NHES:2019). The following appendices are included in this report: (1) Additional Tables; (2) Additional Qualitative Nonresponse Study Methodology; (3) Observation Sensitivity Analyses; (4) Additional Subgroup Analyses; (5) Recruiting Nonrespondents; (6) NHES:2019 Materials; (7) Interview Materials; and (8) Observation Instrument.
College Affordability Views and College Enrollment. Data Point. NCES 2022-057
Author: Freeman, Brian
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Paying for College,Access to Education,Student Financial Aid,Enrollment,Longitudinal Studies,High School Students,Student Attitudes,Parent Financial Contribution,Parent Background,Educational Attainment

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a national study of more than 23,000 students in ninth grade in 2009. Students answered surveys between 2009 and 2016. College transcripts were collected in 2017-18. This Data Point looks at the connection between views of college affordability in high school and college enrollment and employment three years after high school. This Data Point looks at: (1) How do views of college affordability in high school relate to college enrollment and employment? and (2) Does the connection between affordability views and college attendance differ by parent education?
Screening Tools for Children Birth to Age Five Years with Potential for Remote Administration. Updated
Author: Early Childhood Technical Assistance (ECTA) Center
Date: 2020-10-22
Type: Reports - Descriptive
Subjects: Screening Tests,Young Children,Delivery Systems,Child Development,Questionnaires,Social Emotional Learning,Physical Development,Language Acquisition,Auditory Tests,Psychomotor Skills,Interpersonal Competence,Cognitive Development,Behavior Problems,Measures (Individuals),Child Behavior,Check Lists,Language Skills,Communication Skills,Autism,Pervasive Developmental Disorders,Well Being

This list of tools was compiled to assist states and programs with identifying assessments that can be administered when the assessor cannot be in the room with the child. This is a list of screening tools that can be completed remotely when the practitioner cannot be in the room with the child. Screening tools assess the possibility of a disability or delay and whether more extensive assessment may be necessary. These tools can be administered through parent/caregiver questionnaires, through interview, and/or by observation of the child without the administration of direct, structured tasks. These tools include screeners that provide information in multiple domains as well as screeners that focus on one specific area such as speech or motor development. The table provided that organizes the list, presents a link to the website where the screening tool can be obtained and, when available, free downloads to the screener. The table also indicates the age range of the tool; areas possible to screen remotely; the administration approach; language translations available; and additional details about administration time if available.
Norm-Referenced Assessment Tools for Children Birth to Age Five Years with Potential for Remote Administration for Eligibility Determination. Updated
Author: Center for IDEA Early Childhood Data Systems (DaSy)
Date: 2020-10-22
Type: Reports - Descriptive
Subjects: Norm Referenced Tests,Young Children,Delivery Systems,Eligibility,Identification,Child Behavior,Early Intervention,Special Education,Social Emotional Learning,Daily Living Skills,Autism,Pervasive Developmental Disorders,Child Development,Measures (Individuals),Infants,Rating Scales,Physical Development,Cognitive Development,Communication Skills,Behavior Problems,Language Skills,Disabilities,Interpersonal Competence,Motor Development,Adjustment (to Environment),Behavior Rating Scales

This list of tools was compiled to assist states and programs with identifying assessments that can be administered when the assessor cannot be in the room with the child. Those using this resource are encouraged to review the recent presentations about applying assessment principles to evaluation for eligibility remotely for Part C and Part B Preschool. The table in this resource includes norm-referenced tools for children birth through five years old with one or more domains that can be administered by observation, interview, and/or parent/caregiver checklist. The table provides a link to the website where the tool can be obtained, information about the age range of the tool, the name of domains or content areas that have potential to be gathered remotely, the administration approach, language translations available, and additional details about scoring, classifications, or use.