ethanporcaro/eric-fulltext-meta huggingface dataset:
Dance Steps as Mnemonic Device to Increase Retention Rate of Grade 7 Students in Chemistry
Author: de Guzman, Florentino I.
Date: 2023-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Creative Teaching,Dance,Grade 7,Mnemonics,Metallurgy,Retention (Psychology),Foreign Countries

The main purpose of this study is to determine the effect of using a new type of mnemonic device, utilizing dance steps in teaching Chemistry 7 in the retention rate of students on the properties of metals and non-metals. Different dance mnemonics corresponding to each property of the two types of elements were developed by the researcher. It was then utilized in teaching. The respondents of the study were the 91 grade 7 students of the two classes of the researcher in Science 7 during the first quarter of the S.Y. 2019-2020. Z-test was the statistical treatment used to compare the results of sample-experimental group to that of the population it was taken from. After utilizing the set of dance mnemonics developed corresponding to different properties of metals and non-metals, the samples performed better on the post-test compared to the population which means that using dance steps as mnemonic device increased the retention rate of grade 7 students. This study was limited only in the effect of using dance steps as a mnemonic device to increase the retention rate of grade 7 students in the properties of metals and non-metals.
Online Learning and Emotional Presence of Senior High School Students
Author: Mangarin, Jowenie A.
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Electronic Learning,Emotional Experience,Psychological Patterns,Emotional Response,Academic Achievement,Online Courses,Anxiety,Fear,Negative Attitudes,Psychological Needs

This study delved into the realm of emotional presence and its potential impact on students' academic performance within collaborative online learning environments. While emotions were recognized as influential factors in the learning process, the specific relationship between emotional presence and cognitive outcomes remained elusive, particularly in the context of virtual classrooms. This research addressed a critical gap by investigating the relationships between emotional presence and students' academic achievements in online classes. An exploratory sequential mixed-methods approach incorporating both quantitative and qualitative components was used. Fifty (50) senior high school students engaged in online learning were selected through the purposive sampling technique. Quantitative findings revealed that emotions did not exhibit a significant correlation with students' academic achievements in the online learning environment. However, insights from the qualitative analysis shed light on the emotional experiences of students, indicating negative emotions such as anxiety, fear, and disappointment. Despite these challenging emotions, students were still capable of achieving favorable academic outcomes. In conclusion, while the emotional presence of students may have been predominantly negative, their academic achievements in online learning environments remained satisfactory. This suggested that learners could effectively navigate and succeed within the virtual classroom setting, even in the face of emotional challenges. Educators were encouraged to create supportive online learning environments that highly addressed students' emotional needs alongside their educational requirements. By fostering emotional well-being, teachers could enhance the overall learning experience and promote positive outcomes in virtual education.
Navigating the Post-Pandemic Fiscal Landscape: Unraveling COVID-19 Relief Spending Decisions and Empowering Education Advocates
Author: Pitts, Christine
Date: 2023-08-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,High School Students,Educational Finance,Financial Support,Equal Education,Student Needs,Expenditures,Money Management

While COVID-19 caused unimaginable disruptions to public education, we saw remarkable examples of innovation and commitment to supporting high school student success. In our New England landscape of learning research, we learned that the boundaries of what it means to &quot;reinvent&quot; high school stretched, and in some systems, the momentum for change accelerated. Students and teachers learned to work in new ways and reached new understandings about each other. Now, building off these lessons and in partnership with the Center for Public Research and Leadership (CPRL), we are engaged in an in-depth look at the American Rescue Plan (ARP), post-pandemic recovery in New England high schools. Our research is designed to reveal whether and how federal dollars are being directed toward supporting a better adolescent experience, how high schools are innovating and adapting to advance equity, and what kinds of choices students are making about their futures after high school. The results from this investigation will equip school and system leaders, state policymakers, and advocates--in New England and beyond--to better understand and support pandemic-era innovations that connect to what students and families need and want from high school.
Grades as a Lever to Support Every Student&apos;s Learning: One School&apos;s Attempt to Rethink Traditional Grading. Case Studies in High School Redesign
Author: Sims, Maddy
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: High Schools,Grading,Grades (Scholastic),Educational Change,Student Needs,COVID-19,Pandemics,Electronic Learning,Equal Education,Student Evaluation,Bias,Student Motivation,Career Readiness,College Readiness,Standards

Over the past few years, leaders and educators at East Hartford High School in East Hartford, Connecticut, have sought out and tested ways to ensure that each of their 1,700 students have opportunities to form meaningful relationships with adults, engage in rigorous instruction, and receive tailored support. They have prioritized initiatives aimed at closing persistent opportunity and achievement gaps along the lines of race and socioeconomic status. In 2020, after the state of Connecticut issued guidance that allowed districts to reform grading practices to better accommodate student needs during the pandemic and remote instruction, East Hartford closely examined its own grading policies. They found that their traditional approach, similar to what many schools across the country use, disproportionately favored students with greater access to resources, demotivated students who performed poorly on early-semester assignments, and was susceptible to bias. The high school launched &quot;Grading for Equity,&quot; an initiative aimed at more accurately assessing students' knowledge while reducing bias and supporting student motivation. This case study describes the initiative's implementation, including educators' focus on maintaining high standards and ensuring students graduate career- and college-ready. It concludes with important questions for school leaders and design teams who seek to test out innovative approaches to grading.
Student-University-Organization Curricular Internship Issues
Author: Martins, Joberto Sergio Barbosa
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Internship Programs,School Business Relationship,Undergraduate Students,Accreditation (Institutions),College Curriculum,Foreign Countries

The curricular internship is a component of undergraduate and graduate curricula that, in summary, aims for students to apply course learning, theories, and experiences to actual professional life. The curricular internship is part of undergraduate curricula with specific objectives and interacts with organizations in general. Organizations change, for instance, technological innovation, human resource management, market positioning, economic situation, and environmental behavior. Consequently, the curricular internship, to some extent, is impacted by the organization's positioning and behavior. This paper addresses and discusses a set of internship issues and use cases, looking forward to comprehending its evolution and adaptation to actual organization needs and market scenarios. The curricular internship aspects addressed are its organization, management at university programs, its relation to the accreditation process, and the impact on student's academic and professional formation.
Should Daily Attendance Be a Measure of Success? Prioritizing Community Building and Student Engagement. Case Studies in High School Redesign
Author: Chu, Lisa
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Attendance Patterns,Academic Achievement,Learner Engagement,High School Students,Early Parenthood,At Risk Students,Accountability,Student School Relationship,Teacher Student Relationship,Charter Schools,Child Care

Nowell Academy in Providence, Rhode Island primarily serves pregnant and parenting, overaged, and undercredited high school students, 96% of whom have had past difficulties with consistent attendance. Nowell provides incentives for students to come to school by offering daycare services, learning experiences that connect curriculum to the real world, and resources like gas cards and gift cards for school supplies. Administrators noted they have &quot;moved mountains'' in attendance, with rates rising to roughly 68% in recent school years. However, the extensive challenges young adults face outside of the classroom continue to make consistent attendance difficult, and because average attendance is a factor in Rhode Island's school performance ratings, Nowell is often compared to higher state averages for high school attendance. This has led some staff to want to continue working to raise attendance rates, both for accountability purposes and because of the importance of students engaging steadily in learning. Other staff feel it's more important to continue prioritizing relationship-building and engaging, real-world learning, since purely targeting improvements in attendance may not best serve the school's unique population. This case concludes with discussion questions for high school leaders working to boost students' engagement and ownership of their educational journeys, in addition to increasing attendance.
Medicaid Policies to Help Young Children Access Key Infant-Early Childhood Mental Health Services: Results from a 50-State Survey
Author: Smith, Sheila
Date: 2023-06-00
Type: Reports - Research
Subjects: Young Children,Health Services,Federal Programs,State Federal Aid,Low Income Groups,Eligibility,Mental Health Programs,Access to Health Care,State Policy,Leaders,Identification,Mothers,Well Being

This report presents results of a 50-state policy survey conducted by the National Center for Children in Poverty, Georgetown University McCourt School of Public Policy Center for Children and Families, and Johnson Policy Consulting. The survey asked state Medicaid agency leaders about Medicaid policies related to screenings and services designed to identify, prevent, and treat infant-early childhood mental health problems. The results and recommendations presented in this report can help mental health and early childhood leaders take stock of current Medicaid policies and their potential to support infant-early childhood mental health. [This report was co-produced with Georgetown University McCourt School of Public Policy Center for Children and Families and Johnson Policy Consulting.]
Promoting Infant-Early Childhood and Parent Mental Health in Home Visiting Programs Serving Diverse Families: Promising Strategies to Support Child and Family Well-Being
Author: Ferguson, Daniel
Date: 2023-09-00
Type: Reports - Research
Subjects: Young Children,Parents,Mental Health,Home Visits,Diversity,Well Being,Family Programs,Health Promotion,Minority Groups

Given the central importance of positive parent and infant-early childhood mental health to children's long-term mental health and development, it is important to examine a wide range of approaches that show promise for strengthening supports for parent and infant-early childhood mental health in home visiting programs, especially programs serving diverse families. This report provides a view of promising strategies from the perspective of staff in home visiting programs that span multiple types and models and serve families from different cultural, racial/ ethnic, and linguistic backgrounds. Following a brief discussion of the project's methods for identifying and learning from a sample of home visiting programs, the report examines key strategies for promoting parent and child mental health as described by home visiting staff and expert respondents. The report concludes with recommendations for policy, program implementation supports, and research that could help advance the field's understanding and use of the most effective strategies. [Funding for this report was provided by the Perigee Foundation.]
2021 National Deaf-Blind Child Count Report
Author: National Center on Deaf-Blindness (NCDB)
Date: 2022-00-00
Type: Reports - Research
Subjects: Deaf Blind,Childhood Needs,Family Needs,Services,Eligibility,Special Education,Access to Education,Federal Legislation,Students with Disabilities,Educational Legislation,Equal Education,State Programs,Infants,Toddlers,Children,Adolescents,Race,Sex,Geographic Location,Ethnicity,Intervention

The annual National Deaf-Blind Child Count is the world's first and longest-running count of children who are deaf-blind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB) and state deaf-blind projects throughout the country, including those in the Pacific Trust territories, the Virgin Islands, and Puerto Rico. The annual child count helps identify state and national technical assistance needs for children who are deaf-blind, their families, and the providers and systems that serve them. Each year, state deaf-blind projects capture a point-in-time count of the number of children eligible for project services on December 1 as well as information about the special education services those children receive under the Individuals with Disabilities Education Act (IDEA), Part B or C. IDEA Part C covers early intervention for infants and toddlers with disabilities. IDEA Part B covers children and youth ages 3-21. The official count used in this report is the number of children eligible for state deaf-blind project services on December 1. NCDB provides technical assistance to the state projects to help them conduct their counts and compiles the data into this national report. [For the 2020 report, see ED620024.]
The State of the American Student: Fall 2023. We Are Failing Older Students: Bold Ideas to Change Course
Author: Lake, Robin
Date: 2023-00-00
Type: Guides - General
Subjects: Students,COVID-19,Pandemics,Student Needs,Data,High School Seniors,High School Graduates,College Attendance,Career Pathways,Elementary Secondary Education,Educational Quality,Change Strategies,Educational Improvement,High Schools

As reported in the first State of the American Student report in 2022 (ED623504), pandemic school closures led to unprecedented academic setbacks for American students. They exacerbated preexisting inequalities and accelerated the youth mental health crisis. The second edition provides basic data on the overall system, but focuses especially on students who are nearing graduation, or have already graduated, from high school. While the traditional pathways to college and career were already not working for too many of these students, the pandemic made it worse. [The report was written with Dan Silver, Isabel Clay and Morgan Polikoff.]
Shifting from Planning for Teaching to Planning for Learning. Expert Teaching Series: Instructional Shifts to Lift All Learners
Author: McREL International
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Lesson Plans,Curriculum Development,Educational Change,Units of Study,Student Centered Learning,Learning Processes

Research on effective teaching and learning confirms that thoughtfully designed unit plans and lesson plans can help all students learn more deeply, especially when teachers shift how they think about and approach their lesson planning, moving away from a teacher-centric perspective and toward a student-centric one. A teacher-centric perspective focuses mostly on planning the sequence of actions the teacher will undertake to present the lesson, whereas a student-centric perspective considers what students will need to experience, and when, in order to spark their initial interest in learning, help them build and retain their new knowledge, and support their learning the content deeply. In classrooms worldwide, we've seen that this simple shift in focus often leads to a breakthrough moment for many teachers, one that lifts them to becoming expert practitioners. That's likely because as teachers consider what's happening in students' minds while they're teaching, they become more intentional with their practice. They understand not just what strategies and activities to use to help their students learn, but also when and why to use various strategies for specific student needs at specific times for maximum effect. This brief 4-page overview offers a basic background on planning for student learning and provides a few suggested next steps for school leaders and teachers interested in navigating this shift in practice.
Mental Health Treatment among Children Aged 5-17 Years: United States, 2021. NCHS Data Brief. No. 472
Author: Zablotsky, Benjamin
Date: 2023-06-00
Type: Reports - Research
Subjects: Children,Adolescents,Mental Disorders,Access to Health Care,Intervention,Age Differences,Gender Differences,Racial Differences,Ethnicity,Geographic Location,Drug Therapy,Counseling

Mental health disorders, such as attention-deficit/hyperactivity disorder, anxiety, and behavioral conditions, are common in school-aged children in the United States. Frontline treatments for mental health disorders can include medication, counseling or therapy, or both, depending on the condition and the age of the child. This report describes the percentage of children aged 5-17 years who have received mental health treatment in the past 12 months by selected characteristics, based on data from the 2021 National Health Interview Survey. Mental health treatment is defined as having taken medication for mental health, received counseling or therapy from a mental health professional, or both in the past 12 months. [For the 2019 report, see ED612069.]
Diagnosed Developmental Disabilities in Children Aged 3-17 Years: United States, 2019-2021. NCHS Data Brief. No. 473
Author: Zablotsky, Benjamin
Date: 2023-07-00
Type: Reports - Evaluative
Subjects: Incidence,Developmental Disabilities,Autism Spectrum Disorders,Intellectual Disability,Children,Adolescents,Gender Differences,Age Differences,Racial Differences,Ethnicity,Clinical Diagnosis

This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3-17 years from the 2019-2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.
Achievement Level Description Review for the National Assessment of Educational Progress Grade 8 Science, U.S. History, and Civics Assessments
Author: Moyer, Eric L.
Date: 2023-06-00
Type: Reports - Research
Subjects: National Competency Tests,Student Evaluation,Grade 8,Academic Achievement,Science Achievement,United States History,Civics,Science Tests,Governing Boards,Definitions,Educational Policy,Pilot Projects,Standard Setting,Guidelines,Policy Analysis,Gender Differences,Racial Differences,Ethnicity,Test Items,Item Analysis,Student Characteristics

The National Assessment Governing Board (the Board) contracted with Pearson to design and implement a review of the achievement level descriptions (ALDs) for National Assessment of Educational Progress (NAEP) Grade 8 assessments in Science, U.S. History, and Civics. This document describes the procedural and technical aspects and outcomes of the operational ALD Review study. This study commenced after Pearson had completed an ALD Review study for Mathematics and Reading in 2022, which itself was undertaken on behalf of the Board for the reasons noted in the Background section of this report. In particular, this report addresses the Board's updated achievement levels policy that called for the development of Reporting ALDs, which state what student performance associated with each NAEP achievement level likely can demonstrate related to the assessment content, and how these align with the existing content ALDs included in the frameworks and achievement level policy definitions. [For the 2022 report, &quot;Achievement Level Description Review for the National Assessment of Educational Progress Mathematics and Reading Assessments. Final Process Documentation and Technical Report,&quot; see ED627620.]
Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 21. Finance Tables. NCES 2024-303
Author: Cornman, S. Q.
Date: 2023-10-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Finance,School Districts,Public Education,Income,Expenditures,Expenditure per Student,Geographic Regions,Poverty,Enrollment,Federal Aid,Economic Climate,Socioeconomic Status,Federal Legislation,COVID-19,Pandemics,Special Education,Instructional Effectiveness,Curriculum Enrichment,Lunch Programs,Bilingual Education

This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2021. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. The F-33 survey consists of LEA-level finance data submitted annually to the U.S. Census Bureau (Census Bureau) by state education agencies (SEAs) in the 50 states and the District of Columbia. [For &quot;Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 20. Finance Tables. NCES 2022-303,&quot; see ED624445.]