ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investment, Not a Gamble: Creating More Equitable and Effective Postsecondary Pathways
Author: Cortez, Alex
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Equal Education,Higher Education,Educational Attainment,Postsecondary Education,Disadvantaged,Social Capital,Educational Quality,Costs,Debt (Financial),Decision Making,Navigation,Graduation Rate,Race,Ethnicity,First Generation College Students,Family Income,Nontraditional Students,Institutional Characteristics,Salaries,Loan Repayment,Minority Group Students

This introductory report outlines the challenges of postsecondary completion, the variable value provided by a postsecondary pathway, and the corresponding cost and debt. Together, these challenges create an inequitable, ineffective, and unsustainable U.S. postsecondary system in which individuals are increasingly reluctant to participate or return. After exploring the challenges, the authors propose three enablers of choice that people from systemically marginalized communities too often do not have access to -- and that could be the basis for transforming the postsecondary system: (1) information; (2) the social capital of navigation; and (3) versatile, inclusive, high-quality postsecondary pathway options. [The Suder Foundation provided financial support for this work.]
Fortifying Funding: How States Can Strengthen Education Finance Systems for the Future
Author: Kaput, Krista
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Funding Formulas,Futures (of Society),COVID-19,Pandemics,Educational Finance,Crisis Management,State Aid,Equal Education,Educational Equity (Finance),Educational Resources,State Policy,Federal Aid,Access to Education,School Districts,Budgets,Elementary Secondary Education,Kindergarten,Economic Climate,Enrollment Trends,Disadvantaged,Expenditure per Student

To prepare for the future, state policymakers can learn from the past -- specifically, the Great Recession and the COVID-19 Recession. Drawing on lessons learned from both time periods, the authors of this brief set out to answer the following questions: (1) What lessons from past economic crises might help state policymakers and advocates prepare for the future? (2) How can states take this moment of heightened uncertainty to strengthen their education finance systems against future financial shocks? and (3) How can states maintain or improve the equity of their funding systems for students and communities most in need of resources? This brief identifies four key insights from recent economic crises and recommends state policy actions aligned with each. These recommendations build upon one another, so states can begin by shoring up state revenue sources and build up to planning for further federal aid in the future.
Psychological Well-Being and Mental Health among University Students
Author: Stankovska, Gordana
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Psychological Patterns,Mental Health,College Students,COVID-19,Pandemics,Distance Education,Electronic Learning,Blended Learning

The COVID-19 outbreak has impacted all aspects of human life, including the educational settings. Online and hybrid learning carried out during and after the pandemic certainly has a positive and a negative side, especially when it comes to students' mental health. At the same time, psychological well-being problems have become increasingly common among students nowadays. Thus, the main objective of this research was to investigate the relationship between mental health and psychological well-being among university students. The Kessler Psychological Distress Scale (K10) and the Psychological Well-Being Scale (PWBS) were administered to a sample of 240 university students (129 female and 111 male students). The results indicated that there was a significant positive relationship between the level of psychological well-being and psychological distress. The students' psychological well-being had the highest rating in personal growth, self-acceptance, purpose of life and environmental mastery, while autonomy and positive relationship with others had lower levels. Simultaneously, there was a positive relationship between mental health and gender, but there was no correlation between psychological well-being and gender. The study concluded that those mental health problems have powerful predictive qualities with regard to changes in students' psychological well-being which reflects the implication of intervention programs and strategies that help students to better cope with and manage distress. [For the complete Volume 21 proceedings, see ED629259.]
From Midterm Wins to Weathering a Mounting Storm: Policymakers Must Put Families, Not Politics, at the Center of 2023 Legislative Agendas
Author: Croft, Michelle
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Educational Legislation,COVID-19,Pandemics,Declining Enrollment,Educational Finance,Educational Change,State Legislation,National Competency Tests,Politics of Education,Reading Achievement,Mathematics Achievement,Achievement Gains,Public Schools,Elementary Secondary Education,Federal Aid,Emergency Programs,Grants,Parent Attitudes,Educational Policy

With the 2022 midterm elections behind us and 2023 state legislative sessions ahead, policymakers must shift their time and attention from winning reelection to addressing the perfect storm brewing in education. Three significant challenges paint a grim picture for students and public schools unless policymakers step in to help: catastrophic COVID-19 pandemic impacts on learning, declining enrollment, and looming fiscal cliffs. This brief offers ideas for state leaders as they address the interrelated educational challenges facing schools right now. The brief highlights Michigan, Georgia, and Arizona. These states, ranging from blue to red to purple, provide lessons that can be instructive for policymakers in almost any state. Each state demands different policy solutions, but all should aim to put family empowerment, not politics, at the center of their legislative agendas.
Literature Review -- Ethnic Studies Best Practices
Author: Bishop, Sarah
Date: 2022-09-00
Type: Information Analyses
Subjects: Ethnic Studies,Best Practices,Research Reports,Data,Educational History,Courses,Barriers,Program Development,Educational Resources,Instruction,Teacher Recruitment,Student Recruitment

A growing interest in more equitable education, particularly regarding historical contributions of racial and ethnic communities, has heightened advocacy for adopting ethnic studies. The focus of ethnic studies courses can vary across the nation. Some courses prioritize the accomplishments and contributions of racial and ethnic minorities in the United States, while others seek to build critical consciousness by analyzing not only these individuals but understanding systemic barriers racial and ethnic minorities overcame or continue to face. Additionally, some courses focus on the history of a wide range of racial and ethnic groups in the United States, while others cover a single community's history, perspectives, and contributions. This literature review explores the research and data on ethnic studies best practices in the following sections: (1) History of Ethnic Studies as Coursework; (2) Importance of Ethnic Studies; (3) Challenges to Offering Ethnic Studies; (4) Programmatic Best Practices; (5) Best Practices for Instruction; (6) Recruitment Strategies; and (7) Educator and Advocate Resources.
Family Support for Learners with Mild Intellectual Disabilities during Transition
Author: Buthelezi, Nomthandazo
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Students,Mild Intellectual Disability,Transitional Programs,Family Programs,Social Support Groups,Student Placement,Special Classes,Mainstreaming,Barriers,Learning Motivation,Self Esteem,Communication Problems,Knowledge Level,Family School Relationship,Partnerships in Education,Educational Practices,Planning,Communication Strategies

Family support is essential for academic success and the creation of resilient learners. Support is a complex and contested terrain that is variously described based on disparate philosophical lenses through which it is viewed. It cannot be denied that learners are bound to encounter several challenges during their educational expedition that might require support. In this study the focus is on learners with mild intellectual disabilities (MID) who are firstly assessed, diagnosed then recommended placement into a special class. Subsequently, they may well be required to transition from the mainstream class to a special class. Transition tends to be a challenging time for learners in general, however, it may particularly be more challenging for learners with MID for several reasons (i.e., fear of change, attachment issues, bullying from other peers etc.). Essentially, family support becomes critical in facilitating this process since it is construed for positive transition processes. Furthermore, it increases the motivation and confidence of a learner with MID who may potentially encounter discrimination and marginalisation during transition. Notwithstanding, the numerous benefits of family support for learners with MID, a variety of challenges experienced by families in the provision of support to a learner with MID have been identified in a school located in a semi-rural part of a South African province. Such challenges include but are not limited to poor communication between families and homes, lack/limited of knowledge and lack of functional family-school partnerships. Drawing from this, the current study aims to provide possible approaches to mitigate the challenges experienced by families in providing support to learners with MID during the transition process. [For the complete Volume 21 proceedings, see ED629259.]
Shaping Learner Contributions via a Combination of Different Resources: Joint Use of &apos;Okay&apos; and Type-Specific Questions = Oblikovanje ucenickih odgovora kombinacijom razlicitih izvora: zajednicka upotreba rijeci &quot;okay&quot; i specificnih pitanja
Author: Atar, Cihat
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Instruction,Second Language Learning,Standard Spoken Usage,Classroom Communication,Communicative Competence (Languages),Discourse Analysis,Oral Language,Feedback (Response),Questioning Techniques,Interaction

This study aims to investigate the interactional organization of English teachers' acknowledgment followed by type-specific questions. Shaping learners' contributions via acknowledgment and type-specific questions is argued to be a part of Classroom Interactional Competence as the 5th skill in language teaching. Hence, this two-step move is studied to achieve a broader understanding of teachers' interactional repertoire. This study has a qualitative design utilizing Conversation Analysis. Eighteen hours of classroom data from Newcastle University Corpus of Academic Spoken English make up the data. The findings suggest that teachers' acknowledgment followed by type-specific questions is an indicator of Classroom Interactional Competence, and it is highly dependent upon the task goal (i.e., a pedagogic repair). Contrary to the previous studies, the joint use of acknowledgment is found to shape students' previous turns by foregrounding achievement rather than closing a topic or indicating a transition. Then, this joint use allows teachers to acknowledge or approve a learner's utterance on one level while carrying out repair work on another level enabling them to operate on different levels in the complex realm of the classroom. [This paper is provided in both English and Croatian.]
Higher Education as a Change Agent: Exploring Interconnection of Academic Freedom and Sustainable Development
Author: Rónay, Zoltán
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Freedom,Sustainable Development,Higher Education,Change Agents,Moral Values,Institutional Autonomy,Universities,Social Responsibility,Barriers,Social Change,Sustainability,Correlation,Futures (of Society),Objectives,College Role

Considering the fast-changing times and mounting challenges, higher education institutions (HEIs) became recognized as important change agents in the society but at the same time became more threatened. To that end, recently Magna Charta Universitatum, a declaration stating that intellectual and moral autonomy is the hallmark of any university and a precondition for the fulfilment of its responsibilities to society has been revised to reflect the changes of global society as well as to recognise HEIs' role to address the challenges that come with change. In fact, the revised document indicates that universities acknowledge their responsibility to engage with and respond to the challenges of the world and to their local communities to benefit humanity and contribute to sustainability. In order to achieve this promise, the academic freedom (AF) of scholars as knowledge seekers and builders as well as key actors in education and social change needs to be safeguarded. The aim of this paper is to enhance consideration for relationship between AF and sustainability. Based on the scholarly literature we explore the interconnection between the two notions. The preliminary findings clearly indicate that sustainability and AF play an imperative role in HEIs. Freedom of academic voices needs to be supported to protect and promote authentic participation in public discourses and to sustainably shape future society. Meanwhile, the infringement on AF carries unwanted consequences including slow transition towards sustainability. [For the complete Volume 21 proceedings, see ED629259.]
Higher Education as a Sustainable Service Provider in a Rapidly Changing World
Author: Niemczyk, Ewelina K.
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Sustainable Development,College Role,COVID-19,Pandemics,Change,Coping,Distance Education,Barriers

Bearing in mind United Nations' 2030 agenda and achievement of global goals, the conference theme brings attention to exploration of how education adjusted to the unexpected challenges of the global crisis and how lessons learnt can be used to create better education systems. On that note, this perspective piece brings attention to sustainable development and especially sustainable development goal 4 specific to education as well as the VUCA times representative of the fast-page changing world. Description of the above-mentioned notions is connected to the vision of higher education sector as a sustainable service provider. Higher education institutions play an essential role in sustainability since they are not only knowledge producers but most importantly agents nurturing educators, researchers and leaders with potential to contribute to the successful achievement of the United Nations' Sustainable Development Goals. The paper culminates with reflections and considerations about the direction higher education sector should consider to build back better. [For the complete Volume 21 proceedings, see ED629259.]
2019-2020 ECEAP Caseload Forecast Report
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Eligibility,Early Childhood Education,Federal Programs,Low Income Students,Social Services,Student Participation,Access to Education,Preschool Children,Students with Disabilities

The Washington State Caseload Forecast Council (CFC) is required by RCW 43.88C to forecast the number of children who are eligible to participate in the Early Childhood Education and Assistance Program (ECEAP) as defined in RCW 43.216.505 (4). ECEAP is Washington's pre-kindergarten program that prepares 3- and 4-year-old children furthest from opportunity for success in school and in life. ECEAP focuses on the well-being of the whole child by providing comprehensive education, health, and family support services to the most vulnerable of Washington's young children -- those in intense poverty, experiencing complex trauma, or both. The Department of Children, Youth, and Families (DCYF) provides this narrative report annually to describe the November ECEAP caseload forecast. Based on the November 2019 CFC forecast, during the 2019-20 school year, ECEAP serves 53 percent of eligible children and 84 percent of children likely to participate.
Law Practice and Education in Nigeria: The Importance of Technology
Author: Achinewhu, Chinuru
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Computer Use,Laws,Legal Education (Professions),History,Barriers

Technological revolution has continued to permeate all aspects of society. Its roles and impacts cannot therefore be overemphasized. Nevertheless, the roles of technology in law practice and law education in Nigeria have not received considerate research attention. The aim of this paper is to fill this gap by examining law practice and education in the context of the roles technology plays. The doctrinal research method was adopted. The paper found that Section 1 of the Act established the Council of Legal Education and vests it with the responsibility for the legal education of persons seeking to become members of the legal profession. The role of technology in law practice includes documentation of client's instructions, case management, file management, personnel data management and the documentation of accounts of the law firm, research, filing of court processes and virtual court sittings. Similarly, technology plays important roles in law education including research and teaching aids. However, the integration of technology faces several challenges such as inadequate regulatory framework, inadequate infrastructure, lack of funds and technological illiteracy. The paper concluded that addressing the challenges will be critical to enhancing and expanding the roles of technology in law practice and education and that without a strategic long term approach, the roles of technology in law practice and education in Nigeria will remain very insignificant and slow to sustainable growth. [For the complete Volume 21 proceedings, see ED629259.]
New Rurality and Traditional Families. Multigrade Schools in Colombia and Mexico during Pandemics
Author: Navarro-Leal, Marco A.
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Parent Attitudes,Rural Schools,COVID-19,Pandemics,School Closing,Parent Role,Educational Technology,Family Role,Rural Areas,Rural Education,Small Schools,Family Structure

The purpose of this paper is to present an exploration on the response of parents of two rural multigrade schools facing the homeschooling activities in the context of pandemics. To frame a comparative perspective some conceptual work was done about new rurality and family structure before interviewing parents of both schools about distribution of tasks among family members, distribution of time and technological support. The study concluded that the traditional structure of rural families made easy to carry on with the tasks of home, labor and education. [For the complete Volume 21 proceedings, see ED629259.]
Pedagogical Trends, Various Approaches
Author: Vásquez-Martínez, Claudio-Rafael
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Trend Analysis,Educational Research,Educational Trends,Social Change,Educational Theories,Humanism,Critical Theory,Behaviorism,Educational Philosophy

When talking about pedagogical theories, the first thing to stress is that it is difficult to find something new that has not been said before. In this field, much of what is called innovation comes from earlier times. Theories, conceptions and research have developed a great deal in the field of education. This means that educational systems face new challenges, with all the limitations that this implies. It is also evident that knowledge emerges with growing force that promotes social development. Therefore, it is necessary to implement pedagogical projects based on advanced forms of teaching that support the training of individuals, professionals capable of responding to the demands of the contemporary world. [For the complete Volume 21 proceedings, see ED629259.]
Training Adult Education Researchers in a Remote Doctoral Program: Experiences, Reflections, and Suggestions for Moving Forward
Author: Stojanovic, Maja
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Research Training,Doctoral Programs,Best Practices,Educational Researchers,Leadership Training,Technology Integration,Online Courses,Independent Study,Distance Education,State Universities,Curriculum Development,COVID-19,Pandemics,Futures (of Society)

This paper focuses on the experience, reflections, and best practices related to training adult education researchers in an adult learning and leadership doctoral program at a Research I institution in the United States. We discuss embedding technology into the curriculum, fostering connections, and supporting the development of self-directedness as key elements of an effective online doctoral program. The paper offers suggestions applicable to other online, research-intensive programs catering to the working learner population. [For the complete Volume 21 proceedings, see ED629259.]
The Non-Recoverability of an Education System and the Resetting Option: Case South Africa
Author: Beckmann, Johan
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Change,Educational Quality,Educational History,Legal Responsibility,Educational Policy,Economic Impact,Change Strategies

The theme of the conference seems to assume that most countries had functional and well-performing education systems before the COVID-19 pandemic. All they need to do now is to recover and restore their systems to their former glory. Evaluations of the South African education system between 1994 and 2022 have been extremely negative. The question arises whether all systems could be restored and whether there are systems simply not worth restoring and needing a complete mind shift and a new start to begin to be able to provide quality education. I surveyed the South African school education system and the degree to which it complies with the legal framework that regulates it. I also consulted published material on education quality. I came to the conclusion that the system is performing extremely poorly and is probably not worth &quot;recovering&quot;. I then turned to the suggestions of prominent economic and education policy specialists. It became clear to me that an education system not worth recovering needs a mindset change in its leaders to be reset and begin over. Certain education systems will probably need to be reset and not merely recovered. I explain briefly what the literature suggests about resetting a system and then list a number of steps that might be taken to reset an education system. [For the complete Volume 21 proceedings, see ED629259.]