ethanporcaro/eric-fulltext-meta huggingface dataset:
A Model of Creative Community Development in Khon Kaen: Buea-Ban (Old City Pillar Shrine)
Author: Thongdee, Witthaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Community Development,Models,Strategic Planning,Sustainable Development,Developing Nations,Historic Sites,Indigenous Knowledge,Cultural Activities,Religion,Tourism,Foreign Countries

Community development is a type of development that is unique in its own way, philosophies, concepts, principles and practices based on originality. The development is the process of educating people to develop knowledge ideas to gain potential of self-sufficiency. This is consistent with the first national strategy of Thailand to achieve the vision 'Thailand is stable, prosperous and sustainable, is a developed country in accordance with the philosophy of sufficiency economy'. To meet with the mentioned national goal and in support of the National Research Council of Thailand, this research aims to develop a creative community model: Old City Pillar Shrine (Buea-Ban) in Khon Kaen Province. Participants (N=66), chosen by Purposive Sampling consisted of representatives of Khon Kaen Municipality, local scholars, representatives of 'Hoop-Taem' Club, Khon Kaen Club. Tools used in this study included Interviews and Focus Group Discussion. The data was analysed using the Descriptive Content Analysis. The result of the research leads to the acquisition of the Creative Community Model called 'KIDPU Model' consisting of 1) K: Knowledge Management; 2) I: Identity (reflection of identity); 3) D: Development; 4) P: Publication and 5) U: Utilization.
2020 Ohio Remediation Report: For Fall 2019 Enrolling College Students (Spring 2019 High School Graduates)
Author: Ohio Department of Education
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Remedial Programs,Developmental Studies Programs,Enrollment,Economic Impact,Adult Students,High School Graduates,In State Students,College Freshmen,College Readiness,Racial Differences,Social Differences,Economically Disadvantaged,Public Colleges,Achievement Gap,Attendance,Academic Advising

Together, the Ohio Department of Education and the Ohio Department of Higher Education are committed to reducing the need for academic remediation and developmental courses at state institutions of higher education. Accomplishing this goal requires both agencies as well as the systems they oversee to work collaboratively to increase the likelihood that students will be remediation-free upon transitioning from high school to higher education. In fulfillment of Ohio Revised Code section 3345.061 (H), the Chancellor of the Ohio Department of Higher Education and the Superintendent of Public Instruction have submitted this 2020 Ohio Remediate Report, based on data from the high school graduating class of 2019. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, &quot;2019 Ohio Remediation Report: For Fall 2018 Enrolling College Students (Spring 2018 High School Graduates),&quot; see ED608803.]
The State of Ohio Higher Education
Author: Ohio Department of Higher Education
Date: 2020-01-14
Type: Reports - Descriptive
Subjects: Higher Education,Vocational Education,State Policy,Educational Policy,Educational Finance,Budgets,State Aid,Grants,Scholarships,STEM Education,Tuition,Paying for College,Resource Allocation,Universities,Community Colleges,Acceleration (Education),Students with Disabilities,Mental Health Programs,Partnerships in Education

On January 14, 2019, Mike DeWine was sworn in as Ohio's 70th governor. Jon Husted joined Governor DeWine and received the oath of office as Ohio's Lieutenant Governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to change Ohio. Almost immediately, Governor DeWine and Chancellor Randy Gardner began an unprecedented outreach effort to listen to students, higher education leaders, faculty, members of college and university boards of trustees, and Ohio's business community. Chancellor Gardner visited a total of 74 college and university campuses in addition to a number of Ohio Technical Centers and career centers throughout 2019. This document provides a brief summary of what the DeWine-Husted Administration, working with the Ohio Department of Higher Education (ODHE), accomplished in its first year.
Combatting the Costs of Exclusion for Children with Disabilities and Their Families
Author: Mont, Daniel
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Student Rights,Equal Education,Inclusion,Access to Education,Barriers,Social Bias,Poverty,Family Environment,Incidence,Foreign Countries,Accessibility (for Disabled),Economic Impact,Equal Opportunities (Jobs),Unemployment,Income,Taxes,Expenditures,Medical Services,Social Influences,Mental Health,Prevention,Mothers,Access to Health Care,Females,Nutrition,Child Development,Young Children,Early Intervention,Early Childhood Education,Educational Finance,Special Education

The Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities (CRPD) emphasizes that all children have the right to be full members of society, and be included in all forms of participation inside the home and out in the community. Unfortunately, many children with disabilities are not afforded this opportunity. Instead, they face many barriers that exclude them from society. Compared with other children, children with disabilities are less likely to receive an education, less likely to be employed as adults, more likely to be victims of violence, less likely to start their own families and participate in community events, and more likely to live in poverty. The exclusion of children with disabilities affects not only them, but imposes costs on the whole community. If these children lack the opportunity to be productive, society loses out on what they could have produced. The barriers faced by people with disabilities can also create more responsibilities for their family members, which can limit their opportunities to work or get an education. Moreover, the impact of exclusion extends beyond the economic cost. If people with disabilities are absent from public discourse, the community cannot benefit from their ideas. If they are excluded from political participation, the government cannot truly represent the interests of all citizens. A growing body of research suggests that the costs of exclusion are high. Fortunately, evidence also demonstrates that there are effective ways to ameliorate these costs. A strong case can be made for the social and economic benefits of inclusion. This paper is an effort to begin making that case.
The Impact of Migration on Student Mental Health: Inferences to Teaching
Author: Klein, Shelby J.
Date: 2021-04-00
Type: Information Analyses
Subjects: Migration,Mental Health,Minority Group Students,Well Being,Acculturation,Culturally Relevant Education,Mental Disorders,Teaching Methods,Classroom Techniques

This paper has been developed based on my learning experiences within the Master of Education program at Thompson Rivers University. As well as, my time teaching at Burdett School while working with the Low German Mennonite student population; and experiencing the interrupted mental health and well-being they face given their migration, forced or otherwise, regularly to and from Mexico; as well as their acculturation. Through my journey as a teacher in this program I have come to understand more about minority groups and the struggles that they face. I have learned that the upheaval involved in being a child migrant impacts their mental health and well-being; their ability to learn, and, as a result their future successes. This group of children need help because they are a part of all of our futures. Not only that, educators need personal and professional development on this topic so that they can in turn support these students in the way that is necessary to make a positive change in their futures. In this paper I argue that migrant children's mental health and well-being is impacted negatively when they migrate based on the upheaval involved in moving, forced or otherwise, as well as, acculturation; in turn, their support in the classroom should be unique. I make this claim because we should be concerned about migration and acculturation as a traumatic event, and Murphey and Sacks (2019) outline that ethnicities change the percentage of students who suffer from adverse childhood experiences to a larger number (p.9). Not only does acculturation impact migrant students, but the negative impacts migration has on mental health, create lasting negative: social, emotional, and educational effects (Dombo &amp; Sabatino, 2019, p.18). The implications that can be made are that migrant children need culturally competent and caring individuals in the classroom to advocate for them, and make necessary changes to their personal lives and professional practices to positively impact migrant student's present lives and futures.
Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Non-Attending Peers
Author: Ansari, Arya
Date: 2020-08-00
Type: Reports - Research
Subjects: Preschool Education,Program Effectiveness,Low Income Students,Kindergarten,Graduates,Academic Achievement,Executive Function,Individual Differences,Achievement Tests,Social Development,Student Characteristics,Family Characteristics,Attendance,Emotional Development,Teacher Student Relationship,School Readiness,Student Attitudes,Persistence,Outcomes of Education,Measures (Individuals),Rating Scales

The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed non-attenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pre-K at the start of the year diminished by a little over half. This convergence between groups' performance was largest for more constrained skills, such as letter-word identification, and was attributed to the fact that non-attenders made greater gains in kindergarten as compared with graduates of pre-K. Importantly, convergence in the groups' performance in kindergarten was not attributed to pre-K children's classroom experiences in kindergarten. Convergence was, however, attributable to pre-existing individual differences and there was support for the notion that even though children's skills are susceptible to improvement as a result of pre-K, their longer-term outcomes are likely to be impacted by factors that are outside the scope of early schooling. [This paper will be published in &quot;Developmental Psychology&quot; (EJ1271687).]
Adult Numeracy: Assessment and Development. UIL Policy Brief 13
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Adults,Numeracy,Lifelong Learning,Educational Policy,International Organizations,Evaluation Methods,Adult Learning,Teaching Methods,Social Change,Job Skills,Employment Potential,Well Being,Health,Citizen Participation,COVID-19,Pandemics,Statistics,Disease Control,Social Problems,Barriers,Educational Strategies,Strategic Planning,Measurement,Cultural Pluralism,Multilingualism,Cross Cultural Studies,Money Management,Technological Literacy,Case Studies,Foreign Countries,Capacity Building

Adult numeracy is key to improving citizens' lives and supporting the development of jobs markets, economies and societies around the globe. However, its importance is all too often overlooked, in terms of both numeracy education (for adults and in schools) and monitoring of skill levels by credible direct assessment. The UNESCO Institute for Lifelong Learning (UIL) has published a policy brief to support the assessment and development of adult numeracy worldwide. Recent changes in the world of work, such as jobs growth in the information and service sectors, mean that today's workers need adequate numeracy skills in order to adapt (Jonas, 2018). Numeracy competency is also linked to important aspects of individual well-being, such as health and active citizenship (OECD, 2019). The COVID-19 pandemic has further highlighted the prime importance of numeracy skills. The public's ability to understand and analyse the large volumes of statistical information and projections that are being circulated via media channels has become crucial to the success of national measures aimed at reducing infection rates and easing the social and economic consequences of the pandemic. Existing data, however, suggests that many adults do not have sufficient numeracy skills. The Programme for the International Assessment of Adult Competencies (PIAAC), for example, notes that a large percentage of the adult population -- 30 to 60 per cent in middle-income countries and 10 to 40 per cent in high-income countries -- have low or very low levels of numeracy proficiency (OECD, 2019). Furthermore, many countries have no data on which to base an assessment of their existing numeracy gaps. The UIL policy brief highlights these challenges and recommends: (1) adopting a long-range national strategy focusing on adult numeracy that involves the use of direct numeracy measures (distinct from literacy); (2) investing in the development of national capacities to measure and improve adult numeracy skills; and (3) developing a creative and scalable monitoring approach that reflects the respective country's demographic and linguistic diversity. [This policy brief is based on joint contributions by Iddo Gal and UIL staff.]
Mobile Technologies for Education: Attitudes to Social Media
Author: Elverici, Sibel Ergün
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Handheld Devices,Social Media,Technology Integration,Access to Information,Cooperative Learning,Student Attitudes,Foreign Countries,Second Language Learning,English (Second Language),Web 2.0 Technologies,College Students

It is true that mobile technologies are growing day by day and as part of they are becoming more and more integrated into everyday lives of people of all ages. One of the reasons of their growing popularity is because they serve different needs of individuals. Since mobile technologies have gained importance and become a powerful asset, different uses of them and their integration in education have become a question of many researches in the field. To have better communication and reach the new generation integrating technology to education programs is among these questions. More importance is attributed to technology enhanced teaching and learning activities than in the past. In this regard, as part of mobile technologies, social media has also become more significant. One of the descriptions of social media is platforms where students have constant access to information. Within the education context, it has become prominent that not only social media provides constant access to information, but it also supports students by allowing them to share content, collaborate and support learning. Therefore, again in the context of mobile technologies, by investigating the attitudes of students in higher education towards using social media for educational purposes, this study aims to develop a deeper and more comprehensive understanding about their possible use in education. 202 university students formed the sample of this study. Descriptive survey design with a 5 point Likert survey and semi-structured interview were used for the study. The findings of the study suggest that students have a high opinion of social media use and support its use for educational purposes.
An Outbreak of Online Learning in the COVID-19 Outbreak in Sub-Saharan Africa: Prospects and Challenges
Author: Adarkwah, Michael Agyemang
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Access to Education,Access to Computers,Teacher Burnout,Student Attitudes,Internet,Anxiety,Foreign Countries,Energy,Educational Finance,Costs,Barriers,College Students,Higher Education,Readiness,Parent Role

The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning experience is best described as a &quot;challenge-ridden online learning&quot; with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa. Abstract-The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning learning&quot; with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa.
Pathways to Opportunity: The Virginia Plan for Higher Education
Author: State Council of Higher Education for Virginia
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Strategic Planning,Educational Objectives,Access to Education,Educational Attainment,Equal Education,Student Costs,COVID-19,Pandemics,Social Justice,Economic Progress,Social Mobility,Outcome Measures

Higher education transforms learners, cultivates talent and offers pathways to opportunity. Education is the rising tide that should lift all boats, and &quot;Pathways to Opportunity: The Virginia Plan for Higher Education&quot; charts the course for doing so. The Plan reflects those near- and longer-term issues that significantly impact the landscape of higher education in the Commonwealth. Developing this Plan amid the pandemic and the emergence of social justice issues sharpened the report's focus on the challenges of equity, affordability and transformative outcomes--challenges not unique to Virginia. Several themes emerged from the year-long planning process. Results of a quantitative data analysis of the current state of higher education in the Commonwealth and input from a diverse group of higher education stakeholders confirm that &quot;Pathways to Opportunity: The Virginia Plan&quot; should: (1) Emphasize the importance of equity as a specific goal and underlying element of The Plan; (2) Ensure that The Plan's vision, target, goals, strategies and measures are linked closely; (3) Enable clear connections between The Plan and State Council of Higher Education for Virginia (SCHEV's) day-to-day work and organizational commitment to diversity, equity and inclusion; and (4) Adopt deliberate and boldly aspirational goals in light of the pandemic and social justice issues. In October, Council established three goals for higher education: it should be equitable, affordable and transformative. These goals are the framework for The Plan's 10 strategies and five measures as well as the vision of &quot;Best State for Education&quot; and overall target of 70% educational attainment of all 25 to 64-year old working-aged Virginians.
Research on Quality Indicators to Guide Teacher Training to Promote an Inclusive Educational Model
Author: Navarro-Montaño, María José
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Needs,Inclusion,Educational Indicators,Educational Quality,Early Childhood Education,Elementary Education,Secondary Education,Training,Teacher Education,Democracy,Educational Practices,Foreign Countries

The work we present is an ongoing research project on school inclusion, its implications for education, and an analysis of quality indicators. The research's main objective is to analyze the beliefs and training needs that teachers have on inclusive education to consider some quality indicators for their training. The research was conducted at all levels of the Spain's education system, except for higher education, i.e., namely early childhood education, primary education, secondary education, baccalaureate, and training modules. The study uses a qualitative research approach. Interviews were conducted with an open-ended questionnaire, one per interviewee, except for the principal and head teacher, who were interviewed as members of the board. Based on the analysis of data, results, and conclusions, we propose quality indicators to guide teachers' training. The most relevant indicators are linked to the need to promote an inclusive educational model in which schools develop inclusive institutional projects, and teacher training is aligned with educational inclusion. This model is based on learning programs aligned with inclusive educational practices and needs and focuses on comprehension, democracy, and participation principles.