ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 and Rural Higher Education: Rapid Innovation and Ideas for the Future. Issue Focus
Author: Ratledge, Alyssa
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Higher Education,Rural Schools,Access to Education,Distance Education,Online Courses,Internet,Poverty,At Risk Students,Minority Group Students,Educational Innovation,Access to Computers,Entrepreneurship,Telecommunications,Dual Enrollment,School Closing,College Faculty

The COVID-19 pandemic has caused seismic shifts for postsecondary education. For rural colleges, the pandemic exacerbated issues that have affected students and communities for decades. Education gaps between rural communities and their more urbanized counterparts are well documented. Rural communities have long been confronted with unique education challenges. Chief among them is the digital divide: Many rural areas lack adequate broadband internet infrastructure, which has become even more critical during the pandemic. In addition, many rural areas seeing the highest poverty rates and the lowest graduation rates are also dealing with interconnected issues of rural poverty and historical, systemic racism. The marginalization of Black and Indigenous people and other people of color in rural communities over many generations has created broad inequities, compounding a continued lack of investment in these communities. Little research in higher education has been conducted in rural settings. To understand what is working and what research is needed, MDRC convened virtual meetings this past spring and summer with a diverse group of rural higher education leaders and stakeholders. The meetings revealed many innovative adaptations that rural educators have been making in response to the pandemic. Many of these strategies may be applicable to all institutions, not just those with a preponderance of rural students.
Interagency Autism Coordinating Committee Strategic Plan for Autism Spectrum Disorder, 2018-2019 Update
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Strategic Planning,Symptoms (Individual Disorders),Clinical Diagnosis,Disability Identification,Federal Legislation,Etiology,Intervention,Financial Support,At Risk Persons,Access to Health Care,Access to Information,Federal Aid,Portfolios (Background Materials),Adults,Quality of Life,Educational Legislation,Equal Education,Students with Disabilities,Health,Housing,American Indians,Alaska Natives,Equal Opportunities (Jobs),Self Destructive Behavior,Aggression,Injuries,Money Management,Home Programs,Law Enforcement,Safety,Developmental Disabilities,Web Sites,Community Programs,Racial Differences,Ethnicity,Health Needs,Comorbidity,Diseases,Physical Health,Mental Health,Research,Federal Programs

This &quot;2018-2019 Interagency Autism Coordinating Committee (IACC) Strategic Plan Update&quot; is the work of the IACC membership that was appointed under the Autism CARES Act of 2014. The Committee agreed that the &quot;2016-2017 IACC Strategic Plan&quot; reflected a comprehensive review of the state of the field and provided a set of 23 new research, services, and policy-related objectives. Together, the Committee hopes that the &quot;2018-2019 IACC Strategic Plan Update&quot; will provide an insightful overview of the recent efforts in autism spectrum disorder (ASD) research, services, and outreach as they relate to the issues and goals described in the &quot;2016-2017 IACC Strategic Plan.&quot; The &quot;2018-2019 IACC Strategic Plan Update&quot; includes: (1) a synopsis of presentations and discussions that took place at IACC Full Committee meetings in 2018 and 2019; (2) a recap of the activities of the IACC Working Group focused on improving health outcomes for people on the autism spectrum; (3) a recap of the activities of the IACC Working Group focused on housing issues experienced by people on the autism spectrum and their families; (4) a summary of the &quot;2016 ASD Research Portfolio Analysis Report,&quot; which is the first analysis of research activities among federal and private funders as they correspond to the objectives of the &quot;2016-2017 IACC Strategic Plan&quot;; and (5) a synopsis of the &quot;Department of Health and Human Services Report to Congress on Activities Related to Autism Spectrum Disorders and Other Developmental Disabilities Under the Autism Collaboration, Accountability, Research, Education and Support Act (Autism CARES Act) of 2014 (FY 2014-FY 2018),&quot; highlighting recent federal activities related to ASD research and services. [For &quot;2016-2017 Interagency Autism Coordinating Committee Strategic Plan for Autism Spectrum Disorder,&quot; see ED589791.]
Infant Toddler Education Belief Scale for Pre-Service Early Childhood Educators (ITEBS4PECES): Validity and Reliability Analysis
Author: Ünlü-Çetin, Senil
Date: 2020-00-00
Type: Journal Articles
Subjects: Likert Scales,Test Construction,Construct Validity,Test Reliability,Preservice Teachers,Student Attitudes,Early Childhood Teachers,Teacher Attitudes,Beliefs,Infants,Toddlers,Early Childhood Education,Factor Analysis,Factor Structure,Scores

The aim of the current study is to develop a scale that measure pre-service early childhood educators' beliefs about infant and toddler education(I/TE). 384 candidate early childhood educators from different public universities were constituted the sample of the study. Reliability and validity analysis were run for the 60-items &quot;Infant Toddler Education Belief Scale for pre-service early childhood educators (ITEBS4PECES)&quot;. Explanatory and Confirmatory factor analysis of &quot;ITEBS4PECES&quot; indicated that &quot;ITEBS4PECES&quot; is a 5-Likert scale with 35 items and four factors. Factor loading values ranged between 0.439 and 0.762. The total variance explained by the scale is 39.02%. The reliability coefficients of Cronbach alpha ranged from 0.81 to 0.85 for factors. As one of the first attempts to measure beliefs about infant-toddler education of pre-service teachers, this valid and reliable scale is believed to lead more research on infant toddler education and by this way contribute a lot to early childhood education field.
Investigation of the Extent to Which the Units of Healthy Life Prepare Children for Struggling with COVID-19
Author: Taneri, Ahu
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Health Promotion,Health Education,Foreign Countries,Elementary School Students,Health Behavior,Biology,Grade 1,Grade 2,Grade 3,Textbooks,Hygiene,Sanitation,Units of Study,Elementary School Science

Schools are one of the important environments where children can attain the right attitudes and behaviours during the epidemic. The curriculum implemented and textbooks taught in schools form the basis of resources for knowledge that can be used by both teachers and students. In Turkey, health information is given to primary school children in the units of &quot;Healthy Life&quot; in life sciences classes. In the current study, the extent to which the units of healthy life prepare children for struggling with COVID-19 was investigated. To this end, both the life sciences curriculum and the textbooks taught in the first three grade levels were analyzed. The findings of the study revealed that both the life sciences curriculum and the textbooks taught do not have the content adequate to prepare children for struggling with the epidemic.
Language Teachers&apos; Views and Suggestions on the Central Teacher Selection and Recruitment Exam in Turkey
Author: Kilickaya, Ferit
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Standardized Tests,Test Validity,Teacher Recruitment,Teacher Competencies,Knowledge Base for Teaching,Preservice Teachers,Foreign Countries,College Seniors,Student Attitudes,Turkish,Cultural Awareness,Knowledge Level,Test Items

This study inquires into whether prospective English language teachers consider the central exam, KPSS (The Selection Examination for Professional Posts in Public Organizations) valid to select and recruit English language teachers, and what suggestions they have concerning the improvement of the exam. The findings indicate that the majority of the participants have negative attitudes towards the exam and think that it is not valid. Moreover, they point out that the exam must include the subject knowledge. Therefore, there is an urgent need for the policy makers to know what they want teachers to do in classrooms and schools, then test and select teachers accordingly.
Student Attitudes to Games-Based Skills Development: Learning from Video Games in Higher Education
Author: Barr, Matthew
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Late Adolescents,Game Based Learning,Video Games,Skill Development,Communication Skills,Job Skills,Competence,Transfer of Training,Adjustment (to Environment),Foreign Countries

Qualitative interview data is presented in support of previously-published quantitative evidence that suggests commercial video games may be used to develop useful skills and competencies in undergraduate students. The purpose of the work described here was to document the attitudes of those students involved in the quantitative study and to explore how the game-based intervention was perceived. To this end, student attitudes to the use of specified games to develop communication skill, resourcefulness and adaptability are examined. A broadly positive perception of the games' efficacy for skills development is revealed, and the aspects of game play that students believe contribute to skills development are discussed. These aspects include the need to communicate with team mates in order to succeed, and the fluid, unpredictable nature of in-game challenges. It is suggested that while the games played an important role in skills development, interaction between students, facilitated by game play, was also a significant factor.
Teacher Education in Pakistan: Issues and Problems
Author: Tahira, Muneeba
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Teacher Education,Teacher Education Programs,Educational Policy,Public Colleges,Educational Quality,Educational History,Private Colleges,Preschool Education,Elementary Secondary Education,Postsecondary Education,Preservice Teacher Education,Inservice Teacher Education,Educational Change,Barriers

Teacher education is an essential and critical part of every educational system and therefore plays a key and fundamental role in improving quality and enhancing the educational system. The goal of the study was to present an overall picture of teacher education in Pakistan in the context of education policies, quantitative expansion, provision of education for pre- and in-service teachers, particularly by the public sector, initiatives undertaken by the public sector to improve the quality of teacher education and to highlight the issues and problems of teacher training. Since, 1947 Pakistan has grown tremendously in the number of teacher training institutions. Teacher education is an important area of concern in the education system in Pakistan, so every educational policy paper has discussed teacher education and suggested various measures to improve teacher education. These measures, however, were implemented in parts and pieces, hence, could not bring the desired results. The quality of public-sector education declined over the period of time thus provided the space for private sector which emerged as a strong competitor in the education sector by enrolling one-third of students at all educational levels.
Video Games Can Develop Graduate Skills in Higher Education Students: A Randomised Trial
Author: Barr, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,Skill Development,Job Skills,Undergraduate Students,Art Education,Humanities,Cooperative Learning,Communication Skills,Effect Size,Experimental Groups,Control Groups,Game Based Learning,Adjustment (to Environment)

This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as 'graduate attributes'. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education.
Character and the College Admission Process. Research Brief
Author: National Association for College Admission Counseling
Date: 2020-00-00
Type: Reports - Research
Subjects: College Admission,School Counselors,Admissions Officers,Individual Characteristics,Personality Traits,Admission Criteria,Differences,Institutional Characteristics,Private Schools,Public Education,Values Education,Program Implementation

The National Association for College Admission Counseling (NACAC) and the Character Collaborative worked together to develop a survey of secondary school counselors and college admission offices. Survey questions were designed to better understand the nature of any character development programs offered by secondary schools in the US, and to establish a baseline for tracking trends in how positive character attributes are considered in college admission decisions. These surveys (the 2018-19 Counseling Trends Survey and Admission Trends Survey) represent the first time NACAC has included questions about personal character. The surveys were completed by 447 admission officers and 2,345 secondary school counselors. This report presents the survey results and methodology. [This report was co-produced by the Character Collaborative.]
Get the Picture?! Final Evaluation Report
Author: Zoblotsky, Todd
Date: 2020-10-21
Type: Reports - Research
Subjects: Program Effectiveness,College Readiness,Career Readiness,Students with Disabilities,High School Students,Rural Schools,Poverty,Self Determination,Intervention,Suspension,Student Behavior,Transitional Programs,Student Needs,Student Characteristics,Capacity Building,Dual Enrollment,High School Graduates

The purpose of this study was to determine the effectiveness of Get the Picture?! in improving the overall college/career readiness of 900 students with disabilities in each of the nine participating treatment high schools in nine rural, high poverty Kentucky school districts after four years of implementation. This quasi-experimental study followed the 9th grade cohort of students with disabilities in the nine treatment and 18 matched control schools over four school years, 2015-16 through 2018-19. Through the development of self-determination skills, the goal of the intervention was to increase the number of students with disabilities who achieved the state standard for College and/or Career Readiness by meeting established benchmarks on State/National assessments and/or completion of a recognized industry certification in each of the nine participating schools. For the confirmatory analyses, there were two outcome variables in two different outcome domains: (a) Transition Ready, a binary &quot;Yes&quot;/&quot;No&quot; variable [Transition Readiness domain], and (b) the cumulative number of in-school suspensions (a continuous variable) [Self-management behaviors domain]. For the confirmatory analyses, outcome data were examined using two-level Hierarchical Linear Models (HLM) (for Cumulative In-School Suspensions) and Hierarchical Generalized Linear Models (HGLM) (for Transition Ready) to account for the nested structure of the data (i.e., students nested within schools). Overall, after four years of implementation, Get the Picture?! was able to demonstrate a statistically significant positive impact on the Transition Readiness of participating 9th grade cohort students compared to controls. Treatment students had statistically significantly higher odds of being Transition Ready, and were more than twice as likely to achieve Transition Readiness status compared to control students. However, while the confirmatory study showed the intervention was also able to reduce the total number of in-school suspensions for treatment students relative to controls, the outcome was indeterminate (i.e., not statistically significant). The following are appended: (a) Kentucky Department of Education Revised Transition Readiness Standards, and (b) Fidelity of Implementation Final Report.
From the Centre to Periphery: The Middle Eastern Impacts on Islamic Education in Indonesia
Author: ZTF, Pradana Boy
Date: 2020-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Foreign Countries,Teaching Methods,Ideology,Comparative Education,Religious Factors,Organizations (Groups)

This paper traces Middle Eastern elements in Islamic education in Indonesia by looking at their institutions, curricula, method of teaching, orientations, and Islamic ideological transmission. The information on values and impacts of Indonesian and Middle Eastern Islam takes a one-way traffic pattern in general terms. The dynamics of Islam in Middle Eastern regions will fundamentally affect the practice and dynamic of Islam in Indonesia. This paper maps out Middle Eastern components' influence on the course of education run by these two largest Islamic organizations in Indonesia, Muhammadiyah and Nahdlatul Ulama'. However, following the New Order's fall, many Islamic groups emerged; education offered by these new groups and orientations is also worthy of evaluation. In the modernist group, the idea and practice of Islamic reform, which constitutes one of its significant agendas, mostly echoed the similar and earlier movements in the Middle East. Similarly, traditionalist groups are often described as the revivers of more locally-rooted Islamic practice, and therefore, they tend to blend local and Middle Eastern elements within their religious way.
Preparing Students for College: What High Schools Are Doing and How Their Actions Influence Ninth Graders&apos; College Attitudes, Aspirations and Plans
Author: Radford, Alexandria Walton
Date: 2020-00-00
Type: Reports - Research
Subjects: College Readiness,Courses,Counselor Role,Counselor Attitudes,Interpersonal Relationship,School Counselors,Institutional Characteristics,Public Schools,Private Schools,College Attendance,School Size,Hispanic American Students,Geographic Location,African American Students,Low Income Students,School Role,Grade 9,Student Attitudes,Paying for College,Costs,Intention,Bachelors Degrees,Parents,Individual Characteristics,Advanced Placement,Counseling Techniques,Time

This report analyzes new, nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09). Part I of this report examines what high schools are doing to help students transition to postsecondary education. Broadly, it examines college-level course offerings; counselors' time, attitudes and actions; and students' interactions with counselors. Each outcome was analyzed by the following high school characteristics: high school type (public or private), four-year college-going rate, size, locale, Hispanic students' representation, black students' representation, and the percentage of students at public high schools receiving free or reduced-price lunch (as a proxy for low-income students' representation). Part II of this report helps identify what schools can do to get students on a path that should lead to their successful transition to college. To that end, this section examines how counseling characteristics are related to ninth-graders' perceptions about college affordability, intention to enroll in a bachelor's degree program within a year of completing high school, and plans to take the SAT or ACT. In this section, descriptive statistics are presented first, followed by a discussion of regression results that control for high school, student and parent characteristics. The role of counseling characteristics on first-generation college students' attitudes and plans receives special attention.
Charm City Leaders Adapt as They Tackle Equity Gaps: Lessons from Baltimore City Public Schools&apos; Response Spring 2020
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Administration,Achievement Gap,Public Schools,Web Based Instruction,Educational Quality,Social Services,COVID-19,Pandemics,School Closing,Access to Education,Access to Computers,Communication (Thought Transfer),School Districts

When Maryland's governor ordered all schools closed on March 12, Baltimore was not a COVID-19 hot spot. But there was little doubt that the city would soon be profoundly affected by the virus due to its high levels of poverty, cramped housing conditions, and prevalence of blue-collar workers who had to continue working in close quarters. Sure enough, by May, the city had become the most impacted jurisdiction in the state, with an infection rate three times that of Seattle, one of the cities affected earliest in the pandemic. Baltimore City's schools were unprepared for the shutdown, with too few children with laptops and uneven wifi availability. A commitment to decentralization meant that schools had focused their budgets on current services and hadn't invested in infrastructure for remote learning. Rather than succumb to the threat by trying to wrest total control from a decentralized school system, district leaders moved swiftly to control what they could, distributing food and establishing connectivity, like their peers in other school systems. In March, district leaders urged school leaders to mount whatever form of remote learning they could. By June, increasing numbers of schools were delivering synchronous instruction, and all had greatly increased engagement with students and parents. However, some schools still relied primarily on videos and printed materials. [For the full report, &quot;Lessons from Remote Learning in Six School Systems,&quot; see ED608269.]