ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking in Online and Campus Instruction: The Role of Technology, Instruction, and Practicum in the Preparation of Early Interventionists
Author: Marvin, Christine
Date: 2009-07-10
Type: Reports - Research
Subjects: Critical Thinking,Computer Mediated Communication,Asynchronous Communication,Graduate Students,Infants,Home Visits,In Person Learning,Online Courses,Developmental Delays,Developmental Disabilities,Classroom Communication,College Faculty,Discourse Analysis,Early Intervention

Comparisons were made of the class discussions from two graduate courses related to infants with disabilities and home visiting practice. Students were enrolled in either a traditional on-campus course that met weekly or an online course that engaged students asynchronously. Both groups of students also made weekly home visits to a family with an infant/toddler with identified delays/disabilities. Discourse patterns and analyses of the cognitive complexity of student and instructor contributions to class discussions revealed the instructor's domination of discussions on-campus and the students' tendencies to use lower levels of critical thinking. Despite similar student demographics and academic outcomes, the online students initiated more discussions and used significantly longer speaking turns and questions than on-campus students, on par with the online instructor, and had contributions that reflected a closer match to the instructor at the higher levels of critical thinking. Implications are discussed for training early interventionists using distance education.
Student Transitions Project (STP): Transitions of B.C. High School Graduates into B.C. Public Post-Secondary Education. STP Research Results
Author: Heslop, Joanne
Date: 2022-06-06
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Transitional Programs,High School Graduates,College Bound Students,Postsecondary Education,Grade 12,Enrollment Trends,Enrollment Rate,School Holding Power,Public Colleges,Student Characteristics,Regional Characteristics,Grade Point Average,Grades (Scholastic),In State Students,Out of State Students,College Students,Canada Natives,High Achievement,Outcomes of Education,Student Mobility,Place of Residence,COVID-19,Pandemics

This newsletter provides highlights of the latest research from the Student Transitions Project (STP), with a focus on the first transitions of B.C. grade 12 graduates into B.C. public post-secondary education. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and post-secondary institutions. This report presents a series of research questions and answers, beginning with brief responses to each question, followed by a more detailed explanation and visual analysis in the Research Results section of the report. [The Ministry of Education and Child Care, the Ministry of Advanced Education and Skills Training, and the B.C. public post-secondary institutions for collaborated in this research.]
Actionable and Sustainable Models for Recruiting, Preparing, and Retaining a Diverse, Highly Effective Educator Workforce in North Carolina. Landscape Analysis of Teacher Preparation Partnerships
Author: Public School Forum of North Carolina
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Education Programs,Partnerships in Education,Public Schools,Teacher Shortage,Statewide Planning,School Districts,Community Colleges,Kindergarten,Elementary Secondary Education,Best Practices,Labor Force Development,Educational Policy,Educational Practices,Teacher Persistence,Faculty Mobility,Diversity (Faculty),Teacher Effectiveness,Trend Analysis,Educational Trends,State Policy

The need to address teacher pipeline challenges has never been more urgent--and doing so will require bold, systemic changes to how teachers are recruited, prepared, compensated, supported, and respected. Teacher Preparation Partnerships are one promising strategy to help address the state's significant teacher pipeline challenges through collaboration between educator preparation programs (EPPs), school districts, community colleges, and workforce development partners. The Public School Forum of North Carolina is working to build awareness of these partnerships, to share and document programs and best practices, and to propose recommendations for policy and practice to strengthen and grow these efforts to improve teacher recruitment, preparation, retention, and diversity in actionable, sustainable ways. This brief summarizes the Forum's work thus far on a statewide landscape analysis of existing Teacher Preparation Partnerships and promising practices.
Nontuition Expenses: Implications for College Affordability and Financial Aid Policies
Author: Baum, Sandy
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Paying for College,Costs,Fees,Public Policy,Financial Needs,Student Needs,Low Income Students,Tuition,Student Employment,Food,Housing,Child Care,Transportation,Budgets,Instructional Materials,Institutional Characteristics,School Location,Grants,Federal Aid,State Aid,Eligibility,College Attendance,Geographic Regions,State Universities,Two Year Colleges,Private Colleges

Most discussions of college prices and of students' and families' ability to pay those prices focus exclusively on tuition and fees. This focus sometimes leads to policy recommendations that aim to eliminate tuition and fees without providing additional resources for students from low-income households to buy books and supplies and cover their living expenses while they are in school. Making tuition and fees free does not prevent students from borrowing at high rates. This brief provides background for discussions of how public policy can support students who, unable to work full time for pay, must cover food, housing, child care, transportation, and other costs in addition to tuition, fees, books, and other supplies. The variation in living expense budgets at different types of institutions and in different locations has implications for financial aid policies. One policy approach to investigate is adding a basic living allowance to tuition and fees that serves as the baseline for what grant aid should cover for the lowest-income students. Other possible approaches to ease students' financial burden are to significantly increase Pell grants--or other grant aid that can be used for nontuition expenses--and to connect more students to federal and state income support programs for which they are eligible.
Joyful Approaches for Speaking Courses
Author: Yagcioglu, Ozlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Class Activities,Lesson Plans,Learning Motivation,Phrase Structure,Proverbs,Language Variation,Thinking Skills,Communication Skills,Skill Development,Communicative Competence (Languages),Outcomes of Education,North American English,Foreign Countries,Undergraduate Students,College Preparation,Student Attitudes,Positive Attitudes

Speaking courses in English language education are important to develop many skills. They are enjoyable courses in which students can practice the words, phrases, idioms, or proverbs they learn. Teachers or lecturers are lucky if their students would like to attend the classroom activities, they prepare for their class hours. When students attend classroom activities full-heartedly new words, phrases or proverbs can be learnt joyfully. In speaking courses, phonetic letters, pronunciation of the words, definitions of the words in British English and in many American English are told. During the courses, students also develop their communication and thinking skills. This study deals with the speaking courses in the classes where English is taught as a second or as a foreign language. Sample classroom activities will be shared. Useful books to create joyful class hours will be suggested.
The Opinions of Mother, Teacher and Carer on the Role of Caregivers in the Education of Students with Special Needs
Author: Bayhan, Sadiye Gülcan
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Mothers,Teacher Attitudes,Caregiver Role,Students with Disabilities,Childhood Needs,Special Schools,Foreign Countries,Individual Characteristics,Expectation,Disabilities,Special Education Teachers,Home Health Aides

This research aims to determine the views of mothers, teachers, and caregivers about the role of caregivers working in special education schools in the education of children with special needs. In line with this purpose, in the 2020-2021 academic year, five state and five private special education centers with school caregivers in Nicosia, Famagusta, and Kyrenia affiliated to the TRNC Ministry of National Education, in a total of 10 institutions (working teachers, caregivers and those with special needs). In addition, data were collected from mothers with children. In this context, the present research was conducted with the voluntary participation of 45 teachers, 17 mothers, and seven caregivers. The majority of mothers and teachers stated that at the beginning of their expectations from caregivers, they should support children in their daily needs and treat children well, support their self-care needs and ensure the socialization of children. While most mothers and teachers see caregivers as inadequate in their child's education, caregivers see themselves as sufficient. Findings indicate that caregivers should receive in-service training to be more efficient in children's education.
Effect of National Board Certified Teachers on Students&apos; Social-Emotional Competencies. Working Paper
Author: Gnedko-Berry, Natalya
Date: 2022-09-00
Type: Reports - Research
Subjects: Teacher Certification,National Standards,Social Emotional Learning,Grade 5,Grade 6,Competence,Self Efficacy,Self Management,English Language Learners,Social Development,Emotional Development,Correlation,Teacher Effectiveness,Teacher Role,Educational Environment,Racial Differences,Ethnicity,Student Characteristics,Institutional Characteristics

The study examined the effect of National Board Certified Teachers (NBCTs) on social-emotional competencies of fifth and sixth graders in the 2018-19 academic year in Spokane, Washington. The study used archival data and quasi-experimental design with matching to compare social-emotional competencies of students taught by NBCTs and students taught by non-NBCTs. The study examined 10 social-emotional competencies. The results suggest that NBCTs are significantly more effective than non-NBCTs at facilitating students' self-efficacy approximately 2 months after the start of the school year (effect size = 0.21). Results for self-management are in the same direction (effect size = 0.10), however not statistically significant. Findings for the remaining eight social-emotional competencies are not statistically significant, and the effect sizes are small. The results also suggest that NBCTs are effective at developing social-emotional competencies for students who are native English speakers for two social-emotional measures: self-efficacy (effect size = 0.23) and social awareness (effect size = 0.16). The study is the first attempt to rigorously examine the effect of NBCTs on students' social-emotional competencies. Although the evidence is encouraging, additional rigorous research is needed to make confident conclusions, particularly for students who are English language learners and from different racial/ethnic subgroups because of the small number of these students in the current study. [This study was funded by the Supporting Effective Educator Development Grant.]
What Skills Are Most Important for Student Success? Student and Parent/Caregiver Perspectives. Research Report
Author: Murano, Dana
Date: 2022-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Emotional Development,Social Development,Parent Attitudes,Student Attitudes,Value Judgment,Academic Achievement,Success,Individual Characteristics,Elementary Secondary Education,Grade 11,High School Students,Scores,College Entrance Examinations,Skills,Interpersonal Relationship,Self Control,Creativity,World Views,Persistence

Given recent interest and increasing popularity of social and emotional learning (SEL) in education settings, the authors surveyed students taking the ACT test and parents/caregivers of ACT test-takers on their beliefs around social and emotional (SE) skills. The study had three primary goals. First, the authors were interested in obtaining student and parent/caregiver perceived value levels of SE skills and their utility in students' academic success. Second, the authors were interested in asking, in an open-ended fashion, what skills students and parents/caregivers perceived as being most important to student success. Last, the authors were interested in whether favorability ratings or skills perceived as most important to student success differed across student and parent/caregiver subgroups. Results from this study underscore the importance of SE skills from student and parent/caregiver perspectives. Furthermore, findings show more consistency across demographic subgroups than differences, further highlighting the universal perceived importance. These findings show SE skills are perceived as valuable and important in educational contexts.
COVID-19 Recovery: Supporting Workers and Modernizing the Workforce through Quality Education, Training, and Employment Opportunities. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventeenth Congress, First Session on Examining COVID-19 Recovery, Focusing on Supporting Workers and Modernizing the Workforce through Quality Education, Training, and Employment Opportunities (April 20, 2021). Senate Hearing 117-180
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2021-04-20
Type: Legal/Legislative/Regulatory Materials
Subjects: COVID-19,Pandemics,Labor Force Development,Employees,Workplace Learning,Professional Development,Training,Employment Opportunities,Federal Programs,Federal Government,Federal Legislation,Educational Legislation,Investment,Educational Opportunities,Labor Legislation

This hearing of the Committee on Health, Education, Labor, and Pensions examines COVID-19 recovery supporting workers and modernizing the workforce through quality education, training, and employment opportunities. Opening statements were presented by: (1) Honorable Patty Murray chair, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Richard Burr, Ranking Member, a U.S. Senator from the State of North Carolina. The following witnesses presented statements: (1) Maria Flynn, Maria, President and CEO, Jobs for the Future, Boston, MA; (2) Deniece Thomas, Deputy Commissioner of Workforce Learning and Development, Tennessee Department of Labor and Workforce Development, Nashville, TN; (3) Scott Ralls, President, Wake Technical Community College, Raleigh, NC; and (4) Alejandro Mendoza, Human Resources Director, Optimax Systems Inc., Ontario, NY. Additional material submitted by: (1) Honorable Patty Murray, National Urban League letter; and (2) Honorable Maggie Hassan, Statement of The Society for Human Resource Management.
2021-2022 Early Literacy Report
Author: Utah State Board of Education (USBE)
Date: 2022-12-08
Type: Numerical/Quantitative Data
Subjects: Emergent Literacy,Reading Programs,Primary Education,Intervention,At Risk Students,Benchmarking,Progress Monitoring,Reading Tests,Reading Improvement,Students with Disabilities,Minority Group Students,English Language Learners,Program Effectiveness,Low Income Students,Elementary School Students,Grade 1,Grade 2,Grade 3

The Early Literacy Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for &quot;at-risk&quot; students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments for testing and monitoring reading benchmark status three times per year in grades 1-3, ongoing professional learning, and the use of data to inform instruction. Beginning in SY 2013, LEAs were required to assess, and report to the state, students' reading competency three (3) times a year (beginning, middle, and end of the school year) using the Acadience Reading assessment. Acadience Reading data includes several measures that can be used together to evaluate whether students' reading abilities meet grade level reading standards (Lexiles), whether a student is likely to need support to achieve future reading goals (Acadience Reading Benchmarks), and meet adequate growth thresholds as compared with similarly performing students (Acadience Reading Pathways of Progress). LEAs must also report to the state on whether the student received reading interventions at any time during the school year. Following the background and findings to the 2021-2022 Early Literacy Report, this report presents: (1) Early Literacy Program; (2) Reading Benchmarks by Grade Level; (3) Reading Benchmarks over Time; (4) Pathways of Progress; and (5) Reading Benchmark by LEA. A section with students included in the data set is appended. [For the &quot;2021-22 Early Literacy Report,&quot; see ED616395.]
Examining the COVID-19 Pandemic&apos;s Impact on Utah Higher Education Students. General Report
Author: Barrus, Zachary
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Electronic Learning,Technical Education,Higher Education,Blended Learning,Disease Control,Public Health,School Closing,College Enrollment,Graduation Rate,Distance Education,Academic Achievement,College Students

As the COVID-19 pandemic spread to Utah in March 2020, the state's public colleges and universities took steps to mitigate the risk of infection to students and faculty/staff. Utah's degree-granting institutions shifted in-person coursework online in March 2020 for the remainder of the spring 2020 term, with the goal to protect students' health and safety and that of the campus community. With this focus, institutions adjusted course offerings and utilization of space to continue to serve students in these extraordinary times. Such measures continued into the fall 2020 term. Technical colleges could not easily shift curricula online, as most certificate programs require in-person demonstrations that competencies have been mastered. In response to the pandemic, technical colleges moved as many programs as possible to online instruction, understanding that some students may run out of independent course work that can be completed outside of a classroom or laboratory. Other programs moved to a hybrid of online and in-person instruction while following capacity, social distancing, and contact tracing guidelines. Many programs, however, were shut down in April 2020 and did not reopen until the beginning of June. As more time passes since COVID-19's arrival in Utah, the impacts of institutional and student decisions in response to the pandemic are becoming clearer. As shown in this report, student enrollment, progress, and completion trends were all affected by the colleges' and universities' COVID mitigation efforts. Data for this research comes from regular submissions provided to Utah System of Higher Education (USHE) by both degree-granting and technical institutions.
What California Math Teachers Are Saying about Instruction and Professional Learning Today. Knowledge Brief
Author: Makkonen, Reino
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Mathematics Teachers,Mathematics Instruction,Faculty Development,Elementary Secondary Education,Teacher Attitudes,Mathematics Education,COVID-19,Pandemics,Mathematics Achievement,Mathematics Curriculum

This brief is part of a continuing series for California education leaders on key policy issues related to teachers and teaching. With California in the process of revising its K-12 math framework and with educators and students grappling with lost instructional time during the COVID-19 pandemic, now is an opportune moment to examine ways to better understand and support effective math instruction in the Golden State. Accordingly, this brief summarizes California-specific findings from a nationwide survey on math teachers' perceptions of their materials, instruction, and professional learning. These insights into teachers' perspectives, along with a curated collection of resources and sources of support, can be used to inform timely improvements to math education in California.
State-Level Enrollment Trends and Policy Responses. Research Brief
Author: Kwakye, Isaac
Date: 2022-11-00
Type: Reports - Research
Subjects: Enrollment Trends,Educational Policy,College Enrollment,Trend Analysis,Public Colleges,Community Colleges,Racial Differences,State Policy,Federal Aid,Student Financial Aid,State Aid,Educational Finance,Barriers,College Admission,Academic Support Services,Student Personnel Services,Adult Students,Funding Formulas

Achieving Washington's state attainment goal of 70% of residents aged 25-44 earning a credential requires not just maintaining but increasing college enrollment among high school graduates and adult learners. Increasing enrollment and reaching the attainment goal among Washingtonians from populations historically excluded from higher education requires deliberate emphasis on racial equity in the state policies pursued. Yet, college enrollment rates are stagnant in Washington state--overall and among Black, Latinx, and Indigenous student populations. This policy brief chronicles college enrollment trends in Washington and nationwide and identifies state-level efforts to slow or reverse the college enrollment trend line. It also complements this scan of state strategies with a distillation of the initiatives that existing evidence suggest can increase statewide college enrollment.
Attributed Reasons and Suggested Remedies for Academic Failure: An Initial Exploration among Young Adults in Malappuram District
Author: K., Munshida,
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Failure,Foreign Countries,Educational Policy,Undergraduate Students,Educational Practices,Educational Change,Curriculum Development,Educational Improvement,Student Attitudes,Academic Achievement,Teacher Effectiveness,Educational Quality,Barriers,Higher Education,Futures (of Society),Psychological Patterns,College Faculty

Higher education equips people to inculcate the knowledge and skills they need to succeed in today's world. In India, National Education Policy (NEP) 2020 focuses on key reforms in higher education that make ready the next generation to flourish and succeed in the new digital age. So the higher education system should ensure the quality meets the same. In this regard, the system needs to instill in students the hope for their success. Despite this, some students are lacking it because of the prevailing educational practices. The pass percentage of undergraduate students is not so high. This means that higher education is lacking something. The present paper reports on a qualitative exploration study using sequential semi-structured interviews on the perceptions and attributions of academically failed undergraduate students from the Malappuram District of Kerala (N=10). Reasons for their academic failure attributed to the Teacher, Curricular, Transactional, Learner and Institutional related practices in their undergraduate programme were identified and suggestions there for improvement of higher education practices were derived. The recommendations by the young learners can be implemented to make the higher education system more learner-friendly and the findings here will help to enhance the curricular reforms and improve the excellence of higher education.