ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Soft Skill Development Vary among the Students? A Gender Perspective
Author: Siddiky, Md. Roknuzzaman
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Gender Differences,Skill Development,Interpersonal Competence,Communication Skills,Extracurricular Activities,Muslims,Barriers,Self Esteem,Social Capital,Foreign Countries

The study was intended to examine the extent to which soft skill development varied among the university students by gender via their participation in co-curricular activities (CCAs). Moreover, the study aimed to find out whether there was a significant difference between male and female students concerning soft skill development. The study has shown that males have developed diverse personal skills and social skills, that is, soft skills more than females excepting one which is presentation skill. The study has pointed out that soft skill development significantly varies among the students by gender excepting presentation skill development. The study has proposed that the significant difference between male and female students regarding soft skill development may be attributed to their difference in participating in various CCAs. Since the males are more likely to participate in CCAs, they are more likely to develop diverse soft skills than the females. The study has indicated that Muslim female students face several personal and social barriers including lack of confidence, conservative family values, and people's negative attitudes to participate in CCAs, which requires proper policy to address.
Challenges &amp; Opportunities for the California Community Colleges: Diagnostic Assessment
Author: Rosin, Matthew
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Diagnostic Tests,Two Year College Students,Educational Change,Remedial Instruction,Elementary Secondary Education,College School Cooperation,Alignment (Education),Common Core State Standards,Student Evaluation

In 2012, the Board of Governors of the California Community Colleges adopted recommendations from the legislatively mandated Student Success Task Force. They included a recommendation that California's community colleges develop &quot;diagnostic&quot; assessments for use across the system. These would provide detailed information about each student's specific academic strengths and weaknesses. If implemented, they would be a component of new assessments that all community colleges in the state would use to place under-prepared students into &quot;developmental&quot; English and math courses below the college level. As California takes on this challenge, it can learn from the experiences of several states that have already developed, or are developing, statewide diagnostic tests for their community colleges. These states' reforms are still in their infancy, and how they will play out over the long term is not yet clear. But their efforts help clarify the crucial issues for California to consider and how the ambitious reforms envisioned by the Task Force might differ from those being undertaken in other states. This report: (1) Introduces &quot;diagnostic assessment&quot; and why it has attracted attention as a tool for community college reform; (2) Describes how several community college systems--Florida, Virginia, and North Carolina--are developing their own diagnostic assessments; (3) Shows that California's proposed reforms differ because statewide diagnostic assessments would be developed without prior agreement about how the developmental curriculum should be structured; (4) Discusses practical implications related to the time needed for testing and the resources needed to use diagnostic information effectively; and (5) Describes the opportunity that California colleges and K-12 schools have to better coordinate their expectations and assessments for students. Fundamental to this discussion will be the K-12 system's recent adoption of Common Core State Standards.
Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 867. Revised
Author: Wang, Jia
Date: 2020-04-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Literacy Education,Skill Development,Content Area Writing,Program Effectiveness,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Teacher Collaboration,Communities of Practice,Coaching (Performance),Leadership Responsibility,Urban Schools,Hispanic American Students,At Risk Students,Writing Instruction,Elementary Secondary Education,Minority Group Students,Reading Skills,Writing Skills,Barriers

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. This annual report reflects the second year of implementation in 14 Cohort 1 schools, which began implementation during 2016-2017, and the first year of implementation for 31 Cohort 2 schools, which commenced at the beginning of the 2017-2018 school year. Findings from multiple sources including participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Teacher, teacher leader, and administrator participants reported positive attitudes toward LDC. Participants across all groups perceived a positive impact on student outcomes. Additionally, analysis of student outcomes confirmed participants' positive views. Our quasi-experimental design study revealed that LDC had statistically significant effects on Cohort 2 middle school students' English language arts (ELA) performance, with an effect size of 0.15 for students receiving LDC instruction in all three core content areas: ELA, science, and social studies/history. [For the original report, &quot;Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 863,&quot; see ED600053.]
Caffeine Use and Associations with Sleep in Adolescents with and without ADHD
Author: Cusick, Caroline N.
Date: 2020-00-00
Type: Reports - Research
Subjects: Sleep,Attention Deficit Hyperactivity Disorder,Early Adolescents,Gender Differences,Drug Therapy,Puberty,Correlation,Grade 8,Eating Habits,Health Behavior

Objective: The objective of this study was to compare caffeine consumption in the morning, afternoon, and evening in adolescents with and without ADHD and examine associations with sleep functioning. Methods: Participants were 302 adolescents (ages 12-14) with (n=140) and without (n=162) ADHD. Adolescents wore actigraph watches to assess total sleep time and wake after sleep onset and reported on sleep-wake problems and the number of caffeinated beverages consumed per day in the morning, afternoon, and evening. Parents reported on adolescents' difficulties initiating and maintaining sleep. Chi-square analyses, odds ratios, and path analyses were conducted. Results: Analyses controlled for sex, medication status, and pubertal development. Adolescents with ADHD were 2.47 times more likely to consume caffeine in the afternoon and evening than adolescents without ADHD. Path analyses indicated significant associations between afternoon caffeine use and more self-reported sleep problems for adolescents with and without ADHD, and an association between evening caffeine use and self-reported sleep problems only in adolescents with ADHD. Afternoon caffeine use was associated with parent-reported sleep problems in adolescents with ADHD but not in adolescents without ADHD. Caffeine use was not associated with actigraphy-assessed sleep. Conclusions: This is the first study to show that adolescents with ADHD consume more caffeine than peers during later times of the day. Additionally, caffeine use is more consistently associated with poorer subjective sleep functioning in adolescents with ADHD compared to adolescents without ADHD. Pediatricians and mental health professionals should assess for caffeine use in adolescents with ADHD and co-occurring sleep problems. [This paper was published in &quot;Journal of Pediatric Psychology&quot; v45 n6 p643-653 2020.]
Cognitive Control as an Underpinning of Relational Abstraction and Reasoning from Diagrams
Author: Doumas, Leonidas A. A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Abstract Reasoning,Logical Thinking,Attention,Cognitive Processes,Learning,Relationship,Children,Individual Differences,Inhibition

Diagrams are powerful opportunities for grappling with and learning abstract relationships, for example learning the relations between elements in an ecosystem rather than simply memorizing the objects within the system. Further, what is crucial from any diagrammatic learning opportunity is the ability to use this relational knowledge in a new context or with new materials, beyond simply understanding the initial presentation. This is cognitively effortful, however, and individual differences in how reasoners benefit from such relational learning opportunities are not well understood. We describe a computational simulation that examines how cognitive control of attention enables relational learning from visual stimuli such as diagrams. Specifically, we propose that cognitive control is critical for both abstracting relational representations from that visual stimuli, and to the ability to use these representations in subsequent problem solving. [This paper was published in: Chapman P., Stapleton G., Moktefi A., Perez-Kriz S., Bellucci F. (eds) &quot;Diagrammatic Representation and Inference. Diagrams 2018: LNAI 10871&quot; (pp. 821-824). Edinburgh, UK: Springer.]
Teacher Residencies in California. Policy Brief
Author: Learning Policy Institute
Date: 2016-00-00
Type: Reports - Research
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Interns,Teacher Education Programs,Program Effectiveness,College School Cooperation

As teacher shortages are once again becoming widespread in California and across the nation, discussions of how to recruit and retain high-quality teachers are again beginning to take center stage in policy circles. Newly emerging residency programs offer an innovative approach to recruiting and retaining high-quality teachers. These programs: (1) Create a vehicle to recruit teachers for high-needs fields and locations; (2) Offer recruits strong clinical preparation specifically for the kinds of schools in which they will teach; (3) Connect new teachers to early career mentoring that will keep them in the profession; and (4) Provide financial incentives that will keep teachers in the districts that have invested in them. This policy brief highlights a residency within the San Francisco Unified School District (SFUSD).
Social Media Habits through a New Media Literacy Perspective: A Case of Gifted Students
Author: Kara, Naif
Date: 2020-07-00
Type: Journal Articles
Subjects: Academically Gifted,Social Media,Media Literacy,Foreign Countries,Educational Technology,Technology Uses in Education,Student Characteristics,Incidence,Gender Differences,Age Differences,Children,Adolescents,Elementary School Students,Secondary School Students,Internet

The aim of this study is to find out the problems of gifted students using social media through a new media literacy perspective and according to the results obtained, to shed light on launching new media literacy in gifted centres called Science and Art Centres, Turkey. It has been tried to determine whether gifted students who are successful in the academic field use social media consciously on the axis of new media literacy. The social media habits of gifted students in a digital perspective constitute the basic framework of this research. A quantitative approach was used in the research. In quantitative research, a random sample of total 101 gifted students, between 6-17 ages with 51 females and 50 males at Izmit Science and Art Centre in Kocaeli, was applied. The data were analysed through descriptive research model in SPSS 22 (Statistical Package for the Social Sciences) statistical program. According to the preliminary results of the study, it was found that gifted students spent a lot of time on digital media and used YouTube channel more. In this study, their new media literacy education seems to be weak and they could obtain significant information on special education through new media literacy.
The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
Author: Miciak, Jeremy
Date: 2020-00-00
Type: Reports - Research
Subjects: Learning Disabilities,Dyslexia,Disability Identification,Best Practices,Definitions,Etiology,Intelligence Quotient,Response to Intervention,Brain,Student Reaction

This paper addresses the nature of dyslexia and best practices for identification and treatment within the context of multi-tier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a &quot;hybrid&quot; dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for LD identification, the proposed &quot;hybrid&quot; method demonstrates strong evidence for valid decision-making and directly informs intervention. [This is the advance online version of an article published in &quot;Journal of Learning Disabilities.&quot;]
The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia
Author: Rasmitadila
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Online Courses,Distance Education,Educational Technology,Disease Control,School Closing,Teaching Methods,Barriers,Teacher Motivation,Cooperation,Technological Literacy,Peer Influence,Administrator Role,Parent Role,COVID-19,Pandemics

This study explores the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic. Data were collected through surveys and semi-structured interviews with 67 class teachers in primary schools. Data analysis used thematic analysis of qualitative data. The analysis results found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers. This research contributes to the literature of online collaborative learning between teachers, parents, and schools that impact student success. Broadly, the success of online learning in Indonesia during the COVID-19 Pandemic was determined by the readiness of technology in line with the national humanist curriculum, support and collaboration from all stakeholders, including government, schools, teachers, parents and the community.
Evidence-Based Interventions: A Guide for States. Policy Brief
Author: Lam, Livia
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Evidence Based Practice,Intervention,Accountability,Faculty Development,Class Size,Community Schools,Equal Education,Program Effectiveness,High Schools,Individualized Instruction,Institutional Mission,Authentic Learning,Academic Achievement

The new Every Student Succeeds Act offers states flexibility to create new approaches to school accountability and to design appropriate interventions for schools in need of assistance. The law states that the interventions should be &quot;evidence-based&quot; and defines the kinds of research evidence states need to provide when choosing strategies for improvement. This brief analyzes the research base and identifies the conditions under which four commonly used interventions have been found to be effective when well-implemented. The four areas are: high-quality professional development, class-size reduction, community schools and wraparound services, and high school redesign.
How Effective Are Loan Forgiveness and Service Scholarships for Recruiting Teachers? Policy Brief
Author: Podolsky, Anne
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Loan Repayment,Scholarships,Teacher Recruitment,Debt (Financial),Incentives,Disadvantaged Schools,Fellowships,School Holding Power,Public Schools,Low Income Students,Community Needs,Student Financial Aid

Recruiting and retaining talented individuals into the teaching workforce, especially in schools in underserved urban and rural communities, is challenging when college graduates face more lucrative professional alternatives and often carry significant student debt. Two promising approaches to attracting and keeping teachers in the profession are to offer loan forgiveness or service scholarships to prospective teachers--similar to what the medical profession has used to attract practitioners into underserved communities. Existing research on teacher and physician loan forgiveness and service scholarship programs suggests that, when the financial benefit meaningfully offsets the cost of professional preparation, these programs can successfully recruit and retain high-quality professionals into fields and communities where they are most needed.
The Building Blocks of High-Quality Early Childhood Education Programs. California Policy Brief
Author: Wechsler, Marjorie
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Quality,Academic Standards,Developmentally Appropriate Practices,Student Evaluation,Early Childhood Teachers,Faculty Development,Preservice Teacher Education,Student Diversity,Preschool Curriculum,Preschool Children,Family Involvement,School Schedules,Class Size,Teacher Student Ratio,Program Evaluation

This brief identifies important elements of high-quality early childhood education programs as indicated by research and professional standards. These include: (1) Early learning standards and curricula that address the whole child, are developmentally appropriate, and are effectively implemented; (2) Assessments that consider children's academic, social-emotional, and physical progress and contribute to instructional and program planning; (3) Well-prepared teachers who provide engaging interactions and classroom environments that support learning; (4) Ongoing support for teachers, including coaching and mentoring; (5) Support for English learners and students with special needs; (6) Meaningful family engagement; (7) Sufficient learning time; (8) Small class sizes with low student-teacher ratios; (9) Program assessments that measure structural quality and classroom interactions; and (10) A well-implemented state quality rating and improvement system. These high-quality building blocks should be at the forefront in revising California's early childhood education system.
Workforce-Ready: Challenges and Opportunities for VET. &apos;No Frills&apos; Discussion Paper
Author: Griffin, Tabatha
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocational Education,Job Training,Job Skills,Unemployment,Disease Control,21st Century Skills,Literacy,Individual Characteristics,Lifelong Learning,Foreign Countries,Apprenticeships,COVID-19,Pandemics

&quot;Workforce-Ready: Challenges and Opportunities for VET&quot; is the theme for the 29th National Vocational Education and Training Research Conference 'No Frills' from July 7-10, 2020. The phrase 'workforce-ready' might bring several different scenarios to mind. It may conjure an image of graduates making their first foray into the world of work. Or perhaps it evokes a sense of preparing for future jobs, the details of which are not yet clear. It might also elicit thoughts of people needing to upskill, perhaps to re-enter the labour market after an absence, or in response to some change in their organisation or with their job. It could also mean something as simple as getting the necessary accreditation to work in a particular industry. The vocational education and training (VET) system plays a large role in meeting all these needs. A large focus for the VET sector is on providing individuals with the skills they need to get a job or change jobs. This function of the VET sector is clearly reflected in the National Student Outcomes Survey, which shows that two commonly reported reasons why graduates undertook their training was to get a job (30.7% in 2019), or to try for a different career (11%; NCVER 2019a). This role is particularly pertinent in the current environment of substantial job losses due to the impact of the COVID-19 pandemic. Treasury expects the unemployment rate to rise to 10% in the June quarter, up from 5.1% (Frydenberg 2020). Young people are likely to be particularly affected, being overrepresented in the jobs hardest hit by the pandemic, for example, hospitality, retail, the arts, and sports and recreation. Many will explore training as a pathway to re-enter the labour market. This No Frills discussion paper considers the balance between ensuring that people have the skills they need to work now and equipping them with the knowledge and/or skills that will enable them to adapt to the changes they will inevitably see in their working lives.
Ready, Connected, Supported: A Framework for Youth Workforce Development and the YES Project
Author: Flanagan, S. K.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Youth Programs,Labor Force Development,Unemployment,Job Training,Job Skills,Barriers,At Risk Persons,Employment Level,Adolescents,Young Adults,Career Development,Postsecondary Education,Educational Attainment,High School Graduates,Bachelors Degrees,Career Readiness,21st Century Skills,Certification,Skill Development,Lifelong Learning,Cognitive Development,Social Development,Emotional Development,Social Capital,Participation,Social Support Groups

Ready, Connected, Supported: A Framework for Youth Workforce Development and the YES Project, a working paper from the Center for Promise--the research arm of America's Promise Alliance--provides an overview of the &quot;Ready, Connected, Supported&quot; framework--the backbone of America's Promise Alliance's YES Project, a national campaign to reduce youth unemployment. This framework represents a shared approach from which everyone from employers and public officials to community leaders and young people themselves is driving action toward increased opportunities for workplace success and development. In a nation built on the promise of opportunity, too many young people struggle to find a solid foothold in the world of work. The youth unemployment crisis is complex, pervasive, and persistent, with wide-reaching consequences for states and communities across the national and global economies. In the U.S., recent annual estimates indicate that 1.8 million young people ages 16-24 are available and actively searching for work, but are unable to secure a job. This working paper begins with an overview of the YES Project's guiding framework--the &quot;Ready, Connected, Supported&quot; framework and is followed by a brief review of existing literature outlining the importance and changing nature of work in the 21st century as well as a portrait of the youth employment crisis in the U.S. today. This background serves as context for the Ready, Connected, Supported framework, situating the three domains that make up the framework within the extant literature and research.