ethanporcaro/eric-fulltext-meta huggingface dataset:
Science and Technology Education: New Developments and Innovations. Proceedings of the International Baltic Symposium on Science and Technology Education (BalticSTE2023) (5th, Šiauliai, Lithuania, June 12-15, 2023)
Author: Lamanauskas, Vincentas, Ed.
Date: 2023-06-12
Type: Collected Works - Proceedings
Subjects: Natural Sciences,Science Education,Technology Education,Conferences (Gatherings),Technology Uses in Education,Elementary Secondary Education,Higher Education

These proceedings contain papers of the 5th International Baltic Symposium on Science and Technology Education (BalticSTE2023) held in Šiauliai, Lithuania, June 12-15, 2023. This collection of BalticSTE23 articles presents 21 research papers and two introductory articles on the topic of natural science and technological education. Their thematic spectrum is wide -- from didactic to theoretical works. The published articles were submitted by researchers from Brazil, Italy, the USA, Latvia, Poland, Lithuania, South Korea, Romania, Serbia, Slovakia, Slovenia, Finland, and Taiwan. The articles present various research studies in terms of applied methodological approaches and obtained results. Keynote speakers include Andris Broks, Paolo Bussotti, Ilva Cinite, Ching-Ching Cheng, Gabriel Gorghiu, Jari Lavonen, Predrag Pale, and Tiia Rüütmann. [Individual papers are indexed in ERIC.]
L2 Input and Characteristics of Instructional Techniques in Early Foreign Language Classrooms: Underlying Theory and Pedagogical Practice
Author: Kersten, Kristin
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Teaching Methods,Linguistic Input,Language Acquisition,Sensory Experience,Prior Learning,Language Teachers,Language Processing,Stimuli,Attention Control,Comprehension,Feedback (Response)

Theoretical approaches within the cognitive-interactionist framework (Long, 2015) have identified various aspects of L2 input and characteristics of instruction that predict learners' L2 outcomes. Such strategies of L2 teaching relate to shaping characteristics of communicative activities in which the L2 is embedded and modifying L2 input, L2 interactions and learners' L2 output. These strategies are in line with task-based and content-based teaching approaches. This article starts out with theoretical underpinnings to L2 instructional principles. It introduces the roles of sensory input and individual perception, internal knowledge construction, prior knowledge, and selective attention as understood within this framework. Consequences of this type of processing for instruction are discussed with respect to the instigation of noticing, salience, cognitive activation, learning from insight and depth of processing. The second part gives an overview of characteristics of teachers' linguistic behaviour, which includes how teachers modify verbal and non-verbal L2 input, shape communicative activities and interactions in terms of authenticity, negotiation of meaning, feedback and focus on form, and create opportunities for learners' L2 output. The goal of these strategies of L2 teaching is to provide comprehensibility and cognitive stimulation during the L2 acquisition process, induce wide-spread neural activity, and facilitate long-term retention. All of these strategies are exemplified by, and operationalised in, the Teacher Input Observation Scheme (TIOS, Kersten, Bruhn, Ponto, Böhnke, &amp; Greve, 2018), which provides a systematic basis for empirical L2 classroom observation, teacher training and teachers' self-evaluation. The article closes with empirical and practical examples of the effects of L2 instructional strategies in pre-school and primary school.
School Administrators&apos; Concerns about Student Safety at School
Author: Aydogdu, Salih
Date: 2023-00-00
Type: Journal Articles
Subjects: School Safety,Administrator Attitudes,Principals,Foreign Countries,Administrator Responsibility,Administrator Role,Elementary Secondary Education

In this study, the concerns of school administrators about student safety in school were examined. The qualitative research method was used in the study. The data analysis of the study was performed by statistical procedures. The study group consists of school principals in Erzurum Narman District. The school principal whose knowledge on the subject is consulted is limited to 12 people. In the study, data were collected by interview technique and a semi-structured interview form designed by taking expert opinions was applied. According to the research findings, school principals consider themselves primarily responsible for student safety at school. They are aware of the need to ensure the safety of children who are sent to school for education in all aspects (psychological, social, physical) before education. While this awareness leads school principals to take precautions, they are concerned that students may be adversely affected by dangers that develop outside of what they can do and control.
The Effectiveness of Google Classroom and Blackboard Learn: Students&apos; and Teachers&apos; Perceptions
Author: Padohinog, Elgien C.
Date: 2022-12-00
Type: Journal Articles
Subjects: Virtual Classrooms,Learning Management Systems,Electronic Learning,Program Effectiveness,Teacher Attitudes,College Faculty,Online Courses,College Students,Student Attitudes,Usability,Information Technology

The use of online learning platforms has definitely impacted the students and teachers in their educational delivery. This study assessed the effectiveness of Google Classroom and Blackboard Learn as online learning platforms. Using a descriptive survey research, five hundred and thirty-six (536) respondents were involved in the study: Four hundred and sixty-four (464) college students and seventy-two (72) faculty members. The researchers utilized a self-structured seven-point Likert scale questionnaire consisting of thirteen (13) statements on the use of Google Classroom and twenty-two (22) statements on Blackboard Learn. Open-ended questions were provided to deter- mine the expectations on the usage of these two applications and suggestions for improvement. The results showed that Blackboard Learn is more effective when they are implemented to online classes than Google Classroom; whereas most of the faculty members have high perceptions in utilizing to these different platforms (Google Classroom = 5.62; Blackboard Learn = 5.79) than for those students (Google Classroom = 4.88; Blackboard Learn = 5.69). It is found out that students and teachers have different perceptions, whether positively or negatively. The researchers suggested that ICT department should equip both students and teachers with the complete tasks and activities on time without any hindrances or difficulties.
Influence of the Coronavirus Pandemic on High School Seniors&apos; Views: College and Career Choices, Challenges, and Opportunities. ACT Research. Issue Brief
Author: Bobek, Becky L.
Date: 2023-06-00
Type: Reports - Research
Subjects: High School Seniors,Student Attitudes,Pandemics,COVID-19,College Choice,Career Choice,Barriers,Opportunities,Decision Making,Career Planning

In the spring of 2020, the COVID-19 pandemic began to substantially disrupt the educational experiences of high school students. In addition to experiencing the pandemic disruption in high schools, students were also likely aware of disruptions in colleges and in the labor market. Fast-forward to the spring of 2023. The students who are now graduating from high school are those who started high school shortly before the pandemic began to significantly affect the U.S. The pandemic was a defining aspect of their high school journey, leading to many circumstances that made these students' high school years different from those of other graduating classes. To understand how the pandemic affected students' thoughts about their college and career choices, the authors surveyed a random sample of 12th-grade students in September 2022. As part of a broader survey on the college and career preparation of students from the class of 2023, the authors asked students to indicate which, if any, of the thoughts they had about college and career choices were affected by the pandemic. As a follow-up, the authors also included an open-ended question asking for more details on how the pandemic affected these thoughts. In this brief, the authors share what they learned from 1,549 high school students from the class of 2023.
Evaluating the Validity of WorkKeys in the Mississippi Community College System. ACT Research. Technical Brief
Author: Conway, Jeffrey
Date: 2023-03-00
Type: Reports - Research
Subjects: Test Validity,Community Colleges,Job Skills,Career Readiness,Educational Certificates,Outcomes of Education,Community College Students,Mathematics Achievement,Reading Achievement,Correlation

In the fall of 2020, ACT and the Mississippi Community College Board (MCCB) entered into a data sharing agreement in order to examine the validity of ACT's® WorkKeys® Assessments. WorkKeys Assessments measure students' foundational workplace skills. The focus of this technical brief is to summarize the results of several validity studies using a sample from MCCB. This brief examines three different types of validity: (1) convergent; (2) discriminant; and (3) criterion-related. To examine convergent and discriminant validity, the relationship between WorkKeys and the Test of Adult Basic Education (TABE) was examined. To assess criterion-related validity, the relationships between WorkKeys and several educational outcomes were examined.
Problems and Solution Methods of School Managers
Author: Saglam, Suleyman
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Attitudes,Principals,Problem Solving,Bullying,Age Differences,Handheld Devices,Addictive Behavior,Smoking,Attendance,Teacher Administrator Relationship,Administrators,Elementary Secondary Education

This study aimed to identify the problems experienced by middle and high school administrators and to compare the solution methods they applied for these problems. The research was conducted with the participation of 10 school administrators working in the Hopa district of Artvin province. The phenomenology design, one of the qualitative research methods, was used in the research, and a structured interview form was used for data collection. The descriptive analysis method was used for data analysis. According to the findings, the problems encountered by school principals at both levels and the solutions were similar. It was found that peer bullying was against lower grades in both levels, there was a school uniform application in all schools, the success factor was considered sufficient, and both levels had two school administrators. It was concluded that situations such as phone addiction and smoking were more common in high school. Chronic absenteeism was rare at both levels. In addition, most school administrators stated that they did not have a communication problem with teachers. It was suggested that the interview form created could be used before guidance studies and could be applied in different regions.
Opinions of Public Education Center Trainers on Effective Classroom Management
Author: Kurtulus, Sevim
Date: 2023-00-00
Type: Journal Articles
Subjects: Public Education,Teacher Effectiveness,Classroom Techniques,Adult Education,Foreign Countries,Teacher Attitudes,Adult Educators,Learner Engagement,Student Participation

In this research, it is aimed to increase the active participation of adults in the courses organized in public education centers and to ensure their continuity. In line with this purpose, it is aimed to measure the level of knowledge on classroom management, to teach the language and style that should be used in adult education, to increase in-class motivation, and to make educators aware of the importance and necessity of adult education in the context of all these, based on the opinions of the teachers of Borçka Public Education Center. The sampling method was determined by using the purposeful sampling method in the research. The working group consists of 15 educators who teach at Borçka Public Education Center. A semi-structured interview form was used as the data collection method and data were collected through interviews. The obtained data were analyzed by content analysis method.
Online Learning Satisfaction among College Students from a Higher Education Institution in Cavite
Author: Abdon-Liwanag, Belinda
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,College Students,Student Satisfaction,COVID-19,Pandemics,Online Courses,Blended Learning

Online learning system has been implemented as prevention for the continuous spread of COVID-19 among schools worldwide. Satisfaction with this new normal educational system is a significant aspect in a successful education process. This study aims to determine the perceived online learning satisfaction among college students. Using the descriptive survey approach, 659 students answered a survey questionnaire of different online learning services and expected online learning activities. Results revealed that both online learning services and expected online learning activities are statistically significant with respective p-values of 0.000. It can also be determined that family (36.27%) has been the most received supplemental online academic learning support, whereas students are eager to take online courses again only if required (34.60%) by their instructors or professors. The study recommends that the institution should implement a HyFlex (hybrid-flexible) learning, which can integrate both face-to- face and online leaning through a set of courses.
The Source Code: Revenue Composition and the Adequacy, Equity, and Stability of K-12 School Spending
Author: Baker, Bruce D.
Date: 2023-04-00
Type: Reports - Research
Subjects: Educational Finance,Elementary Secondary Education,Income,Educational Equity (Finance),Educational Policy,State Aid,Taxes,Local Government,School Districts,Costs,Federal Aid,Resource Allocation

School finance debates frequently turn on two crucial questions: (1) How much do state and local governments spend on K-12 education?; and (2) How are education dollars distributed across jurisdictions? This focus makes sense because the answers to these questions determine how well states are able to provide an adequate, equal education for all students. This report, however, focuses on two different questions: (1) Where do school revenues come from?; and (2) How does revenue composition affect education policymaking? Put differently, this report focuses on the degree to which states rely on state versus local revenue, or on different types of taxes (e.g., those on income, sales, or property), and how such features matter for the adequacy and equity of education spending. Two states with identical finance systems and student populations, and which spend the same amount overall on K-12 schools, might have very different adequacy and equity outcomes depending on the composition of their revenue. In short, money matters; but where money comes from matters too.
Parents and Voters Support Afterschool and Summer for All
Author: Afterschool Alliance
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: After School Programs,Summer Programs,Parent Attitudes,Community Attitudes,Community Programs,Access to Education,Geographic Location,Student Needs,School Community Programs,COVID-19,Pandemics

Today, students' academic achievement is slowly seeing a return to pre-pandemic trends. Researchers do not estimate a full recovery in the near future, and studies show students continue to struggle with feelings of stress, isolation, anxiety, and depression. As the nation seeks solutions to help young people amidst these struggles, voters and parents recognize the essential role that afterschool and summer programs can play. Afterschool and summer programs provide hands-on and academically enriching activities, time for students to build connections with one another and caring adults, and opportunities to explore new areas of interest in a space where students feel safe and supported. This report presents the results from a new poll, where voters and parents alike agree on wanting afterschool and summer programs in their community and are strongly in favor of policymakers and schools increasing access to programming.
Charter Schools Report, 2020-2021
Author: Washington State Board of Education
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Elementary Secondary Education,Mathematics Achievement,Language Arts,Academic Achievement,Science Achievement,Achievement Gains,Middle Schools,Student Characteristics,Racial Differences,Ethnicity,Low Income Students,Students with Disabilities,Attendance,At Risk Students,Educational Finance,English Language Learners,Graduation Rate,Discipline,Financial Support,State Policy,COVID-19,Pandemics,School Closing,Immigrants,Grade 9,Dual Enrollment,Elementary Schools,High Schools

The State Board of Education (SBE) issues an annual report to the Governor, the Legislature, and the public, in accordance with Washington State's Charter School Act (RCW 28A.710.250). This is the fifth annual report on the performance of the charter schools. RCW 28A.710.250 requires that the SBE, in collaboration with the Charter School Commission (CSC), include a recommendation regarding whether or not the legislature should authorize the establishment of additional charter public schools. In addition to the reporting requirement immediately above, the information required to be included in the annual charter school report is as follows: (1) The performance of the state's charter schools during the preceding school year, including a comparison of the performance of charter school students with the performance of academically, ethnically, and economically comparable groups of students in traditional public schools (TPS); (2) The State Board of Education's assessment of the successes, challenges, and areas for improvement in meeting the purposes of the Washington Charter Public Schools Act (RCW 28A.710), including the Board's assessment of the sufficiency of funding for charter schools, the efficacy of the formula for authorizer funding; and (3) Any suggested changes in state law or policy necessary to strengthen the state's charter schools. [For the 2019-2020 report, see ED629128.]
Secondary School Teachers&apos; Perceptions of the Qualities of Effective EFL Teachers in Saudi Arabia
Author: Altheyab, Ahmad H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Teacher Characteristics,Teacher Effectiveness,English (Second Language),Foreign Countries,Males,Teaching Experience,Knowledge Level

This study examined the perceptions of 138 Saudi secondary school male English teachers in Riyadh regarding the qualities of an effective EFL teacher. It aimed to investigate these qualities and explore the relationship between teachers' experiences and perceptions. A survey research design was used, with data collected through a 5-point Likert-scale questionnaire. Descriptive analysis and an independent t-test were conducted. The findings revealed that effective EFL teachers possess various qualities in personal quality, attitude, pedagogical knowledge, subject matter knowledge, and classroom practice. Teachers considered all these qualities essential. However, no significant relationship was found between teachers' experience and their perceptions of effective EFL teacher characteristics.
Learning Profile Mapping for Differentiated Instruction Implementation
Author: Djatmika, Ey Tri
Date: 2023-07-00
Type: Journal Articles
Subjects: Profiles,Student Characteristics,Individualized Instruction,Background,Elementary School Students,Academic Achievement,Program Implementation

This article aims to describe the mapping done by teachers in elementary schools regarding students' backgrounds before they apply differentiated instruction. Mapping students' backgrounds is very important considering the focus of attention from implementing differentiated instruction is alignment with student characteristics, so as to make learning comfortable and enjoyable. There are several methods and aspects used for mapping student backgrounds. The main thing that is expected from the implementation of differentiated instruction is the suitability of what is learned with what is found in students. With these conditions, it is hoped that it will create fun learning that will support an increase in the academic achievement of learning outcomes. There were 44 teachers who participated in this study which was carried out through workshop activities in the community service program. The results of the study revealed that there were things that became problems in mapping students' backgrounds in the implementation of differentiated instruction.
Impact Evaluation of Imagine Math in a Charter School Network
Author: Freeman, Kayla
Date: 2023-06-00
Type: Reports - Research
Subjects: Program Evaluation,Mathematics Education,Charter Schools,Mathematics Instruction,Instructional Effectiveness,Mathematics Achievement,Scores,Achievement Tests,Mathematics Tests,Elementary School Students,Middle School Students,Kindergarten

(Purpose) This study aimed to evaluate the efficacy of Imagine Math by comparing the performance of program users and non-users on the NWEA MAP Growth Math assessment. (Methods) Propensity score matching was utilized to compare statistically similar southeastern U.S. charter school students who used or did not use the Imagine Math program during the 2020-2021 school year. Imagine Math users and non-users were matched based on baseline performance and demographics and compared based on NWEA MAP Growth Math assessment performance. (Results) Use of Imagine Math was found to generate a positive and statistically significant impact on students' mathematics performance. Imagine Math users scored an average of 2.00 points higher on the Spring 2021 NWEA MAP Growth Math assessment than statistically similar non-user students. Grade-level models revealed statistically positive effects for Imagine Math students in Kindergarten through 8th grade with all findings being statistically significant except for Kindergarten. (Implications) Results show that students who used Imagine Math scored higher on the NWEA MAP Growth Math assessment than similar comparison students. Thus, this study provides evidence that the use of Imagine Math supports students' mathematics achievement. [This report was prepared by Imagine Learning.]
Diversifying the Field--Barriers to Recruiting and Retaining Teachers of Color and How to Overcome Them. Summary of IDRA EAC-South Literature Review
Author: Carver-Thomas, Desiree
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Teacher Shortage,Racial Composition,Barriers,Public Schools,Teacher Selection,Beginning Teacher Induction,Teaching Conditions,Leadership Responsibility,Access to Education

Recruiting and retaining a diverse teacher workforce that includes teachers of color is crucial as teachers of color bring distinctive experiences and perspectives that support the learning of all students. However, faced with a national teacher shortage, schools across the country are struggling to hire a workforce of qualified educators that reflects the racial diversity of their communities (Sutcher, Darling-Hammond, &amp; Carver-Thomas, 2016). While conditions in many states have contributed to shortages of teachers of all types, teachers of color encounter unique barriers to entering the profession and continuing to teach for the long haul. Fortunately, a variety of programs, policies, and practices hold promise for helping to bolster the pipeline of teachers of color. This is a summary of a literature review seeks to help readers better understand the research showing the systemic barriers interrupting or blocking pathways into teaching for persons of color and how state and local education agencies can engage certain research-based strategies to overcome those barriers. [For the full report, see ED582730.]