ethanporcaro/eric-fulltext-meta huggingface dataset:
Continuing Professional Development: Key Themes in Supporting the Development of Professional Practice
Author: Mann, Steve
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: Professional Development,Program Effectiveness,Sustainability,Cooperation,Innovation,Reflection,Information Technology

In this chapter, the authors argue that there are five different dimensions of continuing professional development (CPD) crucial to its effectiveness. It should be: (1) systematic; (2) collaborative; (3) innovative; (4) reflective; and (5) digital. For each dimension, they give several concrete examples to illustrate the kind of CPD that they are arguing it is necessary to promote. Flexibility over the tools and platforms used for CPD and the way in which CPD is organised and carried out allows for it to be tailored to the specific local, national, or international contexts in which it is happening, and thus to facilitate the kind of up-close professional understanding that it is fundamentally aiming to foster. The authors assert that when possible, teachers should be given the choice over the way they engage in CPD, and state that it should be a collective enterprise that is supported by schools and educational systems. When done in this way, the authors believe that teachers are more likely to have positive perceptions of CPD and that it will therefore have a greater chance of becoming an ongoing process rather than a periodic event. This, in turn, will increase the likelihood of CPD having a sustained impact on the teachers themselves, the learners they work with, and the organisations in which they work. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
Assessing the Impact of Pay and Financial Incentives in Improving Shortage Subject Teacher Supply. Report
Author: Worth, Jack
Date: 2022-06-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Shortage,Compensation (Remuneration),Teacher Salaries,Incentives,STEM Education,Teacher Persistence,Intellectual Disciplines,Teacher Supply and Demand,Labor Conditions,Labor Market,Models

England has been facing a significant teacher supply challenge, marked particularly by undersupply of the maths, physics and chemistry teachers required to deliver a high-quality science, technology, engineering and maths (STEM) education across the country. There has been chronic under-recruitment and higher-than-average leaving rates for maths and science, primarily due to STEM graduates having relatively attractive career options outside of teaching, compared to teachers of other subjects (MAC, 2017; Worth and Van den Brande, 2019). Teacher pay in England is not differentiated by subject, so differences in the financial attractiveness of outside options matters greatly for the health of supply in these subjects. Subject-specific bursaries, with the highest levels for maths and science subjects, have provided some level of remedy, but in recent years this has not been enough to ensure sufficient teacher supply. The piloting of early career payments for maths and physics teachers has shown promising evidence of being effective at increasing teacher retention in specific targeted STEM subjects (Sims and Benhenda, 2022). This report explores the impact of pay and financial incentives on shortage subject teacher supply. The research shows evidence that a number of economic and financial factors are associated with higher teacher recruitment, including higher teacher pay and bursaries and a weaker wider labour market. It also forecasts future teacher supply with a scenario-testing model that integrates teacher recruitment and retention. [This report was funded by the Gatsby Charitable Foundation (United Kingdom).]
Forum Guide to Digital Equity. NFES 2022098
Author: National Forum on Education Statistics (ED/IES)
Date: 2022-08-00
Type: Guides - Non-Classroom
Subjects: Access to Computers,Technology Uses in Education,Educational Technology,Internet,COVID-19,Pandemics,Data Collection,Data Analysis,Barriers,Computer Security,Costs,Technological Literacy,Safety,Privacy,Educational Finance,Federal Aid,Partnerships in Education,Federal Legislation,Educational Legislation,Elementary Secondary Education,Students with Disabilities,Equal Education

Digital inequity has been a long-standing issue in the education community. A lack of home internet and technology devices can not only hinder students' ability to access educational resources at home, but can also have a detrimental effect on student achievement. Education agencies have taken steps over the past decades to address digital inequity by providing internet access in schools and implementing 1:1 device programs. Schools have also provided internet access outside of schools in various ways through community partners, public Wi-Fi, and, more recently, through various programs that provide home internet access. This resource provides recommendations that will help agencies collect and use digital equity data and reflects lessons learned by the education data community during the coronavirus disease (COVID-19) pandemic. This document focuses on digital equity, with a specific emphasis on data, from the perspective of the education data community. This resource is not intended as a comprehensive guide to digital equity, and not all aspects of digital equity are addressed. Rather, this document focuses on the collection of data and the ways these data can be used to achieve digital equity. The purpose of this document is to help education agencies close digital equity gaps by collecting comparable data, using those data to provide devices and sufficient access to the Internet to students, and collaborating with stakeholders, including families, government agencies, organizations, public and private partners, and others.
Throughput in Transfer-Level English &amp; Math for Students with Disabilities
Author: RP Group
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Outcomes of Education,Student Placement,Community Colleges,Community College Students,Gender Differences,Academic Achievement,Language Arts,College Mathematics

This research brief highlights throughput rates for students enrolled in Disabled Students Programs and Services (DSPS) by disability type. Findings show that throughput rates increased for every disability type from 2015-16 to 2019-20 in both English and mathematics. Evidence supports that AB 705 has resulted in improved outcomes for students with disabilities across all disability types, and thus should be placed similarly to non-DSPS students with appropriate supports and adequate accommodations.
How Does a Toddler Experience Digital Media? A Case Study of a 28-Month Old Child Learning to Use the iPad
Author: Zhukova, Marina A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Oriented Programs,Educational Technology,Interpersonal Relationship,Toddlers,Help Seeking,Behavioral Objectives,Attention,Persistence,Psychological Patterns,Technological Literacy,Achievement Gains

Digital media is becoming increasingly prevalent in households and classroom settings lowering the age of first exposure to technology; however, little is known about how children experience digital media and how their experiences relate to learning and social engagement. In this case study, we followed a 28-month-old boy in a naturalistic setting for 5 weeks, videotaping the process of his interactions with the iPad. Using a combination of video coding, screen recordings, and a formal academic assessment we evaluated the effects of digital media on specific learning outcomes, child affective states associated with gains in digital literacy, and the role of social interaction in the process of digital media exposure. We found that the number of errors predicted a significant amount of the variance in the child's levels of frustration, attentiveness, help-seeking behaviors, and persistence. Two main types of affect, confusion and attentiveness, predicted gains in his iPad proficiency, providing important insights into the role of emotions in digital learning. With increased levels of iPad proficiency, we observed an inconsistent pattern of child social engagement. This study is the first, to our knowledge, to use a combination of qualitative observation data, standardized assessment, and quantitative analysis of a child's behavior in the process of digital literacy learning.
The Effect of Quizizz and Kahoot! Applications on Developing EFL Vocabulary Learning among Freshmen Students at Faculty of Education
Author: Galal El-Din Abdel-Rahman, Esraa Ashraf
Date: 2021-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vocabulary Development,College Freshmen,Word Lists,Tests,Intervention,Program Effectiveness,Foreign Countries,Educational Technology,Technology Uses in Education,Computer Games,Game Based Learning,Student Motivation

The present study aimed at investigating the effect of Quizizz and Kahoot! applications on developing EFL vocabulary learning among freshmen students at Faculty of Education. The participants of the study consisted of 30 freshmen students enrolled in the English section at Faculty of Education, Benha University, Egypt. The study followed the one-group pre-posttest design. The instruments of the study included the Academic Word List (AWL) developed by Coxhead (2000), a list of confusing words, EFL vocabulary learning tests (pre. &amp;post equivalent form). The EFL vocabulary learning pre-test was pre-administrated to the study participants. After implementing the intervention, the EFL vocabulary learning post-test was administrated to the study participants. The results revealed that the use of Quizizz and Kahoot! applications was effective in developing freshmen students' EFL vocabulary learning.
Developing a Framework of CPD for the Context of Foreign Language Teaching
Author: Oesterle, Mareike
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Faculty Development,Language Teachers,Teacher Education Programs,Reflective Teaching,Preservice Teachers,Ambiguity (Semantics),Professionalism,Concept Mapping,Multilingualism,International Cooperation,Audio Equipment,Video Technology,Foreign Countries,Information Technology,Task Analysis,Language Usage,Intercultural Communication,Program Descriptions,Student Attitudes

This chapter illustrates how Continuing Professional Development (CPD) can be put into practice in the context of foreign language teacher education. After outlining the overall structure of the CPD framework developed in the proPIC project, five sessions are introduced in detail. They include: (1) Session 1: What is CPD?; (2) Session 2: CPD as language teachers; and (3) Sessions 3-5: Reflective practice. Throughout the different sections, the authors highlight the importance of promoting reflective practice among prospective language teachers in order for them to develop professionally. Yet, they also critically discuss the concept of reflective practice in their context and its conceptual and terminological ambiguity and intricacy. Lessons learned from the project conclude the chapter. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
Effective Practice of Response to Intervention for English Language Learners Using the Concepts of Culturally Responsive Teaching and Critical Multicultural Education
Author: Tan, Fujuan
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Response to Intervention,English Language Learners,English (Second Language),Culturally Relevant Education,Multicultural Education,Second Language Learning,Critical Theory

Response to Intervention (RTI) is a popular multi-tier approach used in education in the United States to identify and support students with specific learning needs in general education. English Language Learners (ELLs), students for whom English is not the &quot;native&quot; language, pose an important challenge for optimally effective practice of RTI. Ineffective practice of RTI regarding ELLs can result in misdiagnosing language and cultural issues as learning issues and, thus, using inappropriate interventions, or, worse yet, unnecessarily or inappropriately referring ESL students to special education. The author argues that using the concepts of Culturally Responsive Teaching and Critical Multicultural Education throughout the RTI process can help decrease the possibility of misdiagnosing and implementing inappropriate interventions for ELLs and instead achieve optimal practice of RTI for these students. In short, the purpose of this article is to show how two concepts can help guide effective RTI practice for ELLs and identify some effective practices.
Adolescent Engagement and Skills Acquisition in Digital Spaces: Understanding Opportunities, Empowerment, and Inclusion Online
Author: Chauhan, Ayush
Date: 2021-11-00
Type: Reports - Research
Subjects: Adolescents,Learner Engagement,Skill Development,Information Technology,Inclusion,Foreign Countries,Electronic Learning,Technological Literacy,Educational Technology,Internet,Student Experience,Barriers,Success

This research takes a mixed methods and design-led approach to understand how adolescents in Southeast Asia interact and engage with the variety of content and platforms available online. The research aimed to understand whether adolescents are developing relevant 21st century and digital skills through online platforms, and whether and how online spaces are contributing to young people's sense of self-empowerment. The methodology included in-depth primary research conducted in four countries -- Indonesia, Malaysia, the Philippines, and Thailand, and secondary research in Viet Nam. It applies ethnographic, qualitative, quantitative, and digital methods of research to investigate the barriers and enablers that impact young people's online experiences, and identify future pathways that could help adolescents become active and contributing participants in the digital world. The research presents actionable recommendations related to skill development, online safety, digital engagement and others to support all adolescents, in particular the most vulnerable, to maximise their digital potential.
Encouraging Families to Visit a Literacy Website: A Randomized Study of the Impact of Email and Text Message Communications. Study Snapshot. REL 2023-143
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Electronic Mail,Telecommunications,Handheld Devices,Interpersonal Communication,Public Schools,Elementary Schools,Parent School Relationship,Information Dissemination,Web Sites,Geographic Location,Family Characteristics,Literacy Education,Access to Information,Socioeconomic Influences,English Language Learners,Economically Disadvantaged,Minority Group Students,Racial Differences,Ethnicity,Rural Schools,Institutional Characteristics,African American Students,Hispanic American Students

This study snapshot highlights key findings from a study that examined the feasibility and effectiveness of using brief email and text message communications to increase the number of parent and guardian visits to the Reading Initiative for Student Excellence (R.I.S.E.) state literacy website. In November 2021 the department sent test messages to determine the percentage of households with children in kindergarten-grade 6 in Arkansas public schools that had a working email address or cell phone number and whether the percentage differed by school locale or demographic composition. In January 2022 households with children in these schools were sent three rounds of communications with information about literacy and a link to the R.I.S.E. website. The study examined the impact of these communications on whether parents and guardians clicked the link to visit the website. The Arkansas Department of Education, districts, and schools can use the findings from this study to inform decisions about how best to communicate with families about literacy and other evidence-based resources. [For the full report, see ED624334. For the appendixes, see ED624336.]
Encouraging Families to Visit a Literacy Website: A Randomized Study of the Impact of Email and Text Message Communications. Appendixes. REL 2023-143
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-12-00
Type: Reports - Research
Subjects: Program Effectiveness,Electronic Mail,Telecommunications,Handheld Devices,Interpersonal Communication,Public Schools,Elementary Schools,Parent School Relationship,Information Dissemination,Web Sites,Geographic Location,Family Characteristics,Literacy Education,Access to Information,Socioeconomic Influences,English Language Learners,Economically Disadvantaged,Minority Group Students,Racial Differences,Ethnicity,Rural Schools,Institutional Characteristics,African American Students,Hispanic American Students

The full study to these appendixes examined the feasibility and effectiveness of using brief email and text message communications to increase the number of parent and guardian visits to the Reading Initiative for Student Excellence (R.I.S.E.) state literacy website. This document presents the following four appendixes that accompany the study: (1) Study design; (2) Methods; (3) Supporting analyses; and (4) Supplemental analyses. [For the full report, see ED624334. For the Study Snapshot, see ED624335.]
Investigating Immediacy in Multiple Phase-Change Single Case Experimental Designs Using a Variational Bayesian Unknown Change-Points Model
Author: Batley, Prathiba Natesan
Date: 2020-00-00
Type: Reports - Research
Subjects: Bayesian Statistics,Monte Carlo Methods,Statistical Inference,Markov Processes,Probability,Accuracy,Algorithms,Case Studies,Medical Research,Correlation,Effect Size

Immediacy is one of the necessary criteria to show strong evidence of treatment effect in single case experimental designs (SCEDs). With the exception of Natesan and Hedges (2017) no inferential statistical tool has been used to demonstrate or quantify it until now. We investigate and quantify immediacy by treating the change-points between the baseline and treatment phases as unknown. We extend Natesan and Hedges' work to multiple phase-change (e.g. ABAB) designs using a Variational Bayesian (VB) unknown change-points model. VB was used instead of Markov chain Monte Carlo methods (MCMC) because MCMC cannot be used effectively to determine multiple change-points. Combined and individual probabilities of correctly estimating the change-points were used as indicators of accuracy of the algorithm. Unlike MCMC in the Natesan and Hedges' (2017) study, VB was able to recover the change-points with high accuracy even for short time-series and in only a fraction of the time for all time-series lengths. We illustrate the algorithm with 13 real datasets. Advantages of the unknown change-points approach, Bayesian, and Variational Bayesian estimation for SCEDs are discussed. [This paper was published in &quot;Behavior Research Methods.&quot;]
Evaluation of the Assistive Technology Training Pilot. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-06-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Special Needs Students,Assistive Technology,Teacher Education,Curriculum Design,Electronic Learning,Teacher Attitudes,Participant Satisfaction,Student Needs,Barriers,Shared Resources and Services,Influence of Technology,Foreign Countries

In response to evidence that teachers struggled to use technology to support learners with special educational needs, the Department for Education (DfE) ran an Assistive Technology Training Pilot programme for 79 schools from January 2022 to March 2022. The training focused on upskilling school staff in identifying and implementing appropriate assistive technology for pupils with special educational needs and disabilities (SEND) in mainstream schools. A mixed method approach was designed involving: (1) In-depth online/virtual interviews with the Assistive Technology Training Pilot delivery partners before and after delivery; (2) Online surveys with primary and secondary schools completed by AT Champions before (pre, n=71) after (post, n=61) participating in training; and (3) In-depth telephone or online virtual interviews with 20 primary and secondary AT Champions. The evaluation also aimed to: (1) Inform the viability and identification of the benefits of future assistive technology training to inform other training programmes; and (2) Support dissemination of good practice and identify any lessons learned. This report presents the findings of the research.
Equalising Access to Apprenticeships: Investigating the Barriers to Young People Accessing Apprenticeship Opportunities
Author: Straw, Suzanne
Date: 2022-06-00
Type: Reports - Research
Subjects: Youth,Apprenticeships,Barriers,Youth Opportunities,Equal Education,Small Businesses,School Business Relationship,Partnerships in Education,Skills,Qualifications

Apprenticeships are a key training route to help young people enter the labour market and for upskilling existing workers. Apprenticeships also have the potential to act as a vehicle for social mobility for young people (SMC, 2020). Significant reforms have been introduced to the apprenticeship system over the last decade which have led to a substantial decline in the number of apprenticeships started. The impact of this decline has been felt unevenly, with young people and those from disadvantaged backgrounds of all ages particularly affected. Small and medium-sized enterprises (SMEs) who play a particularly important role in supporting young people to access apprenticeship opportunities have also been disproportionately impacted by these reforms. These trends were only exacerbated by the COVID-19 pandemic (Julius et al., 2021). While there has been some recovery in the number of apprenticeship starts during the current academic year, it is not clear to what extent this recovery will be sustained. The degree to which the fall in the number of apprenticeships started by young people, especially those from disadvantaged backgrounds, is driven by a falling supply of apprenticeships or a lack of demand from young people looking for an apprenticeship is not well understood. This report investigates the availability of intermediate (Level 2, equivalent to GCSEs) and advanced (Level 3, equivalent to A-levels) apprenticeship opportunities, and the barriers to young people accessing apprenticeships at these levels. It draws on Department for Education (DfE) statistics of the number of apprenticeships started by young people, 20 virtual and telephone interviews with SMEs and information from the 'find an apprenticeship' (FAA) service -- the DfE's online apprenticeship vacancy search website. The findings from the 20 interviews with SMEs are intended to highlight potential issues and areas of focus rather than to make generalisable statistical inferences.