ethanporcaro/eric-fulltext-meta huggingface dataset:
When the Bough Breaks: Why Now Is the Moment to Invest in Massachusetts&apos; Fragile Child Care System. Understanding Boston
Author: Jackson, Sarah
Date: 2021-12-00
Type: Reports - Research
Subjects: Child Care,Child Care Centers,Costs,Salaries,Child Caregivers,Preschool Teachers,Preschool Education,Teacher Shortage,COVID-19,Pandemics,Educational Quality,Safety,Standards,Minority Groups,Immigrants,Diseases,Homeless People,Unemployment,School Closing,Futures (of Society),Parent Attitudes,Administrator Attitudes

The Commonwealth has the second most expensive child care market in the United States. Families routinely pay upwards of $20,000 a year for care for their young children. However child care workers make very low wages and are leaving the workforce in droves because they can make more at other jobs. Child care providers are struggling to keep their businesses afloat amidst high costs and labor shortages. The COVID-19 pandemic has made an already very challenging situation worse. The state was facing a large decline in programs in the decade before the pandemic, according to the Massachusetts Department of Early Learning and Care. Now, more facilities and classrooms across the state have closed their doors. Nationally, the industry is operating at only 88 percent of its pre-pandemic capacity but the situation is worse in the Commonwealth, where providers face some of the highest costs in the nation and strict quality and safety standards. The early education and care crisis is having a more severe impact on families of color who've been disproportionately impacted by the pandemic. A greater share of Black, Latinx and immigrant families have gotten sick, lost loved ones and experienced job and housing loss than White families. These populations are more likely to be low-wage workers and more likely to be unable to afford high child care costs. They are also more likely to use informal or family child care providers who have suffered closures during the pandemic. This report examines key data on how COVID-19 has impacted the child care system in Massachusetts along with original reporting and interviews. It finds that diverse sectors in the state agree now is the time for greater public investment to stabilize the early education and care system and ensure economic recovery for the Commonwealth.
The Overlooked
Author: Spurrier, Alex
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Family Attitudes,Access to Education,Distance Education,Student Needs,Family Needs,School Closing,Public Schools,School Choice,Private Schools,Racial Differences,Ethnicity,Home Schooling,Educational Quality,Parent Attitudes

Families continue to struggle navigating a fluid K-12 education space since the onset of the COVID-19 pandemic and emergence of the Delta variant. Over the last 18 months, the parents of 10.8 million did not get what they wanted from their child's school -- representing nearly one in five U.S. schoolchildren. Many families' early concerns over access to in-person, virtual, and hybrid forms of instruction persist with the start of the 2021-22 school year. These families are not a monolith. They live in a diverse range of communities found across America, come from a variety of racial and ethnic backgrounds, and span the socioeconomic spectrum. While some were more economically equipped to react, all have felt disruptions of the pandemic in their daily lives. &quot;The Overlooked&quot; analyzes the fundamental shift playing out among families across the country who are dealing with unresponsive systems and limited school choices this fall. The report examines public opinion polling trends and patterns, breaking Overlooked families into three distinct categories: (1) the Movers, or families who had motivation and means to change their child's school, resulting in a shift away from traditional public and private schools; (2) the Missed parents who did not enroll their child in the prior 2020-21 school year at all; and (3) the Muted families who have not yet moved from their public school systems but will not have access to their preferred remote learning options in the 2021-22 school year. The net effect of all three groups of Overlooked families carries profound implications for K-12 school systems and policymakers alike. As entire ecosystems of instructional and operational support emerge to better meet parent demand, it is not enough for district leaders, school boards, and elected officials to see The Overlooked, they must listen to their growing calls for different options.
Multiple Agent Designs in Conversational Intelligent Tutoring Systems
Author: Lippert, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Man Machine Systems,Natural Language Processing,Educational Technology,Affordances,Educational Benefits,Instructional Design,Artificial Intelligence

This article describes designs that use multiple conversational agents within the framework of intelligent tutoring systems. Agents in this case are computerized talking heads or embodied animated avatars that help students learn by performing actions and holding conversations with them in natural language. The earliest conversational intelligent tutoring systems were limited to a single agent that interacted with a student in the role of a teacher or expert. Technological advances have since made possible systems in which multiple agents interact with the learner and each other to model ideal behavior, strategies, reflections, and social interactions. Though still an emerging technology, multi-agent intelligent tutoring systems afford pedagogical benefits that go beyond the capabilities of the single-agent system and have facilitated learning gains on a variety of subject matters and skills, including science, technology, engineering, mathematics, research methods, metacognition, and language comprehension. The present work describes some common multi-agent designs that may be used to achieve a variety of pedagogical goals. We provide examples of how these designs have been implemented in educational or experimental settings and anticipate future use within the field of artificial intelligence. [This article was published in &quot;Technology, Knowledge and Learning&quot; (EJ1262514).]
EFL Female College Students and Instructors&apos; Preferred Method of Speaking Assessment: A Perspective from Saudi Arabia
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,College Students,College Faculty,Females,Women Faculty,Language Teachers,Evaluation Methods,Foreign Countries,Preferences,Student Evaluation,Teacher Attitudes,Student Attitudes,Speech Skills,Oral Language,Speech Tests

Introduction: At the College of Languages and Translation (COLT), the students take four speaking courses in the first four semesters of college. In each course, they take two interim tests and a final exam. Aims: The study aims to find out which speaking assessment method EFL students and instructors at COLT prefer: Face to face, or lab testing, and reasons for their preferences. Procedures: Face-to-face assessment is the most common method at COLT. The students are tested individually. Each student randomly draws one topic from a basket and engages in a conversation or interview with the teacher who asks 3-5 questions about it. The test session for all the students lasts from 8 a.m. to 1 p.m. non-stop. The second method is language lab testing used by few instructors where all the students take the test at the same time and they all answer the same set of questions in about 60 minutes. The lab test consists of several questions. The students read the printed questions, take short notes, then record their answers on an MP3 player. Results: Most students prefer lab assessment, whereas most instructors prefer face-to-face assessment. Students reported that lab test questions are comprehensive and help them improve their speaking skills better than face-to-face assessment. Testing conditions are the same. They are less anxious. They lose few marks if they miss a question. On the other hand, instructors reported that face-to-face test questions are easy and only cover part of the material. All students pass. Students are more anxious. Comparisons of students' test score showed that lab tests are more reliable, valid and have a better discriminating power between students who have mastered and those who have not mastered the speaking skills than face-to-face tests. Recommendations for effective speaking assessment methods are given.
Universal Primary Education and the Uganda&apos;s Economy
Author: Musika, Wilber Roberto
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Education,Dropout Prevention,Graduation Rate,Correlation,Program Effectiveness,Economic Factors,Employment Level,Elementary School Teachers,Literacy,Educational Policy,Access to Education,Equal Education

Despite registering positive results, Uganda's Universal Primary Education plan (UPE) faces significant unresolved challenges instigated by widespread corruption in the school system, ghost teachers and ghost schools, lack of enough infrastructure, the lack of schooling materials such as pens, pencils, lunch, and books. Ascribed to the validity of these concerns, the percentage of pupils dropping out of the UPE program is a significant concern to the Ugandan education system. This study probed the contributions of the UPE program to Uganda's economy using demographic variables such as UPE teacher's employment rates, UPE student's literacy rates, UPE student's dropout rates, and UPE student's completion rates. The investigator applied numeric archived information retrieved from the Uganda Ministry of Education and Sports facts files. The data were analyzed using Pearson's correlations, stepwise regressions, and descriptive statistical methods. The alpha level for the study was set at p &lt; 0.05. The sampled data used for the analysis was collected between the years 2000-2015. The Statistical Package for Social Science (SPSS) 25.0 was the appropriate software for the data analysis. The Cronbach alpha was used to measure the internal reliability of the selected research data. The analysis found statistically significant evidence to support the relationship between Universal Primary Education and UPE student's completion rates, UPE student's dropout rates, and UPE teacher's employment rates. Universal Primary Education and UPE student's literacy rates were not statistically significant. The findings of this study highlight noteworthy knowledge for scholars in the research field that warrants further investigation for future studies. The research results might provide a fair evaluation of the Universal Primary Education (UPE) program to educational leaders, donor organizations, and the Uganda Government.
Inspection and Teachers&apos; Emotions: An Emotional Evaluation of Inspection
Author: Tunç, Binali
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Inspection,Psychological Patterns,Foreign Countries

In the study, inspection is discussed in relation to the teachers' feelings and emotions it creates before inspection, during inspection and after inspection process. Teacher's emotions have been investigated intentionally as emotional side of education has been neglected. Education is closely related to the emotions of teachers, who are the most important producers of educational activities. Educational activities are reduced to standard activities and defined with simple explanations or single labels such as 'good-bad', 'successful-unsuccessful', 'adequate-inadequate'. Inspection causes emotions to be neglected. Moreover, recently, it has been discussed that there are approaches and systems that suggest constant and multi-dimensional inspection instead of traditional inspection. Qualitative research model was used to understand of teacher emotions. A semi structured form was used for the 38 primary school teachers' interviews. After teacher interviews were completed, we analyzed and compared the interviews. Participants' expressions were checked in terms of correctness, potential validity and reliability problems such as misinterpretation. The results of the study can be summarized as follows: There were no positive expressions related to the emotional impact of inspection on teachers. In addition, teachers felt that the inspectors were stressed, anxious, uneasy, accusatory, coercive, looking for defect and areas of unsuccessful teaching performance. Most of teachers reported that being observed and evaluated caused them to have negative emotions. Teachers' perceptions about inspection are found to be negative. There are no statements that indicate there is a positive impression of inspection on teachers. The emotions that are experienced before inspection: pressure, hurry, stress, concern, tension, anxiety, worry, uncertainty; during inspection: stress, tension, anger, loss of strength, humiliation and lack of self-efficacy, and after inspection: relaxation, stress, sorrow, anger, fury, meaninglessness, disappointment. The single positive emotion that the teachers use to describe an inspection is &quot;relaxation&quot;.
The Relationship between Principals&apos; Leadership Styles and Efficacy in Change Management = Okul Müdürlerinin Göstermis Olduklari Liderlik Stilleri Ile Degisimi Yönetme Yeterlikleri Arasindaki Iliski
Author: Inandi, Yusuf
Date: 2016-04-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Educational Change,Principals,Administrator Attitudes,Democracy,Authoritarianism,School Districts,Administrator Effectiveness,Teacher Administrator Relationship,Foreign Countries,Gender Differences,Elementary Secondary Education,Measures (Individuals),Teacher Attitudes

In this study, the relationship between principles' efficacy in change management and their democratic and autocratic leadership styles are examined. The data in the research were collected from 231 teachers and 49 principals working in the central districts of Mersin, Turkey. According to the results obtained, there is a significant difference between teachers' and principals' views about principals' efficacy in change management and their leadership styles. While principals define their leadership style as one of democratic leadership, teachers define their principles' leadership style as autocratic. Also, a positive relation at the middle level is observed between all the dimensions of principals' efficacy in change management and their democratic leadership styles. According to the results of regression analysis to understand the degree of the relation, democratic leadership style applied by the principals very much determines the dimensions of their efficacy in change management.
The Relationship of School Administrators&apos; Leadership Styles with Organizational Dissent and Resistance to Change According to Perceptions of Teachers
Author: Inandi, Yusuf
Date: 2020-00-00
Type: Journal Articles
Subjects: School Administration,Leadership Styles,Teacher Attitudes,Prediction,School Districts,Foreign Countries,Correlation,Organizational Change,Administrator Attitudes,Authoritarianism,Transformational Leadership,Democratic Values,Measures (Individuals),Organizational Culture

The main purpose of this study is to determine the relationship of the school administrators' leadership styles with resistance to change and organizational dissent based on teachers' perceptions, and also to reveal whether the leadership styles of the administrators predict resistance to change and organizational dissent. After defining leadership styles, their relationship with organizational dissent and resistance to change was addressed and a survey was conducted in line with this purpose. The survey was applied to 505 teachers working in the central districts of Mersin in the 2018-2019 academic year. In the study, it was concluded that there is no relationship between autocratic leadership and the sub-dimensions of organizational dissent. While democratic and transformational leadership styles have a positive significant relationship with horizontal dissent, they have no significant relationship with vertical dissent. Democratic and transformational leadership styles do not predict vertical dissent significantly, but they predict horizontal dissent significantly.
The Study of the Relationship between Teachers&apos; Perceptions of School Culture, Organizational Commitment and Their Resistance to Change
Author: Kovanci, Menderes
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,School Culture,Resistance (Psychology),Foreign Countries,Regression (Statistics),Elementary School Teachers

The aim of the study is to examine the relationship between teachers' perceptions of school culture, their organizational commitment and resistance to change. The data of this study in the correlational survey model were collected from 455 teachers working in the central districts of Mersin. In the study, &quot;Teachers' Organizational Commitment Scale&quot; was used to determine the organizational commitment of teachers, and &quot;Resistance to Change Scale&quot; to determine their resistance to change and &quot;School Culture Scale&quot; to determine their perceptions of school culture. Correlation and multiple regression analysis were employed to analyze the data. According to the results, it was revealed that there was a positive and medium-level significant relationship between teachers' perceptions of school culture and their organizational commitment, and a weak relationship between perceptions of school culture and their resistance to change. Also, it was concluded that school culture significantly predicted organizational commitment, but not resistance to change.
Digital Divide: How Technology Access Impacts Community Colleges across the United States during a Pandemic
Author: Bray, Jacob B.
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Technology,Technology Uses in Education,Access to Computers,Two Year College Students,COVID-19,Pandemics,Urban Schools,Suburban Schools,Rural Schools,Barriers,Federal Aid,Federal Legislation,Navajo (Nation),Reservation American Indians,Internet,At Risk Students

&quot;Digital Divide: How Technology Access Impacts Community Colleges Across the United States During a Pandemic&quot; looks at the current state of the digital divide in the United States and how it is affecting community college students during the COVID-19 pandemic. Leaders at community colleges in Spokane, Washington, Los Angeles, California, and on the Navajo Reservation were interviewed to show what the digital divide looks like in an urban, a suburban, and a rural community and how it is affecting each college's students. While all colleges are faced with different circumstances, similarities emerge as the digital divide impacts students across the country. The paper also looks at how the Coronavirus Aid, Relief, and Economic Security (CARES) Act impacted the digital divide within the community college sector.
State University System of Florida Summary: Accountability Plan, 2021
Author: State University System of Florida, Board of Governors
Date: 2021-09-01
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Strategic Planning,Statewide Planning,Trustees,Governing Boards,Cooperation,Educational Objectives,Performance Based Assessment,Educational Finance,Research Universities,Enrollment Projections,Definitions,Teaching Methods,Learning Processes,Educational Innovation

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. This System Accountability Plan summarizes the data from each university's Accountability Plan. Interested stakeholders are encouraged to also review each university's Accountability Plan for important narrative information detailing key opportunities and initiatives in the coming years. Contents include: (1) Introduction; (2) Performance-Based Funding Metrics; (3) Board of Governors Choice Metric; (4) Preeminent Research University: 2021 Evaluation; (5) Key Performance Indicators; (6) Enrollment Planning; and (7) Definitions. [For &quot;State University System of Florida Summary: Accountability Plan, 2020,&quot; see ED610476.]
Teacher Perceptions of Game Based Learning in Trinidad and Tobago&apos;s Primary Schools
Author: Pinder, Patrice Juliet
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Game Based Learning,Elementary School Teachers,Science Instruction,Mathematics Instruction,Computer Games,Educational Technology,Technology Uses in Education

Although game based learning has been widely utilized by the military, education, marketing, and advertising sectors, its effectiveness as a learning strategy or training tool is still unclear (Ariffin, Oxley, &amp; Suliman, 2014). The present study addresses this gap and examines the effectiveness of using game based learning in primary school instruction, particularly in Trinidad and Tobago where little research has been conducted at the primary and pre-school levels. This study employs a mixed-methods research approach and is made of (1) a quantitative questionnaire for teachers and (2) interviews with teachers to get their views/perspectives on the benefits or effects of game based learning to the teaching and learning processes. Data findings from the current study should begin to fill in the research gap with respect to using game based learning as an effective teaching and learning strategy in Trinidad and Tobago's primary schools.