ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Integration and the Promotion of Inclusive Classroom Climates
Author: Fabes, Richard A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Quality,Educational Environment,Gender Differences,Peer Relationship,Educational Strategies,Educational Benefits,Inclusion,Educational Policy,Educational Theories

The purpose of this paper is to highlight the important role that gender plays in organizing and affecting the quality of the classroom climate. We review research showing how students' peer relationships tend to be segregated by gender and discuss the consequences of children spending much of their time almost exclusively with same-gender peers, which perpetuates and exaggerates gender segregation. We suggest that a more beneficial pattern is enhancing students' exposure to other-gender peers -- that is, promoting gender integration. We describe the theories that support the benefits of integrating across social groups. Next, we review methods and results of strategies we have used to promote integration. Finally, we draw attention to the issues about gender integration that require further consideration and argue for more research that can help guide the development of effective strategies that build more inclusive environments, practices, and policies for today's children and youth. [The authors were also supported by funds from the T. Denny Sanford Foundation. This is the in press version of an article published in &quot;Educational Psychologist.&quot;]
How Can Community Colleges Increase Student Use of Year-Round Pell Grants? Two Proven Strategies to Boost Summer Enrollment
Author: Weiss, Michael J.
Date: 2019-02-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Grants,Student Financial Aid,Summer Programs,Enrollment,Federal Aid,Barriers,Program Effectiveness,Information Dissemination,Tuition,Enrollment Trends,College Credits

Nationwide, only 24 percent of community college students earn a degree or certificate within three years of matriculat­ing. Students who enroll in summer classes at the end of the freshman year are more likely to persist and graduate. Summer enrollment enables students to earn additional credits, reducing the time it takes to earn a degree. Summer enrollment also keeps students engaged in school, which may reduce the likelihood that they will drop out between spring and fall. Despite these potential benefits, only 30 percent of community college students enroll in summer courses, leaving much room for improvement. How can community colleges encourage more students to enroll in summer courses? A prior brief from MDRC's Encouraging Additional Summer Enrollment (EASE) project presented evidence that two interventions, an informational campaign and an informational campaign paired with a &quot;last-dollar&quot; tuition assistance grant (one that covers the gap between financial aid and total tuition and fees), can increase summer enrollment and credit accumulation. While these findings were promising, the interventions were imple­mented and evaluated before a major national policy shift: the reinstatement of year-round federal Pell Grants (or &quot;summer Pell&quot;), which provide additional financial aid for summer enrollment to qualifying students. This brief supplements the prior one in several important ways. First, the EASE project has expanded from 4 colleges and 3,700 students to include 10 Ohio com­munity colleges and over 10,000 students. Second, the interventions have now been implemented in two substantially different policy contexts, enabling an assessment of whether these interventions are robust to the shift in Pell Grant pol­icy. Finally, for the first cohort of study participants it is now possible to determine the interventions' effects on enrollment in the summer of their sophomore year. The positive, statistically significant effects on summer enrollment and credit accumulation persisted after the federal policy change. In addition, a second year of the informational campaign plus tuition assistance (but not the informational campaign alone) increased summer enrollment and credits earned in the sophomore year for the first cohort of students. Neither intervention increased overall enrollment in the fall term. [For the prior brief, &quot;Making Summer Pay Off: Using Behavioral Science to Encourage Postsecondary Summer Enrollment,&quot; see ED586221. The Encouraging Additional Summer Enrollment (EASE) project is funded by the Ascendium Education Group.]
Education Technology: Friend or Foe. Backgrounder
Author: National Education Association
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Information Security,Privacy,Student Records,Information Storage,Educational Legislation,Parent Rights,Federal Legislation,Elementary Secondary Education,Student Rights

Education technology facilitates personalized learning and allows educators to better target instruction based on identified needs. Technology also improves the ability of education researchers to evaluate instructional approaches and interventions and provides policymakers information to aid in decision making. A majority of parents support the use of new technology and do not cite data privacy as a top tier education concern (compared to such issues as teacher effectiveness, standardized testing and school performance). Furthermore, data breaches in education are relatively uncommon. Nevertheless, several high profile incidents raised awareness of the amount of data being collected and the vulnerabilities where data are not properly secured.
Status of Online Learning Programs in K-12: Implications for Teachers. NEA Research Brief. NBI No. 135
Author: Lara, Julia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Online Courses,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Public Schools,Teacher Role,Educational Research,Blended Learning,Teaching Methods

There has been a significant increase in the availability of digital tools (mainly laptops) in public school systems in the country. Federal level support, increased investments from private industry, and reduced technology price points for the education sector have all contributed to increases in availability. At the same time, however, innovations in educational technology promise to change how teachers deliver instruction and give students greater control over their learning. This Research Brief presents an overview of online learning in K-12 public school systems focusing on its impacts on student outcomes and the role of teachers.
Inculcation of Human Values through Biology Textbook among Junior College Students
Author: Chavan, Rajendra L.
Date: 2016-11-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Textbooks,Two Year College Students,Two Year Colleges,Values,College Science,Teacher Attitudes,Teacher Role,Textbook Content

School is the place where the formal education is implemented through well defined curriculum. Curriculum enlists subjects to be taught, practicals to be conducted, as well as co-curriculum &amp; extra-curricular activities. Biology is one of the important subjects in the curriculum in junior college level. Biology subject is a study of living organisms. It is concerned with the characteristics, classification, and behaviors of organisms, how species come into existence, and the interactions they have with each other and with the environment. Biology encompasses a broad spectrum of academic fields that are often viewed as independent disciplines. Another thought is biological studies emphacise on environmental awareness, animal protection and scientific attitude. The aim of the present paper is to know how the Biology subject is inculcating the Universal Human Values among Junior College Students. The Objectives of the present paper are 1) To analyze the content of XI std Biology Textbook with reference to Universal Human Values. 2) To study the role of Biology Teachers about Biology Textbook with reference to Universal Human Values. 3) To study the opinions of the Biology Teachers and Biology Students about the role of the Biology textbook in inculcation of Human Values. The present study is descriptive in nature, and purposive sampling method is used for sample selection. The data are collected with help of content analysis method, questionnaire and unstructured interview technique. The present paper is helpful for society to know more about the Universal Human Values and also to know how Universal human Values can be inculcated through the Biology subject among the Junior College students. [Paper presented at the International Conference on Universal Human Values (1st, Panchgani, India, Jun 11-12, 2016).]
Implementation Guide. Trauma-Sensitive Schools Training Package
Author: Guarino, K.
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Trauma,Student Needs,Holistic Approach,Intervention,Educational Environment,Resilience (Psychology),Program Implementation,Educational Practices,Training,Professional Development,School Culture,Incidence,Well Being,Child Health

The &quot;Trauma-Sensitive Schools Training Package&quot; offers school and district administrators and staff a roadmap and tools for adopting a school- or district-wide approach to addressing trauma and promoting resilience for everyone in the learning environment. This training package supports school and district administrators and staff to do the following: (1) Understand trauma in a broad and inclusive way; (2) Recognize the effects of trauma on students, families, school administrators and staff, and communities; (3) Learn a process for implementing a school-wide trauma-sensitive approach; and (4) Integrate trauma-sensitive practices into their daily operations. This &quot;Implementation Guide&quot; provides school and district leaders with an overview of all components of the Training Package. Specifically, it outlines the intended audience, purpose and implementation process for each package component, along with steps for reviewing and rolling out the materials. [Other materials in this package include: Building Trauma-Sensitive Schools Facilitation Guide (ED595303), Building Trauma-Sensitive Schools Handout Packet (ED595305), Leading Trauma-Sensitive Schools Facilitation Guide (ED595304), and Leading Trauma-Sensitive Schools Action Guide (ED595252).]
&quot;Continuamos Juntos&quot;--Moving Forward Together: Lessons on Advancing Latino Success from California&apos;s LATIDO Project
Author: Cerna, Oscar
Date: 2019-05-00
Type: Reports - Research
Subjects: Hispanic American Students,Graduation Rate,College Graduates,Racial Composition,Undergraduate Students,Community Colleges,Public Colleges,Success,Culturally Relevant Education,At Risk Students,College Transfer Students,Two Year College Students,Intervention,Administrator Attitudes,College Faculty,Teacher Attitudes,Student Attitudes,Program Effectiveness,Partnerships in Education

Latinos are the fastest growing college population in California, but less than one-quarter of all Latino adults in the state earn a college degree. To reverse this trend, both the California Community Colleges Chancellor's Office and the California State University (CSU) Office of the Chancellor launched new initiatives in 2017 to raise Latino graduation rates by 2022 and 2025, respectively. Key players in these efforts are the state's Hispanic Serving Institutions (HSIs), which are public, degree-granting institutions that enroll the equivalent of at least 25 percent fulltime Latino undergraduates in their overall student population. California has the country's highest concentration of HSIs, with 96 of its 144 community colleges and 21 of its 23 CSU campuses. The state provides a unique perspective on the challenges and opportunities of advancing the higher education prospects of this thriving population. In 2017, MDRC launched the Latino Academic Transfer and Institutional Degree Opportunities (LATIDO) study in collaboration with the community college chancellor's office to investigate how California HSI's are supporting undergraduate Latino students. The work began with a roundtable discussion that included scholars, policymakers, and practitioners. This led to the evaluation of Latino education programs at five HSIs: CSU Dominguez Hills, CSU Fresno, Hartnell College, Mount San Antonio College, and San Bernardino Valley College. This report begins with an overview of the LATIDO study and the five colleges that were selected as case study sites followed by a brief discussion of the methodology for the study. The report then lays out crosscutting findings that apply to each of the colleges under study. It ends with recommendations for university administrators, lawmakers, and advocates regarding best practices and policies for advancing the college outcomes of Latino students in California, and beyond. [The report was written with Jessica Taketa and Chase Johnson. Additional funding by the Crimsonbridge Foundation.]
Professional Competencies in Language Learning and Teaching
Author: Goria, Cecilia, Ed.
Date: 2019-06-08
Type: Books
Subjects: Second Language Learning,Second Language Instruction,Undergraduate Students,Language Teachers,Teacher Competencies,Teaching Methods,Grammar,Interpersonal Competence,Cultural Awareness,Intercultural Communication,Foreign Countries,Language Skills,Modern Languages,Cooperative Learning,Information Technology,Distance Education,Partnerships in Education,Study Abroad,Technology Uses in Education,Computer Oriented Programs,Independent Study,College Students,Graduate Students,Student Exchange Programs,Spanish,Employment Potential,Video Technology,French,German,Italian,English (Second Language),Student Placement

This volume examines many of the complex issues regarding the language skills and professional competencies acquired by students studying Modern Foreign Languages (MFL) at universities in the United Kingdom and across Europe. It also outlines the innovative pedagogical strategies, methods, and resources employed by language academics to help graduates transition from university into the world of work through their MFL studies. These issues were discussed at the Professional Competencies in Language Learning and Teaching conference that took place on 12th-13th July 2018 at the University of Nottingham. The conference that was organised as a collaboration between the Department of Modern Languages and Cultures and the Confucius Institute of the University of Nottingham brought together researchers, practitioners, employers, and experts working on 21st century professional competencies and language education.
Building Trauma-Sensitive Schools Facilitation Guide. Trauma-Sensitive Schools Training Package
Author: Guarino, K.
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Trauma,Educational Environment,Training,School Personnel,Staff Development,Online Courses,Facilitators (Individuals),Teaching Methods,Group Discussion,Reflection,Instructional Materials,Safety,At Risk Students,Social Development,Emotional Development,Family Involvement,Stress Management

The &quot;Building Trauma-Sensitive Schools&quot; online module is intended for all school personnel, including administrators, instructional staff, and non-instructional staff. The module familiarizes school staff with the concept of trauma sensitivity and includes examples of trauma-sensitive strategies that can be employed schoolwide. Accompanying the module is a series of handouts, including checklists, activities, practice guides, and discussion questions, for supporting staff in adopting a trauma-sensitive approach. This facilitation guide includes recommendations for how to facilitate in-person group training sessions using the module and accompanying handouts. The information in this guide is intended for school personnel who are facilitating group training sessions with staff using the &quot;Building Trauma-Sensitive Schools&quot; online module and handouts. This guide includes an outline of the main sections of the module and notes approximate length of recorded narration and related handouts for each section to assist facilitators in planning for training sessions. [For the companion handout packet, see ED595305. Other materials in the package include the Leading Trauma-Sensitive Schools Facilitation Guide (ED595304), Leading Trauma-Sensitive Schools Action Guide (ED595252), and the Implementation Guide (ED595276).]
Leading Trauma-Sensitive Schools Facilitation Guide. Trauma-Sensitive Schools Training Package
Author: Guarino, K.
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Trauma,Educational Environment,Training,School Personnel,Staff Development,Online Courses,Facilitators (Individuals),Teaching Methods,Group Discussion,Reflection,Instructional Materials,Safety,At Risk Students

The &quot;Leading Trauma-Sensitive Schools&quot; online module is designed for school and district administrators and other school staff helping to lead efforts to adopt a trauma-sensitive approach schoolwide. The module and companion action guide outline a multi-phased process for adopting a trauma-sensitive approach, including how and when to use other package components. Together, the module and action guide include a roadmap and tools for supporting a school to: (1) prepare to adopt a trauma-sensitive approach; (2) envision what a trauma-sensitive school will look like; (3) align trauma sensitivity with other approaches; and (4) sustain trauma sensitivity. The &quot;Leading Trauma-Sensitive Schools&quot; online module may be viewed independently by school leaders; however, it is recommended that school leadership teams interested in adopting a trauma-sensitive approach view and use these materials as a group. This guide includes recommendations for how to facilitate in-person group training sessions with leadership teams using the module and action guide. The information in this guide is intended for school and district administrators and other staff, such as student services staff, who are in positions to facilitate group training sessions with school leadership using the &quot;Leading Trauma-Sensitive Schools&quot; online module and action guide. This guide outlines the main sections of the module, notes approximate length of recorded narration, discussions and activities for each section, and includes suggestions for orienting the group to the action guide during training sessions. [For the companion Action Guide, see ED595252. Other materials in this package include: Building Trauma-Sensitive Schools Facilitation Guide (ED595303), Building Trauma-Sensitive Schools Handout Packet (ED595305), and the Implementation Guide (ED595276).]
Building Trauma-Sensitive Schools Handout Packet. Trauma-Sensitive Schools Training Package
Author: Guarino, K.
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Trauma,Educational Environment,Training,School Personnel,Staff Development,Online Courses,Facilitators (Individuals),Teaching Methods,Group Discussion,Reflection,Instructional Materials,Safety,At Risk Students,Social Development,Emotional Development,Family Involvement,Stress Management

This Handout Packet includes all of the downloadable resources found throughout the Building Trauma-Sensitive Schools online module. Each of these handouts is available for individual download as staff work through the module together during professional development events. Most handouts are relevant to all school staff and two handouts are tailored to student services staff conducting student assessments or evaluations and providing services to students. School leaders may use the handouts while viewing the Building Trauma-Sensitive Schools Module to support continued discussion related to particular topics and to further staff learning about how to apply a trauma-sensitive approach across roles. The Action Guide component of this training package includes suggestions for how handouts may be helpful for action planning. School administrators and trauma-sensitive work groups can also use the handouts as part of ongoing professional development activities related to trauma sensitivity. It can be helpful to revisit the handout content at a later date to reinforce particular concepts. [For the companion Facilitation Guide, see ED595303. Other materials in this package include: Leading Trauma-Sensitive Schools Action Guide (ED595252), Leading Trauma-Sensitive Schools Facilitation Guide (ED595304), and the Implementation Guide (ED595276).]
Autonomous Computer-Assisted Language Learning: Turkish Primary School Students&apos; Perceptions of Dyned Software
Author: Meri, Serpil
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Computer Assisted Instruction,Second Language Learning,FLES,English (Second Language),Personal Autonomy,Elementary School Students,Student Attitudes,Teacher Role,Computer Software,Independent Study

The research project signifies two concepts which continually play a significant role in education in the ever changing world. On the one hand, there is a significant approach to language learning called learner autonomy; on the other hand, the dramatic increase of interest in computer-assisted language learning (CALL) has affected the education generally [1]. Taking these two concepts into account, the research study looks into the Turkish primary school students' perceptions of the role and importance of the teacher in computer-assisted language learning via Dynamic Education (DynEd) software. It also takes into account their independent learning and the effect of computer-based language learning on their experiences via DynEd. In order to obtain data about their views on autonomous computer-assisted language learning, the participants were asked to fill a questionnaire, and some randomly chosen students were interviewed. Also, an interview was conducted with their teacher so as to gain a better understanding of students' behaviour and perceptions. The findings indicate that CALL via DynEd promotes learner autonomy in the Turkish EFL context.
Step-by-Step Guide to Creating a Process Map for Higher Education
Author: MDRC, Center for Applied Behavioral Science (CABS)
Date: 2019-00-00
Type: Guides - General
Subjects: Concept Mapping,Higher Education,Student Educational Objectives,Barriers,Guidelines

A process or journey map is a visual representation of a process that lists each step from start to finish. Higher education institutions can use process maps to help identify the barriers preventing students from achieving a desired outcome. A process map can be used to guide changes to a process that will reduce the barriers students face. This brief guide provides a three-step tutorial on how to create a process map for higher education.