ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Students&apos; Perceptions of Teaching, Social and Cognitive Presences during Emergency Remote Teaching
Author: Vourloumis, Vasileios
Date: 2021-00-00
Type: Journal Articles
Subjects: Junior High School Students,Adolescents,Distance Education,Online Courses,Science Instruction,COVID-19,Pandemics,School Closing,Crisis Management,Communities of Practice,Inquiry,Asynchronous Communication,Synchronous Communication,Correlation,Student Experience,Foreign Countries

During the COVID-19 outbreak, the imposition of home restriction or quarantine led to the use of emergency remote teaching for education purposes. Adolescent students faced a challenge while trying to maintain a school experience and receive reliable information about the pandemic. This study presents the results for students' perceptions of teaching, social and cognitive presence and the relationships between them, as described in the CoI [Community of Inquiry] framework, during the implementation of emergency remote teaching. Data derived from the answers of 47 junior high school students to the CoI survey, after attending online courses that incorporated both asynchronous and synchronous distance learning tools. Results show that teaching presence is significantly and positively correlated to social presence and cognitive presence. Starting from the high correlation between teaching and cognitive presence, simple regression analysis was used in order to calculate a model for predicting cognitive presence.
Course Accreditation and Re-Accreditation Policy (Registered Providers). Version 1.1
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2019-07-01
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Educational Policy,Foreign Countries,Guidelines,Higher Education

The purpose of this policy is to establish and describe Australian Government Tertiary Education Quality and Standards Agency's (TEQSA's) approach to scoping and assessment of course accreditation and renewal of accreditation. This policy applies to applications for course accreditation and renewal of accreditation. It does not apply to course-related applications that have been submitted as part of an initial registration application.
Boston&apos;s Child-Care Supply Crisis: What a Pandemic Reveals. BOA 2020 Early Education &amp; Care Brief
Author: Campbell, Fernanda Q.
Date: 2020-11-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,Child Caregivers,Supply and Demand,Teacher Shortage,COVID-19,Pandemics,Child Care Centers,Neighborhoods,School Closing,Educational Change,Educational Finance

This is the first of two briefs the Birth to Eight Collaborative will publish following their 2019 first annual landscape of early childhood education and care programs in Boston (see ED606431). In this brief, the authors report on important questions to help monitor the long-term impact of the COVID pandemic on the child-care sector local to the Boston area. Accessible, affordable and high quality nonparental care arrangements are crucial to support child development, participation of working parents/guardians in the economy and employers' access to a greater pool of diverse employees. Licensed child-care programs are the centerpiece of nonparental care and the COVID-19 pandemic has hit this sector of the American economy hard. Licensed child-care programs offering full-time, standard hours care in Boston are the focus of this publication. What were the trends before COVID? What impact did COVID have on these trends? Specifically, this report looks at the 15 ZIP Code-defined neighborhoods of Boston and the differences between child-based and family childcare. Are there characteristics that either exacerbated or mitigated the impact of COVID on the system? [This report was published by the Boston Birth to Eight Collaborative.]
Safeguarding Teachers&apos; Mental Health through the Second Wave of COVID-19 and Beyond. Submission to the House of Commons Standing Committee on Health
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2020-12-07
Type: Reports - Descriptive
Subjects: Mental Health,COVID-19,Pandemics,Foreign Countries,Public School Teachers,Teacher Burnout,Well Being,Elementary Secondary Education

Among the social issues exposed by COVID-19, the mental health concerns of Canada's teachers have intensified. A recent national survey conducted by the Canadian Teachers' Federation in October 2020 found almost 70% of respondents were concerned about their mental health and well-being seven months into this national public health emergency. However, as seen in research from British Columbia (BC), mental health concerns among teachers are not new. COVID-19 has not only precipitated new demands on teachers, but also magnified pre-existing fissures in underfunded, under-resourced and undermaintained schools. This brief outlines current conditions and policy recommendations to generate stronger mental health supports for Canadian public education teachers through the second wave of the COVID-19 pandemic. Drawing on both pre- and post-COVID outbreak research, it illustrates how the mental health of public school teachers during COVID-19's second wave will be affected by a complex matrix of institutional, organizational, cultural, and interpersonal factors. These factors have left a significant portion of BC's public school teachers feeling emotionally, physically, ethically, and professionally compromised.
Florida International University Accountability Plan, 2020. Revised
Author: State University System of Florida, Board of Governors
Date: 2020-07-07
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Strategic Planning,Educational Finance,Educational Indicators,Research Universities,Improvement Programs,Enrollment,Educational Quality,Achievement,Graduation Rate,College Programs,Institutional Characteristics,Outcomes of Education

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 institutional administrators, 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. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;Florida International University Accountability Plan, 2019. Revised,&quot; see ED602598.]
Florida Gulf Coast University Accountability Plan, 2020. Revised
Author: State University System of Florida, Board of Governors
Date: 2020-08-11
Type: Reports - Descriptive
Subjects: Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,State Universities

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 institutional administrators, 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. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Gulf Coast University Accountability Plan, 2019. Revised,&quot; see ED602597.]
Discussion Paper: Making and Assessing Claims of Scholarship and Scholarly Activity
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Scholarship,Program Evaluation,Evaluation Methods,Evaluation Criteria,Educational Research,Guidelines,Standards,Educational Quality,Evidence,Professional Development,Classification,Innovation

As part of its regulatory roles, the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) is required to assess evidence of 'scholarship' that is put forward by providers, whether evidence of scholarship by individuals, such as teaching staff within the provider, or for the provider as a whole. TEQSA is seeking to review whether its current approach to assessing claims of scholarship and scholarly activity (as described in the Guidance Note on Scholarship) is adequate, or if the approach needs to be reconceptualised. The purpose of this discussion paper is to set out, for consideration by the sector and other stakeholders, draft principles that are proposed to guide providers in making claims related to scholarship, and to inform TEQSA's assessments of such claims. TEQSA's Guidance Note describes 'scholarship' as 'activities concerned with gaining new or improved understanding, appreciation and insights into a field of knowledge, and engaging with and keeping up to date with advances in the field.' This includes advances in ways of teaching and learning in the field and advances in professional practice, as well as advances in disciplinary knowledge through original research.' This discussion paper proposes a set of principles that would guide providers when offering evidence of their capacity to meet the requirements of the Higher Education Standards (HES) Framework in relation to scholarship. [For &quot;Guidance Note: Scholarship. Version 2.5,&quot; see ED610488.]
Florida Agricultural and Mechanical University Accountability Plan, 2020. Revised
Author: State University System of Florida, Board of Governors
Date: 2020-07-06
Type: Reports - Descriptive
Subjects: Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,State Universities

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 institutional administrators, 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. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Agricultural and Mechanical University Accountability Plan, 2019,&quot; see ED602590.]
Florida Atlantic University Accountability Plan, 2020. Revised
Author: State University System of Florida, Board of Governors
Date: 2020-07-06
Type: Reports - Descriptive
Subjects: Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,State Universities

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 institutional administrators, 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. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Atlantic University Accountability Plan, 2019,&quot; see ED602596.]
University of West Florida Accountability Plan, 2020. Revised
Author: State University System of Florida, Board of Governors
Date: 2020-07-06
Type: Reports - Descriptive
Subjects: Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,State Universities

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 institutional administrators, 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. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;University of West Florida Accountability Plan, 2019,&quot; see ED602496.]
Pros and Cons of University Rankings
Author: Kayyali, Mustafa
Date: 2020-12-00
Type: Journal Articles
Subjects: Universities,Achievement Rating,Institutional Characteristics,Reputation,Educational Benefits,Evaluation Criteria,College Choice,Standards,Credibility

University rankings have been of interest to many specialists, academics, and independent researchers, who are affiliated to educational or scientific institutions. The matter was also the subject of discussion among students at the master's and doctoral levels about the feasibility of these rankings, whether there is any desired practical benefit from them and what the disadvantages of these university rankings are. The aim of this research is to provide a detailed explanation of the pros and cons of university rankings. At the end of the research, I will provide the final results through which institutions of higher education can take the positives and abandon the negatives contained in academic rankings. [Note: The page range (4-10) shown on page 1 of the corresponding document is incorrect. The correct page range is 1-6.]
State University System of Florida Summary: Accountability Plan, 2020
Author: State University System of Florida, Board of Governors
Date: 2020-09-16
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Strategic Planning,Educational Finance,Enrollment,Research Universities,Educational Assessment,Educational Indicators,Undergraduate Students,Graduate Students,Bachelors Degrees,Masters Degrees,Graduation Rate,Achievement Rating,Institutional Characteristics,Reputation,Periodicals,Online Courses,Grants,Federal Aid,Certification,Intellectual Disciplines,Expenditures,Intellectual Property,Accreditation (Institutions),Outcomes of Education

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: 2020 Evaluation; (5) Key Performance Indicators; (6) Enrollment Planning; and (7) Definitions.
New College of Florida Accountability Plan, 2020. Revised
Author: State University System of Florida, Board of Governors
Date: 2020-08-29
Type: Reports - Descriptive
Subjects: Accountability,Strategic Planning,Educational Finance,Enrollment,Graduation Rate,Educational Indicators,Outcomes of Education,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,State Colleges,Liberal Arts,Distance Education,Blended Learning,Conventional Instruction,Research Universities

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 institutional administrators, 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. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;New College of Florida Accountability Plan, 2019,&quot; see ED602600.]
Educator&apos;s Guide for Family and Caregiver Activities for &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide&quot;
Author: Van Houten, Lori J.
Date: 2020-10-00
Type: Guides - Classroom - Teacher
Subjects: Elementary School Students,Middle School Students,Literacy,Learning Activities,Teaching Methods,English Language Learners,English (Second Language),Second Language Learning,Instructional Materials,Second Language Instruction,Vocabulary Development,Skill Development,Oral Language,Written Language,Language Skills,Content Area Writing,Small Group Instruction,Writing Instruction,Sentences,Word Lists

The goal of the nine family and caregiver activity sheets is to provide families and caregivers with simple, fun activities they can use with their children to strengthen their language. The activities were designed using recommendations from the 2014 What Works Clearinghouse practice guide, &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School&quot; (EL Practice Guide). This companion guide for educators is designed to provide: (1) a brief summary of the EL Practice Guide and its recommendations and practices; (2) an understanding of how the activities help scaffold children's language and literacy development across the content areas; and (3) specific supports and strategies to help families and caregivers make the most out of the activities. [For &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012,&quot; see ED544783. Caregiver activity sheets can be found at: https://ies.ed.gov/ncee/edlabs/regions/west/Resources/CaregiverActivities.]
A Study on Usage of Lap Tops among the First Year College Students
Author: Venkataraman, S.
Date: 2018-12-00
Type: Journal Articles
Subjects: College Freshmen,Laptop Computers,Computer Uses in Education,Use Studies,Incidence,Gender Differences,Rural Urban Differences,Intellectual Disciplines,Art Education,Science Education,Vocational Education,Public Colleges,Private Colleges,Parent Background

This paper presents the results of the Study on Usage of Lap tops among the First Year College Students. The Lap top usage Inventory developed and validated by Nor Bradhouse (2015) was used with 200 randomly selected First year College Students. The findings of the study shows that the First year College Students have high level of Lap top usage. Further, there is significant difference between Male and Female, rural and urban students with respect to their Lap top usage. There is significant difference in the Lap top usage of First year College Students with respect to Government &amp; Private and Aided &amp; Private type of Management of Colleges and there is no significant difference between students of Government &amp; Aided type. It is also recorded that here is no significant difference in the Lap top usage of First year College Students with respect to the Group of Study (Arts/Science/Vocational), with respect to Community and Parental Occupation with respect to their Lap top usage.
Transition Briefing &amp; Recommendations: Urgently Address the Child Care Crisis and Invest in Equitable Child Care and Early Learning for All
Author: Robbins, Katherine Gallagher
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Child Care,Minority Groups,Poverty,Preschool Teachers,Teacher Salaries,Child Caregivers,Females,Child Care Centers,Preschool Education,Federal Aid,COVID-19,Pandemics,Racial Differences,Employed Parents,Public Policy,Block Grants,Grants,Disadvantaged Youth,Access to Education,Specialists,Child Development,Capacity Building,School Closing,Equal Education,Immigrants,Federal Legislation

Our country's existing and long-term child care crisis--inequitable access for communities of color, poverty-level wages for early educators, and unaffordable care for far too many families--has been exacerbated by the terrible, inequitable impacts of the coronavirus pandemic, which has pushed the child care and early learning sector to the brink of collapse. Since February, the industry has lost more than one in every six workers, and since women hold virtually all child care jobs, these losses impact women and their families most of all. More than 100,000 child care programs have closed, and without additional federal support 2 out of 5 providers say they will close permanently, half of whom are providers of color. Permanent child care closures will hurt children, families, and workers--and hold back our nation's economic recovery. This document lays out necessary, urgent actions the Biden-Harris Administration should take to address the child care and early learning crisis to ensure the health and safety of early educators and families during COVID, as well as the survival of the sector. These steps are essential for increasing racial equity, building the 21st century caregiving and education workforce the country needs, and making it possible for parents--especially mothers--to stay in or return to the labor force. The document also outlines actions the Administration can take in the first 100 days--including key personnel requests, visibility opportunities, and investments--to move from stabilization to making the necessary investments and policy changes to create a child care and early learning system that works for all families.