ethanporcaro/eric-fulltext-meta huggingface dataset:
Boosting Gender Equality in Science and Technology: A Challenge for TVET Programmes and Careers
Author: Tikly, Leon
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Equal Education,Gender Bias,Females,Disproportionate Representation,STEM Education,Academic Achievement,Careers,Barriers,Participation,Individual Characteristics,Institutional Characteristics,Social Influences,Government Role,Public Policy,Gender Differences,Foreign Countries,Cultural Differences,Intellectual Disciplines,Labor Market

While technical and vocational education and training (TVET) has the potential to bolster the participation of women in the labour market, this potential is not always well understood and capitalized on. In general, female students are lowly represented in TVET compared to general programmes, and in particular girls and women tend to be under-represented in the fields that require science, technology, engineering and mathematics (STEM) skills and knowledge. In addition to being required for 'traditional' and 'emerging' occupations, STEM skills and knowledge are often needed for the so-called 'jobs of the future', driving innovation, inclusive growth and sustainable development. Greater female participation in these programmes and careers can potentially contribute to their empowerment and drive social well-being. Gender inequalities in access to STEM related fields in TVET, however, can affect the access to and participation of women in specific occupational areas. This report examines the key issues concerning girls and women's participation and achievement in STEM-related TVET programmes and their transition STEM related careers. It synthesizes existing literature and country experiences collected from members of the UNEVOC Network, UNEVOC's worldwide platform of TVET institutions.
Educational Interventions for Children and Youth with Autism: A 40-Year Perspective
Author: Odom, Samuel L.
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Teaching Methods,Inclusion,Social Development,Interpersonal Competence,Reinforcement,Direct Instruction,Skill Development,Academic Ability,Peer Teaching,Group Activities,Interpersonal Communication,Augmentative and Alternative Communication,Positive Behavior Supports,Mental Disorders,Transitional Programs,Secondary School Students,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities

Commemorating the 40th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the &quot;iSciences&quot; for closing the research to practice gap in the future. [This is the online version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;]
Validating a Claim-Evidence-Science Idea-Reasoning (CESR) Framework for Use in NGSS Assessment Tasks
Author: Hardcastle, Joseph M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Academic Standards,Energy,Scientific Concepts,Persuasive Discourse,Science Process Skills,Logical Thinking,Test Items,Scoring Rubrics,Validity,Reliability,Item Response Theory,Difficulty Level,Alignment (Education),Elementary Secondary Education

We developed assessment tasks aligned to the Next Generation Science Standards (NGSS) that require students to use argumentation and explanation practices along with disciplinary core ideas and crosscutting concepts to make sense of energy-related phenomena. Scoring rubrics were created to evaluate students' ability to make accurate claims, cite evidence, use relevant science ideas, and combine those elements to formulate well-reasoned arguments and explanations. We present an analysis of data to investigate the validity and reliability of our rubrics. Due to school closures caused by the COVID-19 pandemic, data were collected using Amazon Mechanical Turk (MTurk). The MTurk data were scored by two researchers to evaluate the inter-rater reliability. Data were then analyzed using Rasch modeling. Results show that rubric categories associated with stating claims, citing evidence, applying science ideas, and formulating coherent, well-reasoned arguments and explanations fit well to the Rasch model, and that rubric categories followed a hierarchy of difficulty. In this hierarchy, applying science ideas and formulating well-reasoned statements were more difficult than citing evidence, which were all more difficult than stating a claim. The ability to locate a student along this hierarchy allows for our tasks to be used to better understand a student's ability to write arguments and explanations of energy-related phenomena.
The Practical Realities of Virtual Exchange
Author: Healy, Sandra
Date: 2020-12-21
Type: Reports - Evaluative
Subjects: Computer Simulation,Exchange Programs,Language Usage,Cultural Differences,Time Management,Teacher Collaboration,Information Technology,International Cooperation,Educational Cooperation,Online Courses,Teaching Methods,Teacher Student Relationship,Computer Mediated Communication,Asynchronous Communication,Intercultural Communication,Course Descriptions,Program Descriptions,Foreign Countries,Cultural Awareness,College Students,College Faculty,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction

This chapter examines practical issues regarding Virtual Exchanges (VEs) for educational purposes in the university context and covers language use, cultural differences, time management, teacher collaboration, technology-related issues, assessment, and context specific factors. It charts the establishment of three academic collaborations between a university in Kyoto, Japan, and institutions in Asia, Africa, and Europe. The first collaboration follows a new hybrid model created at the Japanese university described here. In the Teaching Online Together (TOT) model, teachers in the Philippines interact with students in a tutorial style system to improve the students' English presentation skills via video conferencing. The second project, with a university in Kenya, is modelled on the intercultural telecollaboration or Cultura-type exchange approach (O'Dowd, 2018). Students from the respective institutions work together asynchronously to complete tasks related to the development of intercultural understanding and sensitivity. The third collaboration, with a university in Belgium, follows a shared syllabus approach (O'Dowd, 2018) in which teachers create course materials for students who then work together both synchronously and asynchronously to achieve their goals. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
The Affordances of Wikis for Virtual Exchange
Author: Kaufmann, Thomas
Date: 2020-12-21
Type: Reports - Research
Subjects: Web Sites,Collaborative Writing,Feedback (Response),Educational Benefits,Teaching Methods,Cultural Awareness,Exchange Programs,Second Language Learning,Second Language Instruction,Computer Simulation,Educational Technology,Metacognition,Critical Thinking,Teacher Student Relationship,Writing (Composition),Course Descriptions,English (Second Language),Partnerships in Education,Writing Instruction,Foreign Countries,Undergraduate Students,Ethnography,Peer Evaluation,Writing Evaluation,Program Descriptions

This chapter will describe the ways wikis can benefit students, teachers, and administrators as well as provide examples of ways they can be used in the language and culture classroom for Virtual Exchange (VE). It will specifically examine how the tool was used for a collaborative research paper and explore how students can think critically to decide how to draft, edit, and revise the paper into a unified voice. Throughout the process, writers are thinking metacognitively about their writing and that of their counterparts. Furthermore, using written or verbal comments and visual markup within the wiki itself, recursive feedback loops between teachers and students are created in real-time but also recorded for later reflection. Finally, the tool also allows for a multitude of data points to be collected and analyzed for fair and valid assessment that is data driven. Teachers and administrators can see exactly who wrote what, when, and how long it took them. Therefore, the quantity and quality of the contributions can be assessed. Wikis are a powerful tool that can be harnessed in the language classroom for intercultural VE in a myriad of ways with an assortment of benefits. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
Special Educational Needs in Mainstream Schools. Guidance Report
Author: Davies, Kath
Date: 2020-03-20
Type: Reports - Descriptive
Subjects: Mainstreaming,Inclusion,Best Practices,Evidence Based Practice,Special Needs Students,Foreign Countries,Elementary Secondary Education,Students with Disabilities,Student Rights,Child Development,Influences,Environmental Influences,Time Factors (Learning),Clinical Diagnosis,Disability Identification,Student Needs,Teaching Methods,Educational Practices,Leadership Responsibility,School Personnel,Role,Teacher Role,Intervention,Program Effectiveness,Paraprofessional School Personnel,Parent Participation,Student Characteristics,Educational Quality,Educational Environment,Student Behavior,Equal Education

Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers. However, pupils with SEND are also more than twice as likely to be eligible for free school meals. This is why we've developed this guidance report. It offers five evidence-based recommendations to support pupils with SEND, providing a starting point for schools to review their current approach and practical ideas they can implement. [This guidance report was produced with the financial support of The Kusuma Trust UK. For the related evidence review &quot;Special Educational Needs in Mainstream Schools: Evidence Review,&quot; see ED612232.]
Special Educational Needs in Mainstream Schools: Evidence Review
Author: Cullen, Mairi Ann
Date: 2020-03-00
Type: Information Analyses
Subjects: Mainstreaming,Inclusion,Best Practices,Evidence Based Practice,Special Needs Students,Foreign Countries,Elementary Secondary Education,Students with Disabilities,Student Rights,Child Development,Influences,Environmental Influences,Time Factors (Learning),Clinical Diagnosis,Disability Identification,Student Needs,Teaching Methods,Educational Practices,Leadership Responsibility,School Personnel,Role,Teacher Role,Alternative Assessment,Intervention,Program Effectiveness,Paraprofessional School Personnel,Parent Participation,Student Characteristics,Student Behavior,Equal Education

This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then commission further, more detailed reviews of specific areas within the broad SEND field. This review was conducted in a systematic manner, but it was not commissioned as a systematic review and makes no claims to be such. The 'best available evidence' included is, however, almost all drawn from systematic reviews of literature relating to a review question, rather than from individual studies relating to these questions. Where systematic reviews were not available, other literature was drawn upon. The review addressed one over-arching question: What is the best available evidence about approaches to supporting and teaching pupils with SEND that are effective in improving these pupils' academic, social and emotional outcomes in mainstream schools? The EEF and its Advisory Panel broke down this over-arching question into eight broad topics, each with its own review questions. The broad topics were: inclusion, effective leadership around SEND, assessment and identification of needs, high quality teaching for pupils with SEND, effective use of targeted interventions, effective work with external support and effective engagement of parents of pupils with SEND. [This report was written with Lorena Beqiraq, Farah Elahi, Eli Gemegah, Nikita Hayden, Inès Kander, Foteini Lykomitrou, and Julia Zander. For the related guidance report &quot;Special Educational Needs in Mainstream Schools. Guidance Report,&quot; see ED612231.]
Academic Qualification and Length of Service as Predictors of Job Satisfaction among Administrators
Author: Nadaf, Zaffar Ahmad
Date: 2020-11-00
Type: Journal Articles
Subjects: Administrator Qualifications,Tenure,Predictor Variables,Job Satisfaction,Administrator Attitudes,College Administration,Foreign Countries

Job satisfaction is one of the most important issues in organizational and leadership studies because it directly impacts individuals' sense of commitment to their jobs and belonging in the workplace. The study tries to predict educational administrators' job satisfaction in relation to the length of service and academic qualification. The educational administrators were contacted personally, and the Job Satisfaction Scale (JSS) was handed over to them. Multiple regression was used to analyze survey data that were collected from 145 college principals in the state of Jammu and Kashmir. Results show that both length of service and academic qualification significantly contribute to educational administrators' job satisfaction. These factors affect the extent to which they can contribute effectively to improving school performance.
The Influence of Principal&apos;s Leadership and School&apos;s Climate on the Work Productivity of Vocational Pharmacy Teachers in Indonesia
Author: Agustina, Mediarita
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Role,Leadership Effectiveness,School Administration,Principals,Organizational Climate,Work Attitudes,Job Performance,Vocational Education Teachers,Pharmaceutical Education,Performance Factors,Foreign Countries,Productivity

This study determined the effect of school principal leadership and school climate on the work productivity of SMK Pharmacy teachers in Palembang. Data in this study were collected through questionnaire distribution to respondents. The results of filling out the questionnaire were analyzed by multiple regression analysis through t test, F test, and the coefficient of determination test. The population in this study were all teachers who teach at the Pharmacy Vocational School in Palembang from 8 schools totaling 151 people. The sample in this study was based on calculations using the Slovin formula. So that the number of samples obtained in this study were 110 teachers. The results of this study indicate (1) there is a significant influence of school principal leadership on teacher work productivity; (2) there is a significant influence of school climate on teacher work productivity; (3) there is a significant influence of school principals leadership and school climate together on teacher work productivity. This paper contributes to educational principal to improve leadership and climate whether they would have very good teacher's work productivity.
The Role Virtual Exchange Could Play in Helping Prepare Students for Real-Life Study Abroad
Author: Ryan, Andrew
Date: 2020-12-21
Type: Reports - Research
Subjects: Computer Simulation,Study Abroad,Culture Conflict,Financial Support,Student Attitudes,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Self Esteem,Cultural Awareness,Educational Experience,Exchange Programs,College Students,Anxiety,Student Surveys,Teaching Methods,Computer Mediated Communication,Problem Solving,Student Adjustment,Acculturation

More and more Japanese students are studying abroad and the Japanese government has set a target of 180,000 students to study abroad each year by 2020 and is providing financial assistance to students to help achieve this goal. However, is financial assistance enough? Surveys conducted with students from a national education-focused university in northern Japan, before and after their study abroad experience, show that they feel underprepared before they leave to go overseas and regret not fulfilling the opportunities they had while abroad. The key areas identified where they needed assistance were with their English language ability, confidence building, and intercultural awareness. This paper suggests that doing a Virtual Exchange (VE) before they travel could help students in all of these areas. It could provide much needed language support, motivation to explore other cultures and share their own, and deliver the confidence to enable them to become more outgoing and make the most of the opportunities presented by studying overseas. Additionally, there is a case to be argued, that VE could help reduce the impact of culture shock. Overall, it is very likely that the use of VE prior to departure could improve students' study abroad experience. The author also understands that more research is needed on this and proposes a further study comparing students who have studied abroad without conducting VE in advance to those who have, to try and assess its impact on the study abroad experience. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
Musings on Virtual Exchange in the Asia-Pacific and Beyond
Author: Hagley, Eric
Date: 2020-12-21
Type: Reports - Descriptive
Subjects: Computer Simulation,Second Language Learning,Second Language Instruction,Exchange Programs,Cultural Awareness,Intercultural Communication,Teaching Methods,Foreign Countries,Computer Mediated Communication,Barriers,Student Evaluation,Soft Skills,Program Development,International Education,Futures (of Society)

As Virtual Exchanges (VEs) become more common in foreign language classrooms around the world, teachers are rightly asking 'what will my students be getting from this'? If their students are advanced, they can enter into in-depth interactions thus attaining broader and deeper intercultural knowledge as a minimum, from participation in VE. However, for beginner students, VE also has much to offer. Whether they are simple intercultural interactions that have a profound effect on students who have never interacted with people from other countries and cultures or advanced interactions, VEs have the potential to improve the lives of all who participate in them. The question then is 'why are there not more of them'? This chapter will reflect on the situation in the Asia-Pacific region noting some of the problems associated with incorporating VEs there. It will also try to show the importance of a more international approach for the incorporation of VE into education systems. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
Statistical Power for Randomized Controlled Trials with Clusters of Varying Size
Author: Kush, Joseph M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Multivariate Analysis,Randomized Controlled Trials,Monte Carlo Methods,Sample Size,Effect Size

Power in multilevel models remains an area of interest to both methodologists and substantive researchers. In two-level designs, the total sample is a function of both the number of level-2 (e.g., schools) clusters and the average number of level-1 (e.g., classrooms) units per cluster. Traditional multilevel power calculations rely on either the arithmetic average or the harmonic mean when estimating the average number of level-1 units across clusters of unbalanced size. The current study evaluates and contrasts these two approaches with simulation-based power estimates in two-group two-level cluster randomized controlled trial designs with unbalanced cluster sizes. Results from the Monte Carlo study demonstrated the largest differences in simulated versus the two forms of calculated power occurred in study designs with large variability in the number of level-1 units sampled. Overall, power was less sensitive to the level-2 sample size or the effect size, regardless of the imbalance in cluster size. Implications of these findings for the design of cluster randomized trials are discussed. [This paper will be published in &quot;The Journal of Experimental Education.&quot;]
Two May Be Better than One: Promoting Incidental Word Learning through Multiple Media
Author: Neuman, Susan B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary Development,Language Acquisition,Multimedia Instruction,Multimedia Materials,Story Reading,Printed Materials,Nonprint Media,Video Technology,Preschool Children,Comprehension,Verbal Ability,Vocabulary,Intelligence Tests,Outcomes of Education

Previous studies have often compared and contrasted differences among media presentations, including traditional storybooks and videos and their potential for incidental word learning among preschoolers. Studies have shown that children learn words from a variety of media, and that repetition is an important source for incidental learning. Yet, to date, little is known about how repeated presentations of different media, and the possible additive effect of these presentations may affect incidental word learning. Conducted over three phases, 140 preschoolers viewed or listened to two stories, repeated either with a single medium (traditional book &quot;or&quot; video) or two media (book &quot;and&quot; video) to stories. Results indicated that gains in incidental word learning were significantly stronger when children viewed two different media of comparable content compared to two exposures to a single medium. However, neither condition affected children's comprehension of the story. Findings suggest that two media presentations of comparable stories may be more effective in promoting incidental word learning than repeated presentations of a single medium.