ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Frequency of Child-Directed WH-Question Words for Alternate Preschool Locations Using Speech Recognition and Location Tracking Technologies
Author: Kothalkar, Prasanna V.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Word Frequency,Questioning Techniques,Language Acquisition,Vocabulary Development,Audio Equipment,Preschool Children,Kindergarten,Preschool Education,Teacher Student Relationship,Peer Relationship,Child Care Centers,Models,Speech Communication,Error Analysis (Language),Measurement Techniques,Information Technology,Classroom Environment,Computational Linguistics,Science Activities,Reading Instruction

Speech and language development in children are crucial for ensuring effective skills in their long-term learning ability. A child's vocabulary size at the time of entry into kindergarten is an early indicator of their learning ability to read and potential long-term success in school. The preschool classroom is thus a promising venue for assessing growth in young children by measuring their interactions with teachers as well as classmates. However, to date limited studies have explored such naturalistic audio communications. Automatic Speech Recognition (ASR) technologies provide an opportunity for 'Early Childhood' researchers to obtain knowledge through automatic analysis of naturalistic classroom recordings in measuring such interactions. For this purpose, 208 hours of audio recordings across 48 daylong sessions are collected in a childcare learning center in the United States using Language Environment Analysis (LENA) devices worn by the preschool children. Approximately 29 hours of adult speech and 26 hours of child speech is segmented using manual transcriptions provided by CRSS transcription team. Traditional as well as End-to-End ASR models are trained on adult/child speech data subset. Factorized Time Delay Neural Network provides a best Word-Error-Rate (WER) of 35.05% on the adult subset of the test set. End-to-End transformer models achieve 63.5% WER on the child subset of the test data. Next, bar plots demonstrating the frequency of WH-question words in Science vs. Reading activity areas of the preschool are presented for sessions in the test set. It is suggested that learning spaces could be configured to encourage greater adult-child conversational engagement given such speech/audio assessment strategies. [This paper was published in: &quot;ICMI '21 Companion, October 18-22, 2021, Montreal, QC, Canada,&quot; Association for Computing Machinery, 2021.]
Design Principles for Effective Online Credit Recovery. EdResearch for Recovery Design Principles Series
Author: Heinrich, Carolyn
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Repetition,Required Courses,Online Courses,Instructional Design,Blended Learning,Class Size,Professional Development,Admission Criteria,Technology Uses in Education,Educational Technology,Vendors,Reading Difficulties

This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Schools and districts are increasingly turning to online credit recovery as a strategy to help students make up coursework missed during COVID-19. Vendor-provided online credit recovery programs often do not accommodate the learning needs of students who read below grade level or require special academic supports. Online credit recovery often results in less learning and lower earnings than face-to-face credit recovery, even if students regain course credits. Design principles for effective online credit recovery are presented in this report.
School Counselor Services Report. Report to the Education Interim Committee
Author: Herrera, Kim
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: School Counseling,Counseling Services,College Readiness,Career Readiness,State Legislation,Mental Health,Elementary Schools,Grants,Elementary Secondary Education,Dropout Prevention,Social Emotional Learning,Time Management,School Counselors,Counselor Role

This report is provided to the Education Interim Committee to report on the Board's strategic efforts to address counseling services in schools as specified in House Bill 81, School Counselor Services, from the 2019 General Session. This report discusses the implementation of R277-464, School Counselor Direct and Indirect Services, and work the Board has done to address counseling services in schools. The Utah College and Career Readiness School Counseling Program Model strongly emphasizes college and career readiness for each student and the counselor's role in helping students realize positive postsecondary outcomes. The framework is student-centered, data-driven, counselor-implemented, and systemic in nature. The Board's strategic efforts to address counseling services in schools is based in this framework and includes time task analysis, data projects, program reviews, plans for the college and career readiness process, training, grant program implementation, and a summer conference, which are detailed in the report.
Student Support Team Pilot Program Report. Report to the Education Interim Committee
Author: Larsen, Rhett
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: School Safety,Educational Environment,Educational Policy,Educational Legislation,Bullying,Student Records,Mental Health,Training

This report is provided to the Education Interim Committee to report on the development of the student support team pilot program as specified in intent language for House Bill 120, Student and School Safety Assessment, from the 2019 General Session. The program includes the development of, in conjunction with the Division of Substance Abuse and Mental Health (DSAMH), model student safety and support policies for local education agencies (LEAs). This report discusses the work the Board has done on developing the student support team pilot program including establishing critical personnel, work on developing support team structures, formation of school climate surveys, and work on relevant policies.
Toward a Vision of Quality Summer Employment for All Youth
Author: Tieszen, Noel
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Youth Employment,Seasonal Employment,Student Employment,Unemployment,Career Development,Work Experience,Stakeholders,Mentors,Peer Relationship,Student Interests,Occupational Aspiration

For decades, Summer Youth Employment Programs (SYEPs) have provided income, career exposure, and real-life work experience for thousands of young people across the United States. Yet year after year, youth and community leaders report that there are not enough summer jobs to go around. Some cities pressure underfunded SYEPs to serve all youth who apply, while others hold lotteries to dole out limited slots. Ultimately, hundreds of thousands of youth find themselves unemployed every summer. Recent interviews with SYEP funders, providers, advocates, and participants in 6 U.S. cities explored what it would take to guarantee a high-quality summer job to all youth. Among the insights that emerged, one theme became clear: Young people want more than a summer job; they want career-focused work experience that is worth their time and responsive to their day-to-day realities. This document outlines strategies suggested during stakeholder interviews. Far from a framework or checklist, these considerations should serve as conversation starters to help communities think beyond SYEP as we know it and propose SYEP as it could be.
Civic and Character Education. Report to the Education Interim Committee
Author: Austin, Robert
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Civics,Values Education,Citizenship Education,Partnerships in Education,Democracy,Teaching Methods,Citizenship Responsibility,Integrated Curriculum,Instructional Effectiveness,School Districts,State Boards of Education,Public Agencies,State Legislation,Elementary Secondary Education

Civic and character education are both essential pillars that support the mission of public schools. As defined in statute, civic education means the cultivation of informed, responsible participation in political life by competent citizens committed to the fundamental values and principles of representative democracy. Character education means reaffirming values and qualities of character which promote an upright and desirable citizenry. This report is provided to the Education Interim Committee to highlight the methods used, and the results being achieved, to instruct and prepare students to become informed and responsible citizens through an integrated curriculum taught in conjunction with regular school work. This report discusses effective methods for teaching civic and character education and how local education agencies and the Utah State Board of Education are working to provide and support civic and character education in the state. It provides some specific examples of civic and character education at work in Utah, and it details key partnerships which also promote civic and character education. [For the 2017 report, see ED621910.]
When Are Universities Followers or Leaders in Society? A Framework for a Contemporary Assessment. Research &amp; Occasional Paper Series: CSHE.1.2022
Author: Douglass, John Aubrey
Date: 2022-02-16
Type: Reports - Research
Subjects: Universities,Change Agents,College Role,Social Change,Leadership,Political Attitudes,Political Influences,Nationalism,Authoritarianism,Futures (of Society),Educational Trends,Higher Education,Educational History,Power Structure,Activism,Social Action,Freedom of Speech,Civil Rights,Social Class,Social Differences,Guidelines,Leadership Role

In assessing the current and future role of universities in the nation-states in which they are chartered and funded, it is useful to ask, When are universities societal leaders as societal and constructive change agents, and when are they followers, reinforcing the existing political order? As discussed in the book, &quot;Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education,&quot; the national political history and contemporary context is the dominant factor for shaping the leadership or follower role of universities -- what I call a political determinist interpretation. We often think of contemporary universities, and their students and faculty, as catalysts for societal progress -- the Free Speech and Civil Rights movements, Vietnam War protests, the anti-Apartheid movement, Tiananmen Square, and more recently the pro-democracy demonstrations in Hong Kong. Universities can be, and have been, the locus for not only educating enlightened future leaders, but also for opposing oppression and dictatorships. But universities have also proved over their history to be tools for serving the privileged, and reinforcing the social class divisions of a society; they also have been factories for errant theories that reinforce the worst of nationalist tendencies. Universities are both unique environments for educating and mentoring free thinkers, entrepreneurs, and citizens with, for example, a devotion to social change, or for creating conformists -- or all of the above. How might we assess whether universities are followers or leaders in their societies? This essay considers this question, offering a framework for evaluating the follower or leader role, and with particular attention to the emergence or, in some cases, re-emergence of neonationalist leaders and autocratic governments.
Recruitment, Selection, Enrollment, and Retention Strategies with Head Start-Eligible Families Experiencing Adversity: A Review of the Literature. OPRE Report 2022-97
Author: Baxter, Cassandra
Date: 2022-05-00
Type: Information Analyses
Subjects: Federal Programs,Low Income Students,Social Services,Stress Variables,Family Problems,Barriers,Selection,Enrollment,Poverty,Homeless People,Foster Care,Child Welfare,Substance Abuse

This literature review aims to understand who is and is not being served by Head Start among families experiencing adversity; the range of recruitment, selection, enrollment, and retention (RSER) strategies that programs use with families experiencing adversity; the factors that shape the use of RSER strategies; and the effectiveness of specific strategies with these populations. The review also reveals gaps in knowledge and opportunities for future research related to the RSER strategies that support families experiencing adversity. It explores how commonly families eligible for Head Start experience specific adversities, how more than one of those adversities can be faced simultaneously by the same family (that is, co-occur), and the factors that help determine how families experience those adversities. The primary research questions include: (1) How commonly are Head Start-eligible families experiencing specific adversities? Do these adversities co-occur and, if so, in what way and in what likely combinations?; (2) Which factors shape or influence the RSER strategies that Head Start programs use? What factors shape the effectiveness of RSER strategies used by programs?; and (3) Which RSER approaches are the most promising for recruiting, selecting, enrolling, and retaining families experiencing adversity and facing barriers in Head Start programs? [This report was co-produced by Brazelton Touchpoints Center.]
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference: e-Learning 2021, Part of the Multi Conference on Computer Science and Information Systems (MCCSIS 2021) (15th, Virtual, July 20-23, 2021)
Author: Nunes, Miguel Baptista, Ed.
Date: 2021-00-00
Type: Books
Subjects: Electronic Learning,Educational Technology,Technological Literacy,Second Language Learning,COVID-19,Pandemics,School Closing,Student Attitudes,Elementary Secondary Education,Foreign Countries,Higher Education,Mathematics Instruction,Mathematics Tests,Mathematical Models,Competence,Mathematical Logic,Training,Programming,Leadership Training,Leadership Qualities,Design,Innovation,National Security,Civil Defense,Barriers,Videoconferencing,Artificial Intelligence,Computer Assisted Testing,Masters Programs,Textiles Instruction,Computer Simulation,Electrical Occupations,Skilled Workers,Job Training,Teacher Attitudes,Online Courses

These proceedings contain the papers of the 15th International Conference on e-Learning (EL 2021), which was organised by the International Association for Development of the Information Society (IADIS), July 20-22, 2021. This conference is part of the 15th Multi Conference on Computer Science and Information Systems (MCCSIS), July 20-23, 2021, which had a total of 456 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2021 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]
International Education in a World of New Geopolitics: A Comparative Study of US and Canada. Research &amp; Occasional Paper Series: CSHE.5.2022
Author: Desai Trilokekar, Roopa
Date: 2022-07-11
Type: Reports - Research
Subjects: International Education,Foreign Countries,International Relations,Comparative Education,Foreign Policy,Politics,Conflict,Universities,National Security,Institutional Autonomy

This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China's growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country's engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.
Dropout Prevention and Recovery Report. Report to the Education Interim Committee
Author: Eason, Corby
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Dropout Prevention,School Responsibility,School Districts,State Legislation,At Risk Students,Student Needs,Intervention,Expenditures,Costs,Repetition,Required Courses,Values Education,Moral Development,Pupil Personnel Services,Secondary Education

In the 2016 General Session, House Bill 443, School Dropout Prevention and Recovery, enacted provisions regarding a school's responsibility to provide dropout prevention and recovery services. This report is provided to the Education Interim Committee to summarize dropout prevention and recovery services reported by local education agencies. Local education agencies are required to report to the State Board of Education annually on the methods used to engage with or attempt to recover designated students along with the number of designated students including the number enrolled in a program and the number reaching attainment goals, and funding allocated for these services. This report provides dropout prevention and recovery information reported by local education agencies for the 2017-2018 school year.
Child Care &amp; Early Education Reconciliation Proposal Could Reach 1 Million+ Children. Fact Sheet
Author: Schmit, Stephanie
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Child Care,Early Childhood Education,Federal Aid,Budgets,Block Grants,Grants,Resource Allocation,Access to Education,Preschool Education,Social Services,Low Income Students,Federal Programs

An estimated 1 million+ children could benefit from the child care and early education proposal recently released by U.S. Senators Patty Murray (D-WA) and Tim Kaine (D-VA) for inclusion in the federal budget reconciliation package. The new framework, which includes $72 billion in additional Child Care and Development Block Grant (CCDBG) funds, will provide direct support to children and families and build up the supply of child care, including by investing in the child care workforce. The resources will be distributed to every state and territory. States can use these investments to address the nation's ongoing child care crisis and expand access to child care and preschool. These funds would lower costs and expand access for families, increase the supply of quality providers, and raise wages for early educators. In addition to the $72 billion investment in CCDBG, the proposal includes funding to create a pilot program that would expand child care assistance; increase access to preschool and Head Start; and raise Head Start teacher wages. Through the pilot program, states would have the opportunity to further expand access and affordability to reach families with higher incomes and cap families' child care expenses at 7 percent of annual income-- the federally established benchmark for affordable child care. The $72 billion in additional CCDBG funding is allocated over 6 years at $12 billion per year--with $9 billion annually to expand access to families and $3 billion annually for child care workforce compensation and supply building. The table presented in this fact sheet provides state-by-state estimates of allocations of the CCDBG funding and the potential number of children who could be served.
Supporting Student Basic Needs with Emergency Assistance Funds: Recommendations for Higher Education Institutions
Author: Geiman, J.
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Student Needs,Financial Support,Federal Aid,College Students,Student Financial Aid,Resource Allocation,Student Responsibility,Barriers,Grants,Emergency Programs,COVID-19,Pandemics,Services,Higher Education

On January 20, the Biden Administration announced additional funding and resources to support students during the COVID-19 pandemic, which has created and exacerbated barriers to postsecondary success. Alongside this funding announcement, the Department of Education released updated guidance for institutions on using Higher Education Emergency Relief (HEERF) funds to support student success and basic needs. The document includes the following valuable recommendations as well as examples of successful programs colleges have created using previous HEERF disbursements: (1) Avoid over-reliance on FAFSA information to target need-based support; (2) Reduce administrative burden on students to access support; and (3) Support existing mutual aid and basic needs infrastructure, including student-led initiatives.
A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students
Author: Duong, Mylien T.
Date: 2022-04-15
Type: Reports - Research
Subjects: Randomized Controlled Trials,Equal Education,Teacher Student Relationship,High School Teachers,High School Students,Faculty Development,Racism,Racial Differences,Intervention,Grade 9,Student School Relationship,Learning Motivation,Learner Engagement,Scores,Asian American Students,Hispanic American Students,Multiracial Persons,African American Students,Outcomes of Education

Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student-teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students. A cluster-randomized pilot trial was conducted with 94 ninth grade teachers and 417 ninth grade students in six high schools. Teachers in three schools were randomized to receive E-EMR training and follow-up supports for one year. Teachers in three control schools conducted business as usual. Student-teacher relationships, sense of school belonging, academic motivation, and academic engagement were collected via student self-report in September and January of their ninth-grade year. Longitudinal models revealed non-significant main effects of E-EMR. However, there were targeted benefits for students who started with low scores at baseline, for Asian, Latinx, multicultural, and (to a lesser extent) Black students. We also found some unexpected effects, where high-performing and/or advantaged groups in the E-EMR condition had less favorable outcomes at post, compared to those in the control group, which may be a result of the equity-explicit focus of E-EMR. Implications and directions for future research are discussed. [This is the online first version of an article published in &quot;School Mental Health.&quot;]