ethanporcaro/eric-fulltext-meta huggingface dataset:
Disaster Preparedness Behaviors in Biology Education: Knowledge of Environmental Disaster Mitigation
Author: Susanto, Lufty Hari
Date: 2021-02-00
Type: Journal Articles
Subjects: Natural Disasters,Emergency Programs,Knowledge Level,Readiness,Grade 11,High School Students,Correlation,Biology,Secondary School Science,Foreign Countries,Behavior,Planning,Risk Management

Environmental disaster was important issue to be solved. Current situation disasters such as flood, earthquake, tsunami, volcanoes and others could be happened. This study aimed to obtain information about the relationship between knowledge of disaster and preparedness behaviors and disaster preparedness behaviors. This research was a Sequential Explanatory combination research consisting of 2 variables, namely knowledge about disaster mitigation as an independent variable (X) and disaster preparedness behaviors as a dependent variable (Y). This research was conducted in January-June 2019. The population in this study was all students of Grade XI MIPA in MAN in Bogor City in the academic year 2018/2019 with a total sample of 207 respondents. Research data were obtained using multiple choice test and observation sheet. Quantitative data analysis with descriptive statistical calculations, prerequisite tests using the Liliefors test and the Bartlett test. The data hypotheses testing used the Pearson Product Moment formula. Analysis of qualitative data carried out by reducing data, presenting data, and drawing conclusions. The results showed that there was a positive relationship between knowledge of disaster mitigation and disaster preparedness behaviors (t-value 3.56 &gt; t-statistic 0.05, r=0.234 &amp; r2=5.51%) with a low interpretation value. The conclusion of this research there were low relationship between knowledge of disaster and preparedness behaviors
Prospective Freshman English Teachers&apos; Knowledge of the English Sound System
Author: Tezel, Kadir Vefa
Date: 2016-00-00
Type: Journal Articles
Subjects: Phonology,Semantics,Second Language Learning,Second Language Instruction,English (Second Language),Preservice Teachers,Language Teachers,Teacher Education Programs,Pedagogical Content Knowledge,Foreign Countries,Universities,Teaching Methods,Pronunciation,Suprasegmentals

Foreign language teachers use the spoken form of the target language when they teach. One of their professional responsibilities while teaching is to form a good model of pronunciation for their students. In Turkey, English is the primary foreign language taught in all educational institutions. Prospective English teachers in the English Teacher Education departments in Faculties of Education are the products of that system, and they come to their universities having been taught English for years. This study aimed to investigate the knowledge of the English sound system prospective teachers had acquired before they started their university studies. Statistical analyses showed that the students had serious problems with regard to the sound system of English and that a two-semester first year course would, by itself, not be able to compensate for the significant lack of knowledge the students had. Suggestions as to how to tackle with the problem are presented.
One Vision--Multiple Perspectives: 2021 Report of the Central States Conference on the Teaching of Foreign Languages
Author: Wesely, Pamela M., Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Conferences (Gatherings),Teaching Methods,Computer Simulation,Videoconferencing,COVID-19,Pandemics,Faculty Development,Language Teachers,Bilingualism,German,Performance Based Assessment,Preservice Teachers,Language Proficiency,Oral Language,Multilingualism,Instructional Design,Teacher Attitudes,Interaction,Schemata (Cognition)

The 2021 Central States Conference on the Teaching of Foreign Languages forged a fresh perspective for the organization with a virtual setting. Held March 11-13, 2021, the conference offered flexible scheduling for educators balancing a multitude of unique teaching situations in the midst of the COVID 19 Pandemic. The theme, &quot;One Vision--Multiple Perspectives,&quot; encompassed a surprisingly deeper layer of significance during this year's conference. In a year when it would have been easy to step back, presenters, conference board, exhibitors and attendees stepped up to showcase cutting edge professional learning. At the 2021 conference, attendees chose from 25 workshops and more than 180 sessions focused on diversity, activities and strategies, curriculum development, assessment, culture, research, advocacy, and one of the most prevalent themes of the year, technology. [For the 2020 report, see ED603405.]
Transfer of Writing Skills across Genres among Deaf and Hard of Hearing Elementary Writers
Author: Dostal, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Students with Disabilities,Writing Skills,Writing Instruction,Transfer of Training,Grade 4,Grade 5,Grade 6,Elementary School Students,Elementary School Teachers,Faculty Development,Literary Genres,Student Needs,Instructional Effectiveness,Writing Strategies

Thirty-seven deaf and hard of hearing (DHH) students in grades four through six participated in a year of Strategic and Interactive Writing Instruction, an approach to writing instruction designed to be responsive to DHH students' unique language experiences and profiles. The current study investigated the transfer of writing skills between genres by analyzing participants' recount, information report, and persuasive writing samples at four time points: at the beginning of the academic year, immediately before genre-focused instruction, at the end of 9 weeks of instruction in a genre, and 9 weeks after the conclusion of instruction in a genre. Results from the study demonstrate that DHH students transfer genre-specific writing skills between genres.
Evaluating Technology Acceptance in Teaching of Advanced Level Geography in Zimbabwean Secondary Schools
Author: Firomumwe, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Secondary School Teachers,Teacher Attitudes,Technology Integration,Value Judgment,Computer Software,Geography Instruction,Usability

The main purpose of this qualitative study was to evaluate technology acceptance in teaching of Advanced level Geography in Zimbabwean Secondary Schools. Technology Acceptance Model (TAM) was used to evaluate teacher's perceived usefulness of technology, perceived ease of use and teacher's attitude towards using technology during instruction. The study purposively selected 40 A-level teachers to participate in this study. Data was collected through questionnaires and interviews. The findings of the study reveal that Advanced level Geography teachers' find Information and Communication Technology (ICT) as a useful tool which improve their efficiency and performance. Teachers find it very easy to use and integrate technology in their daily instruction though QGIS and ArcGIS software were difficult to use. Teacher's positive attitude in using technology during instruction stem from perceived usefulness and perceived ease of use in ICT. The present study recommends that teachers must be trained to appreciate ICT use and on how to use QGIS, ARCGIS and other software in order to improve their computer and related software proficiency.
An Examination of Children&apos;s Thinking, Learning and Metacognition When Making Computer Games
Author: Allsop, Yasemin
Date: 2019-09-00
Type: Dissertations/Theses
Subjects: Computer Games,Thinking Skills,Metacognition,Learning Processes,Design,Case Studies,Ethnography,Group Discussion,Self Evaluation (Individuals),Self Evaluation (Groups),Language Usage,Problem Solving,Student Attitudes,Diaries,Dialogs (Language),Inner Speech (Subvocal),21st Century Skills,Elementary School Students,Student Diversity,Foreign Countries,Measurement

This thesis examines children's thinking, learning and metacognition when designing their own computer games. The study aims to understand more about what kind of learning takes place, and how it emerges whilst children are authoring their own computer games. The aim is to get an insight into the cognitive processes students exercise that activates the 'thinking for learning', in particular in relation to the role of the teacher and digital game making activities as a learning space. Whereas mainly case studies and design-based research projects have been used as methodologies to study learning with digital game making, this study gives an ethnographic account by observing children's problem-solving activities from moment to moment. Field notes were collected by examining the language and the context children use for their 'self' explanations and group discussions, the gestures, the culture of their relationship with their teacher, peers and technology in their classroom settings. A metacognitive skills self-report instrument was created and used to investigate the metacognitive skills that children develop whilst working on their games. The data were collected for a period of eight months, through participant observations, in-depth interviews, informal conversations and video recordings of children's group discussions in a primary school in London. Learning logs and problem-solving sheets were introduced for the ten focus children to record their thinking when solving problems. During this research there were many opportunities to observe the changes in a child's reasoning over time, which provided an insight into children's mental activities. The study found that game design activities have many learning benefits for children. The main themes that are emerged from the study include metacognitive awareness; CT; learning in curriculum subjects; and developing transferrable 21st century skills. Furthermore, the role of conversation in triggering thinking processes and self-regulated learning are discussed using data from the study. Although the study provides insight into different aspects of learning during game design, it also highlights the difficulty in evaluating these different learning benefits. The results contribute to the growing body of knowledge about how to evaluate children's computational skills by providing a multiple evaluation model and a Metacognitive Skills Instrument (MSI) for measuring metacognitive skills that children develop whilst making their computer games. The challenges and limitations of these methods are discussed to form questions for the future studies.
Affecting Transformative Change: Actions for District Leaders. Reimagine &amp; Rebuild
Author: Education Trust-West
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Educational Change,Transformative Learning,COVID-19,Pandemics,Minority Group Students,Low Income Groups,Disadvantaged,Financial Support,Student Needs,Holistic Approach,School Districts,Well Being,Elementary Secondary Education,Individualized Education Programs,Educational Strategies,Health Services,Educational Opportunities,Summer Programs,English Language Learners,Academic Achievement

While the COVID-19 pandemic has impacted all families and communities, it has particularly devastated students of color, students from low-income families, English learners, youth in foster care, unhoused students, students with disabilities, and other historically marginalized children and youth. The pandemic has exposed and exacerbated long-standing systemic inequities in education. Concurrently, students, families, and school staff have shown their strength as they have taken on new roles in their homes, schools, and communities. The current circumstances and the infusion of stimulus funding provide the education leaders an opportunity to rebuild and reimagine schools that center holistic needs of students. This document highlights a collection of key recommendations that district leaders can implement right now to respond to the needs of their students and families. It also includes suggestions for longer-term actions that, if implemented, will help school systems to center equity so that every student is truly supported to thrive socially, emotionally, and academically. [This report was prepared with the California County Superintendents Educational Services Administration (CCSESA).]
Higher Education in Puerto Rico: Conditions and Context Influencing Institutional Resilience
Author: Labandera, Emily
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Students,Hispanic American Students,Enrollment,School Holding Power,Educational Attainment,Institutional Characteristics,Access to Education,Private Colleges,Public Colleges,Paying for College,Costs,Federal Aid,Student Financial Aid,Grants,College Faculty,Tenure,Educational Finance,Expenditures,Academic Degrees,Graduation Rate,Unemployment,Elementary Secondary Education

&quot;Excelencia&quot; in Education conducted an environmental scan of Puerto Rico to better understand the community and context of higher education, as colleges and universities transform to better serve their Latino students. This environmental scan identifies and includes a profile of the community overall, the socio-economic profile and educational pipeline, and the condition of institutions of higher education over the past several years. The context of colleges and universities to enroll, retain, and graduate their Latino (and all) students can help to understand institutional resiliency during times of crises. This can help inform efforts to support institutions and students on the island, as well as other institutions on the U.S. mainland so they can better serve their Latino and all students during times of economic, political, and natural challenges. This publication is the first of a two-part study on transformation by colleges and universities to better serve their Latino, and all, students in Puerto Rico and will be in partnership with the Puerto Rico Endowment for the Humanities (&quot;La Fundación Puertorriqueña de las Humanidades&quot;).
Adult Education and Literacy Annual Report: Fiscal Year 2020 (July 1, 2019 to June 30, 2020)
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Adult Basic Education,Program Costs,Resource Allocation,State Aid,Federal Aid,Eligibility,Expenditures,State Programs,Colleges,Community Colleges,English (Second Language),Secondary Education,Limited English Speaking,Geographic Regions,Faculty Development,Online Courses

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50) This report was coordinated by the department with the assistance of Iowa's fifteen community colleges. As defined by Title II of the Workforce Innovation and Opportunity Act (WIOA), adult education enables adults to: (1) become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; (2) obtain the educational skills necessary to become full partners in the educational development of their children; and (3) complete a secondary school education. Adult education's history of responding to learners' needs is addressing the skill gap and economic demands of Iowa's workforce regions. Whether a learner's goals are related to personal improvement, family literacy, further training or employment, undereducated adults in Iowa need a system that provides clear pathways and support. This report includes and compares AEL financial allocations, expenditures and performance for the fiscal years 2019 and 2020. The financial allocations for the fiscal year 2020 include state-appropriated funds for adult education and literacy as well as for English as a Second Language (ESL) programs. [For the 2019 report, see ED603448.]
ILMIZI Model in Environmental Learning during COVID-19: Improving Students&apos; Attitudes in University
Author: Ichsan, Ilmi Zajuli
Date: 2021-02-00
Type: Journal Articles
Subjects: Environmental Education,COVID-19,Pandemics,Student Attitudes,Foreign Countries,College Students,Sustainable Development,Ecology,Sanctions,Pollution,Housing,Ownership

Environmental education amid Coronavirus Disease 2019 (COVID-19) pandemic requires innovation. The pandemic situation need to improving student attitudes in maintaining the environment need an improvement by conducting various innovations and one of them is ILMIZI learning model utilization. The research aim was to improve student attitudes with the ILMIZI model. The research method is experimental without a control class. Samples involved in the research consist of 61 students with a treatment of environmental learning using the ILMIZI model. The Instrument used in this research was the attitude instrument with a scale of 1-5. The research results suggest that t-value (0.231) &gt; t-statistic (1.67) indicating that the ILMIZI model is not yet effective in improving the students' attitudes in maintaining the environment. The pretest score (83.80) and post-test score (83.62) are not significantly different. The conclusion drawn from the research is that the ILMIZI model has not effective in improving student attitudes in maintaining the environment during COVID-19.
Hispanic-Serving Institutions (HSIs): 2019-20 Fact Sheet
Author: Excelencia in Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Minority Serving Institutions,Institutional Characteristics,Undergraduate Students,Graduate Students,Geographic Location

In 2019-20, there were 569 HSIs located in 30 states, the District of Columbia, and Puerto Rico. These institutions represented 18% of all institutions of higher education and enrolled 67% of Latino undergraduates. In this fact sheet, we provide a summary of HSIs, Emerging HSIs (eHSIs), and HSIs with Graduate Programs (gHSIs).
Professional Development Incentives for Oregon&apos;s Early Childhood Education Workforce: A Randomized Study. REL 2021-111
Author: Pierson, Ashley
Date: 2021-08-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Teachers,Child Care,Disadvantaged Youth,Faculty Development,Teacher Competencies,Career Development,Teacher Persistence,Electronic Mail,Incentives,College Credits,Scholarships,Training,Postsecondary Education,Barriers,Intervention,Teacher Participation,Teacher Characteristics,Geographic Location,Institutional Characteristics,Professional Identity

Many states seek to increase the education levels of their early childhood education (ECE) workforce to improve the quality of care for children. Oregon encourages all ECE workforce members to sign up for a career lattice, a career pathway system that helps them determine goals related to increasing their education. The state also offers incentives for reaching specific steps in the career lattice and scholarships for college credit and community-based training. This study used two randomized controlled trials in 2018 and 2019 to test whether sending emails and offering different financial incentives to Oregon ECE workforce members increased career lattice sign-up and increased education and training levels or workplace retention. The study found that sending emails encouraging career lattice sign-up had no detectable impact on career lattice sign-up or workplace retention. Sending emails offering a monetary incentive at an earlier-than-usual step on the career lattice had a positive impact on training hours recorded but no detectable impact on career lattice movement, college credit hours earned, or workplace retention. Sending emails about automatic enrollment in a scholarship program had no detectable impact on scholarship use, career lattice movement, college credit hours earned, or workplace retention. Lastly, after participants were randomly assigned to study groups, the email campaigns were implemented as planned, reaching all intended participants, although the interventions ended sooner than planned because of a state policy change. The findings suggest that low-touch interventions such as emails have promise for increasing training hours but are not sufficient to induce changes in career lattice sign-up, continuing postsecondary education, or workplace retention for Oregon ECE workforce members. These results have implications for future research, in addition to demonstrating how better messaging and supports can mitigate barriers to further education and training and how email campaigns can be leveraged for workforce communication efforts. This information is particularly relevant for state agencies and education and training providers. [For the Study Snapshot, see ED614625. For the appendixes, see ED614626.]
Professional Development Incentives for Oregon&apos;s Early Childhood Education Workforce: A Randomized Study. Study Snapshot. REL 2021-111
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Teachers,Child Care,Disadvantaged Youth,Faculty Development,Teacher Competencies,Career Development,Teacher Persistence,Electronic Mail,Incentives,College Credits,Scholarships,Training,Postsecondary Education,Barriers,Intervention,Teacher Participation,Teacher Characteristics,Geographic Location,Institutional Characteristics,Professional Identity

This Study Snapshot highlights key findings from a study that examined whether professional development incentives for the Oregon early childhood education (ECE) workforce members increased career lattice sign-up and increased education and training levels or workplace retention. This study used two randomized controlled trials in 2018 and 2019 to test whether sending emails and offering different financial incentives to Oregon ECE workforce members increased career lattice sign-up, education and training levels, or workplace retention. The sign-up randomization examined whether emails encouraged registration in the career lattice for workforce members who were not already registered. The incentive randomization examined whether emails, along with access to a small monetary incentive at an earlier-than-usual step in the career lattice or automatic enrollment in community college scholarships, encouraged movement up the career lattice for workforce members who were already registered. [For the full report, see ED614624. For the appendixes, see ED614626.]