ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study of Harford County Public Schools: Bel Air, Maryland. Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Student Centered Learning,Equal Education,Public Schools,Educational Innovation,Long Range Planning,School Culture,Social Emotional Learning,Educational Resources,Mental Health,Student Needs,Inclusion,Elementary Secondary Education,Community Resources,Educational Technology,Partnerships in Education,Social Justice,Diversity,Early Childhood Education,Alignment (Education),Professional Development,Cultural Awareness,English Language Learners,Poverty,Special Education

&quot;AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education&quot; is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and philanthropy. The work of AASA Learning 2025 is guided by the commission's report, &quot;An American Imperative: A New Vision of Public Schools&quot; (ED613412). To demonstrate the power and effectiveness of participating AASA Learning 2025 school districts, AASA is sharing with members the educational community case studies showcasing exemplary school systems that are a part of this network. In this case study, leaders and their staffs explore the transformation initiatives and processes currently underway in Harford County Public Schools, Maryland.
A Case Study of Huntley Community School District 158: Algonquin, Illinois. Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Student Centered Learning,Equal Education,Public Schools,Educational Innovation,Long Range Planning,School Culture,Social Emotional Learning,Educational Resources,Student Needs,Elementary Secondary Education,Community Resources,Educational Technology,Partnerships in Education,Sustainability,Diversity

&quot;AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education&quot; is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and philanthropy. The work of AASA Learning 2025 is guided by the commission's report, &quot;An American Imperative: A New Vision of Public Schools&quot; (ED613412). To demonstrate the power and effectiveness of participating AASA Learning 2025 school districts, AASA is sharing with members the educational community case studies showcasing exemplary school systems that are a part of this network. This case study demonstrates how the Huntley Community School District 158 in northern Illinois aims to be a learning community that will inspire, challenge, and empower ALL students always. As the demographics of the district evolve, educators are faced with growing and complex challenges in meeting the needs of increasingly diverse student population. The district strives to accomplish this goal by providing future-driven, equity-focused educational opportunities for all students.
A Case Study of the Northgate School District: Pittsburgh, Pennsylvania. Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Student Centered Learning,Equal Education,Public Schools,Educational Innovation,Long Range Planning,School Culture,Social Emotional Learning,Educational Resources,Mental Health,Student Needs,Inclusion,Elementary Secondary Education,Community Resources,Educational Technology,Partnerships in Education,Social Justice,Diversity

&quot;AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education&quot; is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and philanthropy. The work of AASA Learning 2025 is guided by the commission's report, &quot;An American Imperative: A New Vision of Public Schools&quot; (ED613412). To demonstrate the power and effectiveness of participating AASA Learning 2025 school districts, the AASA Leadership Network is sharing with the educational community case studies showcasing exemplary school systems that are a part of the Learning 2025 network. This case study focuses on the Northgate School District, located in western Pennsylvania and bordering the north side of Pittsburg. Addressing social equity issues is a priority in the district, with an expressed commitment to ensuring an equitable educational experience for all students, regardless of race or background. This priority is one of the major goals for the superintendent during the current academic year. The district also uses a comprehensive student information system to track individual results throughout a student's career and develop strategies to ensure student success.
A Case Study of South Fayette Township School District: McDonald, Pennsylvania. Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Student Centered Learning,Equal Education,Public Schools,Educational Innovation,Long Range Planning,School Culture,Social Emotional Learning,Educational Resources,Mental Health,Student Needs,Inclusion,Elementary Secondary Education,Community Resources,Diversity,Cultural Awareness,Educational Technology

&quot;AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education&quot; is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and philanthropy. The work of AASA Learning 2025 is guided by the commission's report, &quot;An American Imperative: A New Vision of Public Schools&quot; (ED613412). To demonstrate the power and effectiveness of participating AASA Learning 2025 school districts, AASA is sharing with members of the educational community case studies showcasing exemplary school systems that are a part of this network. This case study provides details about an exceptional Lighthouse District in South Fayette Township, Pennsylvania. In 2022, this district developed a strategic plan that emphasizes the need to be &quot;future-focused, student-centered, and innovation-driven.&quot; With the support and vision of the Grable Foundation, South Fayette Township School District is a leader in the region in which it is located.
A Case Study of San Ramon Valley Unified School District: Danville, California. Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Student Centered Learning,Equal Education,Public Schools,Educational Innovation,Long Range Planning,School Culture,Social Emotional Learning,Educational Resources,Inclusion,Elementary Secondary Education,Progress Monitoring,Systems Approach,Educational Technology,Community Involvement,Diversity (Faculty),Early Childhood Education

&quot;AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education&quot; is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and philanthropy. The work of AASA Learning 2025 is guided by the commission's report, &quot;An American Imperative: A New Vision of Public Schools&quot; (ED613412). To demonstrate the power and effectiveness of participating AASA Learning 2025 school districts, AASA is sharing with members of the educational community case studies showcasing exemplary school systems that are a part of this network. This case study discusses one of the highest performing school districts in California, San Ramon Valley Unified School District. Its systemic focus on deep learning and innovation as well as equity and the social-emotional well-being of students and staff is powerfully aligned with the vision, mission, and focus areas of the AASA Learning 2025 initiative. San Ramon emphasizes a strategic planning process that stresses deep learning (reinforcing the student as the co-author of their own learning) and innovation (transforming traditional programs and practices into a true preparation of learners for post-secondary education and the 21st century world of work). As part of this commitment, the district is committed to creating the best possible learning environments in which students can thrive and succeed because they are safe, accepted, and supported. These organizational values are reinforced by the integration of social and emotional learning as a consistent Pre-K-12 priority area.
Software and Hardware Problems That Teachers Experience when Using Smart Board
Author: Demirbilek, Muhammet
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Barriers,Teaching Methods,Computer Software,Technological Literacy,Pedagogical Content Knowledge,Internet,Information Technology,Technology Integration,Educational Technology,Educational Benefits,Teacher Attitudes,Likert Scales,Foreign Countries,Teacher Characteristics,Faculty Development,Technical Assistance

It is inevitable to use information technologies in education field as in every field. Public and private educational institutions have attempted to equip classes with these technologies. One of these technologies is smart boards. Smart boards are set up in the classrooms of public education institutions within the scope of the FATIH project and your teachers are available. There are advantages and disadvantages to using technology in education. For this reason, the question of what are the problems they face while teachers are using the opportunities offered by these technologies has always been a matter of curiosity. Therefore, the purpose of this research is to reveal the hardware and software problems on the smart board used within the scope of the FATIH project. As a research model, data was collected through a questionnaire by using survey research within the scope of quantitative research method. Considering the results of the research, limited internet connection, loss of time, problem with connection to other devices, inadequate technical support and educational materials have been identified as the main reported problems of some software. [For the full proceedings, see ED630893.]
Examining the Opinions of Faculty Members on Online Exams with SWOT Analysis
Author: Yilmaz, Oguz
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Opinions,Computer Assisted Testing,Strategic Planning,Research Methodology,Distance Education,Educational Benefits,Test Preparation,Cheating,Barriers,Costs

This research aims to determine the strengths and weaknesses of the online exams, as well as the aspects that can be evaluated as opportunities and threats, by making a SWOT analysis of the online exams that are frequently used in the distance education process. For this purpose, the study was designed with the case study technique, one of the qualitative research methods. The research data were collected from academics who teach at the university and work in different titles and units. The questions prepared by the researcher, considering the factors related to the SWOT analysis, were presented to the participants as a structured interview form via an online form. Content analysis was used to analyze the data. The collected data indicate that online exams are powerful in terms of low cost, easy assessment, fast, and practicality. On the other hand, online exams have some weaknesses, such as technical problems, internet connection interruptions, difficulty with the exam preparation process, and security issues. Easy access to students and flexibility stand out as opportunities offered by online exams, while cheating was the biggest threat that the participants frequently mentioned. In the context of the results obtained, some solutions and suggestions are presented in relation to the relevant literature. [For the full proceedings, see ED630893.]
Gender Effect on the Professional Integration and Remuneration of Tunisian Young Higher Education Graduates
Author: Lasram, Asma
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,College Graduates,Employment,Unemployment,Foreign Countries,International Organizations,Comparative Analysis,Agricultural Engineering,Economics Education,Management Development,Compensation (Remuneration),Low Achievement,Educational Change,Entrepreneurship,Critical Thinking,Agronomy,Soft Skills,Program Effectiveness,Education Work Relationship,Outcomes of Education

In Tunisia, the problem of the professional integration of higher education graduates has persisted since the 1990s. A survey was developed among graduates to determine the indicators and determinants of unemployment among young graduates as part of the quality support program initiated by the World Bank. In this context, we compared the graduates' perceptions of agricultural engineers and licensed students in economic and managerial sciences about the entrepreneurial skills needed for employment and their evaluation of the corresponding academic programs. The survey analysis result indicates that unemployment affects girls much more, especially undergraduates. Significant gender differences were observed both in waiting time to get the first job and in remuneration, mainly for agronomic engineers. Engineer perceptions for entrepreneurship skills were significantly higher, revealing poor academic performances in this issue. Reform of the studying program integrating entrepreneurship, technology, critical thinking, and soft skills is an urgent issue to enhance the attractiveness of the agronomic institutes and increase youth engagement in the agronomic pathway. [For the full proceedings, see ED630893.]
Metaphor Perceptions of Social Studies Teachers Regarding the Conceptions of Freedom and Justice
Author: Akman, Özkan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Figurative Language,Concept Formation,Teacher Attitudes,Justice,Freedom,Social Studies,Secondary School Teachers

Using metaphors in education is a very effective method, especially in terms of learning abstract concepts and being memorable. For this reason, teachers use frequently metaphors in order to understand the concepts in their lessons. This study aims to determine teachers' perceptions of freedom and justice concepts through the metaphors they produce for these concepts, which are abstract concepts and are important for social studies course. Phenomenology was used in data collection and interpretation to reveal the thoughts and interpretations of what was said. The working group of the research is 43 social studies teachers, 21 of whom are female and 22 of whom are male, working in Turkey's different provinces and schools affiliated to the Ministry of National Education of Turkey. The study group was determined by purposeful sampling method. An interview form developed by the researchers was used to collect the data. The collected data were analyzed by content analysis method. The teachers who participated in the study produced many metaphors with very different qualities for the concepts of freedom and justice. A total of 33 metaphors have been produced for the concept of freedom, and in these metaphors, freedom is mostly compared to being or concepts such as bird, flying and sun. At the same time, different metaphors such as swing, drinking coffee, screaming were also produced. In a total of 28 metaphors produced for the concept of justice, justice is mostly compared to the sun, balance and mother respectively. On the other hand, different metaphors such as coin, flower, worker were also produced by the participants for justice. The metaphors produced for both freedom and justice are included in different conceptual categories. Some of the metaphors was produced are quite suitable and functional to explain and teach the concepts of freedom and justice, but it is noteworthy that some of them do not have these qualities. New studies may be conducted to determine the reasons for producing inappropriate or invalid metaphors. In addition, educational activities can be carried out in schools and out of school areas to understand and adopt the concepts of freedom and justice correctly. [For the full proceedings, see ED630893.]
Students&apos; Motivation, Satisfaction, and Perceived Learning Using Online Peer Feedback in the Context of Argumentative Essay Writing
Author: Khaneh, Marzieh Parvaneh Akhteh
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Student Motivation,Student Satisfaction,Peer Influence,Feedback (Response),Computer Mediated Communication,Graduate Students,Persuasive Discourse,Essays,Writing Assignments,Correlation,Foreign Countries

According to the literature, students' motivation and satisfaction can influence their perceived learning outcomes. However, little is known about what kind of a role do motivation and satisfaction play in the context of online peer feedback. This exploratory study aims to examine the relationship between students' motivation and satisfaction with their perceived learning outcomes in an online peer feedback environment. To do this, 49 graduate students from a Dutch university participated and they were involved in an online peer feedback module for argumentative essay writing. At the end of the module, students were asked to fill out surveys regarding their motivation, satisfaction, and perceived learning outcomes. The results showed that there is a positive correlation between students' motivation and satisfaction with their perceived learning outcomes in an online peer feedback environment in the context of argumentative essay writing. These results provide insight into how students' motivation and satisfaction can impact their perceived learning outcomes during an online peer feedback activity in the context of argumentative essay writing. [For the full proceedings, see ED630893.]
What ICT Teachers Think about Their Profession and the Course They Teach: A Case Study
Author: Yumru, Ahmet
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Information Technology,Computer Science Education,Futures (of Society),Professional Identity,Anxiety,Course Content,Course Descriptions,Teacher Role,Foreign Countries,Case Studies

The purpose of this research is to investigate ICT teachers' opinions about current and future status of their profession and the ICT course they are teaching in Turkey. It was carried out based on the case study approach within the qualitative research context. Using a convenience sampling method, the participants were made up of 10 ICT teachers selected on a voluntary basis from the &quot;Informatics Teachers Platform&quot; group on Facebook. Data were collected through semi-structured interviews and analyzed using descriptive content analysis. According to the findings, participating ICT teachers think that they are seen as technical staff and thus they are not given sufficient and necessary value. This causes professional anxiety among the participants. They find the current ICT course insufficient in terms of content and quantity and consider an update on these issues. Some also worry that the course will lose its importance in the future. Moreover, they think that the role of ICT teachers in the context of technology integration in education is not given enough importance. [For the full proceedings, see ED630893.]
The Role of Students&apos; Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments
Author: Noroozi, Omid
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Student Motivation,Student Attitudes,Peer Influence,Feedback (Response),Peer Evaluation,Student Satisfaction,Essays,Persuasive Discourse,Online Courses,Undergraduate Students,Writing Assignments,Foreign Countries

In the literature, little is known regarding the role of students' perceived motivation and perceived fairness of peer feedback for their learning satisfaction, particularly in the context of argumentative essay writing in online learning environments. This study explores the effects of students' perceived motivation and perceived fairness of peer feedback on their learning satisfaction in the context of argumentative essay writing within an online learning context. In total, 135 undergraduate students from Wageningen University and research, the Netherlands participated in this study. An argumentative essay module was created and students were asked to provide peer feedback on their peers' essays. Data were collected from students about their perceived motivation, perceived fairness of peer feedback, and learning satisfaction. The results showed that students' perceived motivation and perceived fairness of peer feedback affect their learning satisfaction. This study adds to our understanding of the role of perceived motivation and perceived fairness of peer feedback in online learning environments, particularly in the context of argumentative essay writing in higher education. [For the full proceedings, see ED630893.]
Student-Centered Learning: Teachers&apos; Readiness and Challenges
Author: Minayeva, Yelena
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Case Studies,Student Projects,Active Learning,Chemistry,College Faculty,Science Instruction,Teaching Methods,Educational Change,Faculty Development,Instructional Innovation,Plastics,Fuels,Teacher Attitudes,Barriers,International Cooperation,Educational Cooperation,Technological Literacy,Pedagogical Content Knowledge,Online Courses,In Person Learning,Student Centered Learning

Learning model in Kazakhstani Universities is being focused on transforming education from teacher-centered to student-centered approach. This transformation requires academic staff retraining and a significant modernization of educational process. In this article we discuss issues of methodological readiness of academic staff for student-centered learning, which has been recently implemented into the practice at the Chemistry Faculty of the Karaganda Buketov University. We have studied ways in which educators can be trained in innovative teaching methods. One of the ways is the advanced training course organized at the Karaganda Buketov University within the framework of the ENTER Erasmus+ project. We discuss the progress made by academic staff in mastering interactive lecturing, case-study, project-based learning as well as consider the problems and difficulties that teachers of the Chemistry Faculty face when organizing learning&amp; teaching process according to the student-centered approach principles. Academic staff of four Departments of Karaganda Buketov University, namely Inorganic and Technical Chemistry, Physical and Analytical Chemistry, Organic Chemistry and Polymers, Chemical Technology and Petrochemistry Departments were involved in this study. Surveys were carried out to gain detailed information about issues considered. The findings were subsequently analyzed to provide insight on the readiness of university teachers for student-centered learning under modern conditions. [For the full proceedings, see ED630893.]