ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Internet of Things Technology in the Pedagogical Process
Author: Francisti, Jan
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Internet,Equipment,Information Technology,Telecommunications,Students,Psychological Patterns,Measures (Individuals),Physiology,Technology Uses in Education,Student Needs,Metabolism,Student Behavior,Behavior Change,Learning Processes

Today's trend is the use of information technology in all areas of our lives. Emotions are a basic human characteristic, although they are difficult to define, recognise and classify. Proper assessment and recognition of human emotions can lead to a better understanding of user behaviour. The aforementioned technologies can also be used as a suitable teaching aid, which forms the core of the research and is able to guarantee an increase in the success rate of the teaching process itself in terms of students' understanding of the learning materials. The aim of the research was the use of sensor networks as an element of information and communication technologies in the educational process. Using the possibility of measuring physiological functions through smart wristbands in order to identify changes in students' emotional states. The overall proposed system was able to identify changes in students' emotional state, specifically levels of arousal. Based on the results from the proposed system, teachers should be able to adjust their teaching style in specific situations to suit the students and provide a basis for better teaching and learning. [For the full proceedings, see ED629086.]
Students Served by LUCHA[superscript TM]: Enrollment, Graduation Rates, and Leave Reasons for Students Served 2011-2012 through 2015-2016. Publication 16.20
Author: Cornelius, Chelsea
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Lunch Programs,Enrollment,Graduation Rate,Secondary School Students,Transfer Students,Foreign Countries,Immigrants,Mexicans,Credits,Dropout Rate,Dropout Attitudes

This brief report summarizes the enrollment, graduation rates, and leave reasons of AISD students served by the Language Learners at the University of Texas's Center for Hispanic Achievement (LUCHA) program between 2011-2012 and 2015-2016.
Analysis of Equity in Austin Independent School District: Update to the Equity Indices. Publication 16.24
Author: Hutchins, Shaun D.
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: School Districts,Equal Education,Achievement Gap,Economically Disadvantaged,Socioeconomic Influences,Special Education,Students with Disabilities,Bilingual Education,Bilingual Students,English (Second Language),English Language Learners,Racial Differences,Ethnicity,Academic Achievement,Elementary School Students,Middle School Students,High School Students

This report presents data on equity in AISD, using an index of student performance, an index of the instructional services provided to students, and school per pupil expenditures.
Students Continue to Report a Positive School Climate Student Climate Survey Results: Spring 2014 through Spring 2017. Publication 16.32
Author: Clark, Caitlin M.
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Environment,Student Attitudes,Learner Engagement,Student Behavior,Self Esteem,Adults,Interpersonal Relationship,Teacher Expectations of Students,Student School Relationship,Cultural Influences,Language Usage,Social Emotional Learning,Elementary School Students,Middle School Students,High School Students,Homework,Psychological Patterns,Relevance (Education),Positive Reinforcement,Academic Aspiration,College Attendance

The AISD student climate survey provides the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness and respect, student academic self-confidence, teacher expectations, student engagement, and social emotional learning (SEL) skills. [For &quot;Student Climate Survey Results: Spring 2017, Comparisons of Student Groups. Publication No. 16.32b,&quot; see ED629211. For &quot;2016-2017 Student Climate Survey: Technical Report. Publication No. 16.32c,&quot; see ED629213.]
Student Climate Survey Results: Spring 2017, Comparisons of Student Groups. Publication No. 16.32b
Author: Clark, Caitlin
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Environment,Student Attitudes,Learner Engagement,Student Behavior,Self Esteem,Adults,Interpersonal Relationship,Teacher Expectations of Students,Student School Relationship,Cultural Influences,Language Usage,Social Emotional Learning,Elementary School Students,Middle School Students,High School Students,Homework,Psychological Patterns,Relevance (Education),Positive Reinforcement,Academic Aspiration,College Attendance,Racial Differences,Ethnicity,English Language Learners,Low Income Students,Students with Disabilities,Gender Differences

The student climate survey provides the opportunity to monitor students' opinions regarding topicssuch as behavioral environment, adult fairness and respect, student academic self-confidence, teacher expectations, student engagement, and social emotional learning (SEL) skills. This report examines differences in survey responses by student groups for Spring 2017. [For &quot;Students Continue to Report a Positive School Climate Student Climate Survey Results: Spring 2014 through Spring 2017. Publication 16.32,&quot; see ED629210. For &quot;2016-2017 Student Climate Survey: Technical Report. Publication No. 16.32c,&quot; see ED629213.]
Instructional Supervision and Assessment in the 21st Century and Beyond
Author: Basilio, Manolito Bada
Date: 2021-06-00
Type: Journal Articles
Subjects: Educational Assessment,21st Century Skills,Teacher Supervision,Capacity Building,Trust (Psychology)

The 21st century educational landscape has changed the way schools undertake instructional supervision and assessment. Technological developments paved the way for a shift in skills requirements from learners which is termed as 21st century skills. This study utilized a comprehensive literature review to investigate the current issues and concerns in instructional supervision and assessment. It also determined conditions that would make these processes effective vis-à-vis the needs of the current times. The study showed that there is a need for a collaborative and trust-based type of supervision. There should be regularity, continuity, and quality in supervision with a provision for adequate funding and capacity building. For instructional assessment, a HOTS-based assessment in conformity with international assessment standards is appropriate to the current times. An online or e-assessment should also be considered.
2016-2017 Student Climate Survey: Technical Report. Publication No. 16.32c
Author: Lamb, Lindsay M.
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Environment,Student Attitudes,Learner Engagement,Student Behavior,Self Esteem,Adults,Interpersonal Relationship,Teacher Expectations of Students,Student School Relationship,Cultural Influences,Language Usage,Social Emotional Learning,Elementary School Students,Middle School Students,High School Students,Homework,Psychological Patterns,Relevance (Education),Positive Reinforcement,Academic Aspiration,College Attendance,Psychometrics,Surveys,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,English Language Learners

The student climate survey provides the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness and respect, student academic self-confidence, teacher expectations, student engagement, and social emotional learning (SEL) skills. This is a technical report on results from the 2016-2017 student climate survey in AISD. [For &quot;Students Continue to Report a Positive School Climate Student Climate Survey Results: Spring 2014 through Spring 2017. Publication 16.32,&quot; see ED629210. For &quot;Student Climate Survey Results: Spring 2017, Comparisons of Student Groups. Publication No. 16.32b,&quot; see ED629211.]
Exploring the Influence of the Patterns of Mobile Internet Use on University Students&apos; Nomophobia Levels
Author: Gezgin, Deniz Mertkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Internet,Computer Use,College Students,Anxiety,Fear,Ownership,Behavior Patterns

The purpose of this study is to examine the supposed effects of the duration of the mobile internet ownership in terms of years, the duration of daily mobile internet use and monthly mobile internet quota variables on the nomophobia levels of University students. The study group consists of a total of 645 students, of whom are 429 female and 216 male, who are studying in different departments and come from different age groups. The Nomophobia Scale (NMP-Q) was used to determine the effect of variables on the nomophobia of university students. One-way ANOVA, simple and multiple regression analysis technique were used in the analysis of the data. Findings of the study showed that there was no significant difference between the duration of smartphone ownership and the level of nomophobia among college students, whereas the level of nomophobia was higher among the students who check the smartphone more frequently than during the day. Furthermore, according to the results of multiple regression analysis, variables such as duration of mobile internet ownership in terms of years, duration of daily mobile internet use and GSM mobile internet quota are predictive of the nomophobia prevalence of university students. Among these three variables, it is determined that the most predictive level of nomophobia is the daily mobile internet use.
Beyond the Standard: Motivators of High-Performing RTOs
Author: Waugh, Joanne
Date: 2023-00-00
Type: Reports - Research
Subjects: Vocational Education,Foreign Countries,Training,Organizations (Groups),Leadership,Program Administration,Educational Quality,Outcomes of Education,Motivation,Accountability,Altruism,Individual Characteristics

This research builds upon the work of Guthrie and Waters (2021, 2022) to interrogate what motivates such RTOs (Registered Training Organisations) to pursue high performance. High performing RTOs were interviewed to explore their understanding of high performance and their motivations for pursuing high performance. This research adds a new perspective to discussions on RTO performance and highlights the varying ways in which providers self-assess performance. [For the support document, see ED629217. For &quot;Unpacking the Quality of VET Delivery,&quot; see ED629244. For &quot;Delivering High-Quality VET: What Matters to RTOs? Research Report,&quot; see ED618826.]
Beyond the Standard: Motivators of High-Performing RTOs -- Support Document
Author: Waugh, Joanne
Date: 2023-00-00
Type: Reports - Research
Subjects: Vocational Education,Foreign Countries,Training,Organizations (Groups),Leadership,Program Administration,Educational Quality,Outcomes of Education,Motivation,Accountability,Altruism,Individual Characteristics,Attitudes

The quality of registered training organisations (RTOs) remains a topic of great interest to users of both vocational education and training (VET) and governments as the VET sector adapts to deliver on forecast workforce and skilling needs. All RTOs must adhere to minimum quality standards, but some deliver above and beyond those standards. This research builds upon the work of Guthrie and Waters (2021, 2022) to examine what motivates such RTOs to pursue high performance. State and territory governments were asked to nominate RTOs that are considered to deliver outstanding outcomes for students and/or industry. From the nomination list, high-performing RTOs operating in a variety of settings were invited to participate. The leaders of the RTOs were interviewed to explore their understanding of high performance, what motivates them to pursue high performance, how it is embedded into business practices and how they determine whether they are high performers. [For the full research report, see ED629216.]
The Impact of Social Distancing Measures on Higher Education Stakeholders
Author: Pypenko, Iryna Sergiivna
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Readiness,Stakeholders,Distance Education,Electronic Learning,Pandemics,COVID-19,Disease Control,Proximity,College Students,College Faculty,Physical Health,Mental Health,Experience,Satisfaction,Emergency Programs

Background and Aim of Study: The global COVID-19 pandemic has affected education systems dramatically. Remote teaching/learning practices have become everyday reality across the globe. The aim of the study: to assess the level of readiness of higher education stakeholders for distance learning/remote teaching, and to evaluate the role of social distancing measures. Material and Methods: 594 stakeholders (216 teachers and 378 students) provided anonymous responses to a questionnaire. Teacher did so during the round table discussion during the 6th International Academic Conference &quot;Psychological and Pedagogical Problems of Modern Specialist Formation&quot; (June 2020). Students responded using Viber, WhatsApp, and Telegram. Validation by Pearson method X[superscript 2] produced statistically significant results (df=4, X[superscript 2 subscript 2]=22.083, ?&lt;0.01; df=4, X[superscript 2 subscript 3]=44.389, ?&lt;0.01; df=4, X[superscript 2 subscript 4]=29.666, ?&lt;0.01). Results: 62.9% of teachers and 56.6% of students consider educational institutions ready for distance learning. The majority of teachers/students seem to be prepared for it (81.0% and 93.4% respectively). 68.5% of teachers are positive about educational outcomes (contrasted with 90.0% of students). Only 37.0% of teachers and 21.7% of students assess the impact of social distancing measures on physical and mental health positively. Conclusions: The survey results prove that social distancing measures impact on higher education is significant. The respondents assess highly their individual levels of preparedness and of satisfaction, students displaying higher levels of both. However, the view on social distancing measures impact on physical and mental health is more negative, the trend being more visible in student responses.
2019-20 ECEAP and Head Start Saturation Study
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Federal Programs,Low Income Students,Social Services,Young Children,Eligibility,Geographic Location,Child Abuse,Access to Education,School Districts,English Language Learners,Racial Differences,Special Education,Attendance

Annually, the Department of Children, Youth, and Families (DCYF) prepares the Early Childhood Education and Assistance Program (ECEAP) and Head Start Saturation Study to analyze access to Washington's ECEAP and Head Start programs serving 3- and 4-year-olds. This study estimates the number of eligible children living within each school district boundary and calculates the percentage currently served. It assigns points for each district based on numbers and percentages of unserved children and child maltreatment rates. These data are used to sort districts into groups by priority for ECEAP slot expansion. This Saturation Study is part of the information DCYF uses to determine appropriate locations for ECEAP slots.
2020-21 ECEAP and Head Start Saturation Study
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2021-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Federal Programs,Low Income Students,Social Services,Young Children,Eligibility,Geographic Location,Child Abuse,Access to Education,School Districts,English Language Learners,Racial Differences,Special Education,Attendance

Annually, the Washington State Department of Children, Youth, and Families (DCYF) prepares the Early Childhood Education and Assistance Program (ECEAP) and Head Start Saturation Study to analyze access to Washington's ECEAP and Head Start programs serving 3- and 4-year-olds. This study estimates the number of eligible children living within each school district boundary and calculates the percentage currently served. It assigns points for each district based on numbers and percentages of unserved children and child maltreatment rates. These data are used to sort districts into groups by priority for ECEAP slot expansion. This Saturation Study is part of the information DCYF uses to determine appropriate locations for ECEAP slots. [For the 2019-20 report, see ED629220.]
2021-22 ECEAP &amp; Head Start Saturation Study
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2022-11-09
Type: Reports - Research
Subjects: Early Childhood Education,Federal Programs,Low Income Students,Social Services,Young Children,Eligibility,Geographic Location,Child Abuse,Access to Education,School Districts,English Language Learners,Racial Differences,Special Education,Attendance

Annually, the Department of Children, Youth, and Families (DCYF) prepares the Early Childhood Education and Assistance Program (ECEAP) and Head Start Saturation Study to analyze access to Washington's ECEAP and Head Start programs serving 3- and 4-year-olds. This study estimates the number of eligible children living within each school district boundary and calculates the percentage currently served. It assigns points for each district based on numbers and percentages of unserved children and child maltreatment rates. These data are used to sort districts into groups by priority for ECEAP slot expansion. This Saturation Study is part of the information DCYF uses to determine appropriate locations for ECEAP slots. [For the 2020-21 report, see ED629221.]
LGBTQ+ Students and Schools--Building Spaces of Belonging. Literature Review
Author: Gómez, Irene
Date: 2022-09-00
Type: Information Analyses
Subjects: LGBTQ People,Civil Rights,Educational Environment,School Safety,Best Practices,Student Attitudes,Elementary Secondary Education,Social Bias,Curriculum,Educational Policy,Court Litigation,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Student Diversity,Student School Relationship,Minority Group Students,Bullying,State Legislation,Geographic Location,Activism,Well Being

This literature review includes a broad review of LGBTQ+ civil rights law and evolving cases, population research and limitations of data collection, student survey findings on school climate and safety, education best practices at the classroom, district and state level, and student perspectives from youth across the country, including members of IDRA's 2022 Youth Advisory Board. This resource is for parents, students, administrators and staff, community members, researchers.
Advancing Integrated and Inclusive Programs for Preschool-Aged Children
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2022-10-18
Type: Reports - Descriptive
Subjects: Preschool Children,Inclusion,State Programs,Government Role,Educational Legislation,Preschool Education,Agency Role,Tribally Controlled Education,Tribal Sovereignty,Integrated Services,Indigenous Populations,Minority Group Students,Students with Disabilities,State Legislation,Mainstreaming,Child Care,Equal Education

This is a technical report of agency actions and legislative recommendations for programs regulated by the state or government-to-government responsibilities that must be met for children aged 3-5. As changes in PreK services affect enrollment in birth-3 and school-age care, impacts on these other programs are vital to alignment work. Partnering with tribal nations and Washington State Department of Children, Youth, and Families (DCYF) and the Office of Superintendent of Public Instruction (OSPI) advisory groups to implement the Centennial Accord is essential to this work. The state honors tribal sovereignty and sustains government-to-government partnerships with tribes. Input from native families and tribal representatives are embedded in this report.
Trenton Kids Count 2023: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2023-01-24
Type: Reports - Descriptive
Subjects: Well Being,Children,Educational Trends,Enrollment Trends,Population Trends,Demography,Family Income,Child Health,Child Safety,Child Care,Racial Differences,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Nutrition,Prenatal Care,Child Welfare,Child Care Centers,Home Visits,COVID-19,Pandemics,Preschool Education,Elementary Education,Secondary Education,Special Education,Homeless People,Graduation Rate,College Entrance Examinations,Advanced Placement Programs,Postsecondary Education,Public Schools,Charter Schools,Teacher Student Ratio,Adolescents,Pregnant Students,Juvenile Justice,Sexually Transmitted Diseases

Advocates for Children of New Jersey (ACNJ) is proud to be publishing the third Trenton Kids Count Data Book in over 20 years, a one-stop source for child well-being data on the state's capital city. Trenton Kids Count includes the latest statistics, along with data trends, in the following areas: demographics, family economic security, child health, child protection, child care, education, and teens. &quot;Trenton Kids Count 2023&quot; looks a bit different compared to previous data books. In particular, due to data quality concerns, the U.S. Census Bureau did not release American Community Survey (ACS) 2020 one-year estimates. For this reason, tables using ACS one-year estimates do jump from 2019 to 2021. [Funding for this report was provided by The Burke Foundation, the Princeton Area Community Foundation, and the Smith Family Foundation. For &quot;Newark Kids Count 2022: A City Profile of Child Well-Being,&quot; see ED621268.]
Where the Kids Went: Nonpublic Schooling and Demographic Change during the Pandemic Exodus from Public Schools. An Essay for the Learning Curve
Author: Dee, Thomas S.
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Public Schools,Declining Enrollment,COVID-19,Home Schooling,Age,Influences,School Demography,Private Schools,Research Needs,Pandemics,Educational Trends

Over the first two school years under the COVID-19 pandemic, K-12 enrollment in public schools decreased dramatically--with losses concentrated among the youngest students--and the pandemic has had historically unprecedented effects on available learning opportunities. Little is known about where these students went and what learning environments they are experiencing. Understanding the diverse character of these effects has not been straightforward. The pandemic has complicated the comparability of many conventional education indicators and conventional data from administrators, and surveys on student experiences are often available only after long delays. The data reveal that two of the primary explanations for the public school pandemic exodus are an increase in homeschooling and a decrease in the school-age population. But these two trends cannot explain the entire enrollment drop. The large amount of public school enrollment loss that, in many states, cannot be explained by changes in nonpublic enrollment and demographics suggests the possibility of other developmentally relevant behaviors (e.g., kindergarten skipping, unregistered homeschooling, and truancy) that merit further research.