ethanporcaro/eric-fulltext-meta huggingface dataset:
Assisting Teachers to Support Learning Recovery: Understanding Learning Loss and Learning Gains during School Closure
Author: Kashefpakdel, Elnaz
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Achievement Gains,Well Being,Social Influences,Emotional Response,Student Needs,Teacher Role,Educational Needs,Mental Health,At Risk Students,Intervention,Health Promotion,Educational Technology,Technology Uses in Education,Teacher Competencies,Government Role,Elementary Secondary Education

COVID-19 has caused considerable disruption to education around the world. Disadvantaged and marginalised learners are being particularly hard-hit. Naturally, earlier in the pandemic, the focus of much attention was on how to safely reopen schools, often featuring a preoccupation with hygiene and social distancing considerations. A shift is now noticeable and welcome. With schools in many jurisdictions reopening partially or fully, there is now a growing interest in the immensely important area of recovering the learning lost while pupils have been away from face-to-face education. This document summarises the key findings from two larger reports conducted as part of the first phase of this research collaboration. These two reports are a review of policy and grey literature and a rapid evidence assessment (REA). [The report is written with assistance from Susy Ndaruhutse, Ella Page and Rosie Leonard-Kane. For &quot;Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature,&quot; see ED615067. For &quot;Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment,&quot; see ED615066.]
Mahachula-Academics: Proactive Propagation of Buddhism at Khon Kaen Campus
Author: Ruangsan, Niraj
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Buddhism,Religious Education,Student Development,Networks,Religion,Models,Social Services,Institutional Mission,Religious Colleges,Global Approach

This paper claims that 'Mahachula-academics always support the propagation of Buddhism'. Mahachulalongkornrajavidyalaya University, Khon Kaen Campus has its vision to be 'the International Buddhist University for Mental and Social Development'. Besides the academic development, the essential means used in the mental and social development is the effective dissemination of Buddhist teaching. To reach the set goal of the campus, the model of the network building for the Buddhist proactive propagation is created and operated in collaboration with other organizations and educational institutes. This paper discusses the model of network building for the Buddhist proactive propagation of Khon Kaen Campus based on the research of the Deputy Rector of the campus, Phra Sophonphatthanapundit (Assoc. Dr.), conducted in 2016. In so doing, it will first provide some of background of the topic: the dissemination of Buddhism in Thailand, network building of the main campus, proactive propagation of Buddhism in the northeast; and then it will provide some perspectives on the propagation of Buddhism based on the model.
Microblogging through Twitter for Developing EFL Student Teachers&apos; Critical Reading and Summarization Skills
Author: Abdallah, Mahmoud M. S.
Date: 2018-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Electronic Publishing,Web Sites,Reading Skills,Documentation,Preservice Teachers,Preservice Teacher Education,Critical Reading,Social Media,Skill Development,Program Effectiveness

Currently language learning is being facilitated by social networks and microblogging, which emerged as a quite new form of communication and content sharing through which users can publish online some small pieces of digital content. This relates to connectivism, a learning theory that views learning as the process of creating connections and expanding or increasing network complexity. While writing, EFL student teachers at Assiut University Faculty of Education always presented content that was full of redundancy and excessive elaboration. In addition, they demonstrated poor critical reading skills necessary for giving clear and comprehensive summaries of the linguistic content encountered online. Therefore, the present study aims at investigating the effect of microblogging through Twitter on developing those student teachers' critical reading and summarization skills. To accomplish this aim, a review of literature was made supported with some open interviews with EFL specialists to come out with a list of those critical reading skills (3 main skills and 18 sub-skills) and another list of those summarization skills (4 main skills and 24 sub-skills) needed by EFL student teachers. Accordingly, a pre-test on those skills was administered to a group of 50 EFL student teachers (research participants). Then, a microblogging model based on Twitter was experimented with participants for 5 weeks. Finally, a post-test on critical reading and summarization skills was administered to participants, and the means of scores were compared. Results indicated statistically significant differences between the participants' means of scores in both the pre and post-administration of the two tests, and thus microblogging through Twitter was found to be effective in developing EFL student teachers' critical reading and summarization skills. Based on these results, many suggestions and recommendations were presented.
College during the Pandemic: Immediate Enrollment and Retention of CPS Graduates in Fall 2020. Research Report
Author: Nagaoka, Jenny
Date: 2021-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,High School Graduates,College Students,College Attendance,Enrollment Trends,Academic Persistence,Racial Differences,Ethnicity,Socioeconomic Status,Public Schools,Two Year Colleges,Gender Differences,Students with Disabilities,Institutional Characteristics,Public Colleges,Private Colleges

The COVID-19 pandemic and the shift to virtual learning created an unprecedented context for high school and college students who had to navigate new learning structures amidst immense health, financial, and emotional challenges. In the absence of reliable data, practitioners and policymakers have been forced to make assumptions about what happened to the class of 2020 and previous graduates of Chicago Public Schools (CPS) currently attending college. This brief provides data on the extent to which the patterns in college enrollment and retention for CPS graduates changed in 2020, after the pandemic caused a shift to a remote setting for high school and college students during the spring. Understanding what happened to enrollment and retention specifically for CPS graduates is critical as the district, higher education, and non-profit partners continue to support the graduating classes of 2019 and 2020, while also supporting the graduating class of 2021, who will go through the entire application and enrollment process during the pandemic.
Evaluating Social Skills Training for Youth with Trauma Symptoms in Residential Programs
Author: Tyler, Patrick M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preadolescents,Adolescents,Group Homes,Residential Programs,Interpersonal Competence,Intervention,Skill Development,Outcomes of Treatment,Symptoms (Individual Disorders),Posttraumatic Stress Disorder,Psychopathology,Emotional Problems,Behavior Problems,Behavior Modification,Self Control,Self Advocacy,Problem Solving,Self Destructive Behavior,Questionnaires

Objective: Youth who receive services in residential programs have high rates of traumatic exposure and associated symptoms of Posttraumatic Stress Disorder (PTSD). Little information is available on specific social skills training that could be beneficial for youth in residential programs with PTSD. This study examined changes in behavioral incidents and psychopathology in youth receiving group home services based on training they received across three categories of social skills (i.e., self-advocacy, emotional regulation, problem-solving). Method: The sample included archival data on youth (N = 677) ages 10-18 years (M = 15.7 years, SD = 1.53). Hierarchical Linear Modeling was used to examine the frequency of disruptive and self-injurious behaviors over 12 months as it relates to reported traumatic symptoms at admission and the presence of the three types of social skills objectives. Analysis of Covariance was conducted to test whether the social skill objectives differentially predicted changes in youth psychopathology from intake to discharge for youth with low and high trauma symptoms. Results: Youth with high trauma symptoms who received training on problem-solving skills had significantly greater decrease in emotional problems from intake to discharge compared to youth with high trauma symptoms who did not receive problem-solving training (d = -0.54). Conclusion: Problem-solving training could be further developed and tested to maximize the support youth with trauma symptoms receive in trauma-informed residential programs.
Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2020. Monitoring the Future Occasional Paper Series. Paper 96
Author: Johnston, Lloyd D.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Drug Use,Drug Abuse,Trend Analysis,High School Graduates,Substance Abuse,High School Seniors,Grade 12,Student Surveys,Age Groups,Tables (Data),Young Adults,Adults,Gender Differences,Geographic Regions,Futures (of Society),Incidence,Population Distribution,Marijuana,Inhalants,Lysergic Acid Diethylamide,Cocaine,Narcotics,Stimulants,Smoking,Drinking,Alcohol Abuse

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30, &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2018. Volume II, College Students &amp; Adults Ages 19-60&quot; (see ED599071). The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years as the early cohorts progressed in age, as the tables and figures in this occasional paper indicate. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values in tabular form. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. The Table of Contents and List of Figures in this occasional paper contain links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For the 1988-2019 Monitoring the Future Occasional Paper, see ED608244.]
Assessing Treatment Integrity of Parent-to-Parent Phone Support for Families of Students with Emotional and Behavioral Disturbance
Author: Duppong Hurley, Kristin
Date: 2021-05-02
Type: Reports - Research
Subjects: Outcomes of Treatment,Program Implementation,Delivery Systems,Fidelity,Intervention,Telecommunications,Parent Participation,Peer Relationship,Students with Disabilities,Behavior Disorders,Emotional Disturbances,Middle School Students,Individualized Education Programs,Related Services (Special Education),Family Programs,Mental Health Programs,Data Collection,Parent School Relationship,Social Support Groups

Assessing treatment integrity is essential to understanding how well school-based interventions are delivered. The assessment of treatment integrity is especially challenging for interventions that provide one-on-one peer support over the phone. To address this gap, we explored treatment integrity approaches used for the &quot;Parent Connectors&quot; program, which provides parent-to-parent support via weekly phone calls to families of students receiving special education services for emotional and behavioral disturbance. Our multi-dimensional approach to assessing treatment integrity includes the consideration of dose, adherence, quality of service delivery, participant responsiveness to the intervention and program differentiation. We share and discuss data from a variety of approaches that have been used with this intervention to collect treatment integrity data such as logs completed by the trained parents following each phone call, content ratings of behavioral rehearsals between trained parents and research staff and surveys regarding services received from participants. We discuss obstacles collecting treatment implementation data, ways our approach is continually evolving and possibilities of applying some treatment integrity approaches to wide-scale intervention applications in the field. [This is the online version of an article published in &quot;School Mental Health.&quot;]
Understanding the Relationship between Resources in Institutional Characteristics and Student Mobilization in Higher Education Institutions
Author: Carhart, Michael R.
Date: 2021-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Higher Education,Institutional Characteristics,Public Colleges,Private Colleges,Student Organizations,Activism,Social Action,Predictor Variables,Educational Finance,Student Characteristics,College Faculty,School Personnel

In 2015, a national student organization called the Black Liberation Collective, composed of local student organizations at multiple institutions, initiated, led protests, and issued demands to institutions across the United States. The student organizations that mobilized occurred at institutions with more resources including higher endowments, tuition, and faculty wages. This study used cross-sectional data on 4-year public and private not-for-profit institutions from the Integrated Postsecondary Education Data System to investigate the institutional characteristics that predict student organizations that protested. Evidence indicates that institutions that are more selective and have larger enrollment sizes with higher percentages of undergraduate Black students and lower percentages of Pell Grant recipients have a greater likelihood of student organizations mobilizing on their campuses.
EFL Speaking Practice in Distance Leaning during the Coronavirus Pandemic 2020-2021
Author: Al-Jarf, Reima Saado
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,College Faculty,English (Second Language),Second Language Instruction,Language Teachers,Learner Engagement,Speech Communication,Speech Skills,Learning Activities,Student Attitudes,Teacher Attitudes,Program Effectiveness,Interpersonal Communication,Student Motivation

Students at languages and translation departments at Saudi universities take listening and speaking courses. Before the pandemic, the students used to complete the activities in the textbooks which required them to engage in many real-life, face-to-face individual and/or collaborative small-group activities in the classroom such as role-playing, dramatization, inviting a guest, conducting interviews and others. However, due to the Coronavirus Pandemic, there was an emergency shift to distance learning at Saudi universities starting March 2020 , where all courses are being delivered online. Several platforms are being used in distance education such as Blackboard, Zoom, Microsoft Teams and others. The current study explores the types of online speaking activities that a sample of college instructors at some language and translation departments are currently using in distance education and how they engage students online in the absence of face-to-face activities, interaction, and communication. Survey results showed that EFL college instructors are using a variety of online speaking activities such as: (i) assigning a topic which the students research and prepare at home and then give an online oral presentation about it online through the platform; (ii) using online debates about some issues; (iii) answering problem-solving questions; (iv) student-created podcast on a topic of their choice and them in Speaking Center on Twitter; (v) combining listening and speaking activities; (vi) using . free online audio recording creator to record conversations and presentations; (vii) using the app and others. Students and instructors' views on the effects of the online speaking activities on students' speaking skill development in the distance learning environments are reported.
Monitoring the Future National Survey Results on Drug Use, 1975-2020. Volume II, College Students &amp; Adults Ages 19-60
Author: Schulenberg, John E.
Date: 2021-07-00
Type: Reports - Research
Subjects: Substance Abuse,National Surveys,Adolescents,Adults,Smoking,Drinking,Student Attitudes,Beliefs,Risk,Peer Influence,Familiarity,Age Differences,Incidence,Social Influences,Context Effect,Gender Differences,College Students,High School Graduates,Young Adults,Geographic Regions,Population Trends,Socioeconomic Status,Racial Differences,Ethnicity,Laws,Head Injuries,Brain,Social Media,Depression (Psychology),Parent Influence,Marijuana,Taxes,Alcohol Abuse,Narcotics,Stimulants,Cocaine,Drug Abuse,Individual Characteristics

The present volume presents new 2020 findings from the U.S. national Monitoring the Future (MTF) follow-up study concerning substance use among the nation's college students and adults from ages 19 through 60. This volume reports 2020 prevalence estimates on numerous illicit and licit substances, examines how substance use differs across this age span, and shows how substance use and related behaviors and attitudes have changed over the past four decades. The 2020 panel data collections occurred during the start of the COVID-19 pandemic (from March 2020 through November 2020), and this volume constitutes one of the first considerations of possible pandemic effects on prevalence and trends of substance use among the MTF young and middle-aged adults. This volume reports the results of the repeated cross-sectional surveys of all high school graduating classes since 1976 as they are followed into their adult years. Segments of the general adult population represented in these follow-up surveys include: (1) U.S. college students; (2) same-aged youth who also are graduates from high school but not attending college full time, sometimes in the past called the &quot;forgotten half,&quot;; (3) all young adult high school graduates of modal ages 19 to 30, called the &quot;young adult&quot; sample; and (4) high school graduates at the specific later modal ages of 35, 40, 45, 50, 55, and 60. This volume emphasizes historical and developmental changes in substance use and related attitudes and beliefs occurring at these age strata. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2020. Volume I, Secondary School Students,&quot; see ED615087. For the report from the previous year, see ED608266.]
Monitoring Implementation in Program Evaluation with Direct Audio Coding
Author: Farley, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Implementation,Audio Equipment,Coding,Usability,Data,Program Evaluation,Computer Software,Transcripts (Written Records),Interrater Reliability

This project explored the reliability and utility of transcription in coding qualitative data across two studies in a program evaluation context. The first study tested the method of direct audio coding, or coding audio files without transcripts, using qualitative data software. The presence and frequency of codes applied in direct audio coding and traditional transcription coding were compared and the two methods produced similar results. Direct audio coding was then employed in an evaluation study to monitor implementation and the method was found to be reliable. Implications are discussed with considerations for both researchers and practitioners.
The Educational Attainment of Chicago Public Schools Students: 2019. Research Report
Author: Nagaoka, Jenny
Date: 2020-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Attainment,Public Schools,High School Students,High School Graduates,College Graduates,Enrollment,Academic Persistence,Educational Indicators,Graduation Rate,Racial Differences,Gender Differences,Students with Disabilities,Urban Schools

Over the past several years, Chicago's educators and community leaders have elevated an all-too-delayed dialogue about the systematic barriers facing communities of color. This annual report looks closely at how Chicago Public Schools (CPS) students are progressing on the path to and through high school and college. In particular, it examines five key milestones: (1) Freshman OnTrack; (2) high school graduation; (3) college enrollment; (4) college persistence; and (5) college completion, and track how rates on these milestones have changed across time. The goal is for readers to come away from the report with a clearer understanding of the current state of educational attainment in CPS and be motivated to take part in conversations and action to dismantle the oppression inherent in the current systems. [For the 2018 Research Snapshot, see ED608111.]
&quot;There Are Issues That I Care About&quot;: What Drives Civically Engaged Student Voters. Pre- and Post-Election Analysis of Arizona State University Student Voting Behavior and Attitudes
Author: Eustice, Kristi
Date: 2021-08-00
Type: Reports - Research
Subjects: Citizen Participation,Voting,Student Motivation,Political Attitudes,Student Attitudes,Student Behavior,Elections,College Students,Eligibility,Intention,Student Characteristics

Voting rates among Arizona State University (ASU) students have increased between regular term and midterm elections since 2012. Reports show that between the 2012 and 2016 presidential elections, ASU student voting rates increased from 47.8% to 58.7%. During the 2018 midterm election showed a large upward swing in voter turnout among ASU students compared to 2014, increasing from 19.0% to 41.5%. In both cases, the ASU voting rate sat above the turnout rate for all higher education institutions as a whole (50.4% and 39.1%, respectively). However young people tend to vote at lower rates than older individuals, and this is especially true in the United States. There are multiple proposed reasons why an age gap in voting exists. Wattenberg theorized that young people do not vote because they pay less attention to political news and overall have less interest in politics. Alternatively, some researchers have found that young people intend to vote at the same rates as adults but are much more likely to be derailed by barriers in the voting process, such as being unsure what documentation is needed to vote and uncertainty about how to fill out a ballot. This study seeks to better understand young voters' behavior by examining ASU students' motivations and attitudes around voting. Additionally, the study examines where young student voters get information related to voting processes and ballot issues in order to propose next steps and action efforts to increase voting rates and civic engagement among ASU students. [This research was supported by the Vox Populi Foundation.]