ethanporcaro/eric-fulltext-meta huggingface dataset:
A Strong and Healthy Start: Safety and Health Guidance for Reopening Schools, Fall 2020. Revised
Author: Vermont Agency of Education
Date: 2020-06-17
Type: Guides - Non-Classroom
Subjects: Disease Control,School Closing,Online Courses,School Safety,Students,School Personnel,Screening Tests,Health,School Policy,Special Needs Students,Bus Transportation,School Buses,Transportation,Hygiene,Sanitation,Grouping (Instructional Purposes),Space Utilization,Volunteers,Field Trips,School Buildings,Food Service,Well Being,Mental Health,Social Influences,Communication Strategies,COVID-19,Pandemics

COVID-19 presents novel and unprecedented challenges to our society. The pandemic is placing our economic system, our system of government and every sector and area of human life under great stress, and forcing us to raise to the challenge in new ways. Education is no exception. Educating students, ensuring they make progress, and safeguarding their health, welfare and nutrition has been made vastly more difficult by the presence of the virus. In Vermont, COVID-19 forced the rapid dismissal of schools in March 2020, followed by a period of maintenance of learning, while the education system worked to stand up a Continuity of Learning structure. The education community has worked incredibly hard and risen to the challenge in truly inspiring ways. The lessons learned from these experiences indicate the need to resume in-person instruction of students as soon as safely possible, while continuing to strengthen the Continuity of Learning systems and the ability to be nimble and move quickly to respond to future outbreaks of the virus. The following guidance is drafted with this in mind. It is one of several sets of guidance that will released in the coming weeks, intended to help School Districts and Supervisory Unions (SU/SDs) and independent schools prepare to reopen school in the Fall of 2020. This document is focused on safeguarding student and staff health while operating in-person instruction. [This guide was produced with the Vermont Department of Health.]
A Strong and Healthy Start: Access to Career and Technical Education
Author: Vermont Agency of Education
Date: 2020-06-18
Type: Guides - Non-Classroom
Subjects: State Policy,Access to Education,Vocational Education,High Schools,School Closing,Disease Control,Delivery Systems,Distance Education,Vocational Schools,COVID-19,Pandemics

The State of Vermont's policy is that all Vermonters, including secondary students, should receive educational services that enable them to master the skills essential for further education and training and for successful entry into or advancement in the workplace. As part of this policy, high schools are required to provide genuine access to career and technical education to eligible students. This document serves as a reminder to supervisory union and districts (SUs/SDs) to consider implications for and ensure access to Career Technical Education (CTE) programs when planning for a strong and healthy start to the 2020-2021 school year.
PIRLS 2021 Assessment Frameworks
Author: Mullis, Ina V. S., Ed.
Date: 2019-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Achievement Tests,Grade 4,International Assessment,Reading Tests,Reading Achievement,Reading Comprehension,Reading Strategies,Literacy,Inferences,Questionnaires,Test Construction,Family Environment,Educational Environment,Classroom Environment,Student Characteristics,Reading Instruction,Reading Attitudes,Curriculum,Reading Difficulties

Conducted every five years, Progress in International Reading Literacy Study (PIRLS) assesses international trends in the reading comprehension of young students in their fourth year of schooling--an important transition point in children's development as readers. PIRLS was designed to complement the International Association for the Evaluation of Educational Achievement's TIMSS assessments of mathematics and science at the fourth grade. The first two chapters of the PIRLS 2021 Assessment Frameworks contain the PIRLS 2021 Reading Framework and PIRLS 2021 Context Questionnaire Framework, respectively. The reading framework provides guidelines for assessing reading comprehension at the fourth grade according to a matrix of two reading purposes--literary and informational--by four comprehension strategies (retrieval, inferencing, integrating, and evaluation). The context questionnaire framework describes the topics to be covered by the PIRLS 2021 questionnaires. The third chapter describes the assessment design for PIRLS 2021. Across the past 20 years, linking the PIRLS assessments of reading achievement to the rich array of PIRLS questionnaire data about the contexts in which students learn to read has provided researchers an important source of policy relevant information about how to improve reading education around the world. [For &quot;PIRLS 2016 Assessment Framework. 2nd Edition,&quot; see ED545242.]
Examining the Validity of the SAT® at Higher Education Institutions outside of the U.S.
Author: Marini, Jessica P.
Date: 2020-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Validity,Predictor Variables,Academic Achievement,Foreign Countries,High School Students,Grade Point Average,College Freshmen,Enrollment

This study provides an initial analysis of the validity of the SAT to predict the academic performance of students attending higher education institutions outside of the U.S. The results from these three institutions (located in India, Scotland [United Kingdom], and Lebanon, respectively) provide evidence that the SAT is indeed a strong predictor of student performance at institutions (with instruction in English) outside of the U.S. The results also are similar to those of international students studying at U.S. institutions. Notably, the boost in predictive utility produced by the SAT above high school grade point average (HSGPA) to predict university undergraduate first year grade point average (FYGPA) at each of the three institutions ranged from 26% to 37%, which is even more robust than the SAT boost of 15% seen in the full validity study sample of institutions based in the U.S. Results from this initial sample of international institutions show that the SAT can be an extremely useful tool to inform enrollment-related decisions and ultimately best position all students for success in higher education by understanding which students may need additional academic support to succeed upon admission/enrollment.
Validity of the SAT® for Enrollment-Related Decisions: Focus on International Students Attending College in the U.S.
Author: Marini, Jessica P.
Date: 2020-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,Validity,Test Validity,Scores,High School Students,Grade Point Average,Enrollment,College Freshmen,Predictor Variables,Academic Achievement,Probability,Foreign Students

Recent national research on the validity of the SAT shows that students with higher SAT scores are more likely to earn higher grades in college, and that SAT scores add about 15% more predictive power above high school grade point average (HSGPA) to estimate students' college performance (Westrick, Marini, Young, Ng, Shmueli, &amp; Shaw, 2019). While this large sample included international students attending U.S. higher education institutions, it did not allow for an understanding of how well the SAT predicts college outcomes specifically for international students. The current study is the first analysis of the validity of the redesigned SAT and HSGPA to predict first year college performance for international students attending U.S. institutions. Results showed that SAT scores are strongly predictive of first-year GPA for international students. Also, on average, SAT scores add 44% more predictive power above HSGPA alone to understand how a student will perform in the first year, compared to 15% in the full sample. This is likely because the HSGPA holds a less clear and consistent meaning across students coming from different countries and educational systems outside the U.S., which elevates the utility and value of SAT scores, and the college readiness information conveyed within, to inform enrollmentrelated decisions for international students.
Art and Aesthetics in Higher Education
Author: Süzen, Hatice Nilüfer
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Aesthetic Education,Art Education,Foreign Countries,Student Attitudes,College Students,Knowledge Level,Aesthetics,Educational Objectives,Educational Attitudes

Aesthetics as a discipline studies the nature, content, value and origin of art. The term 'aesthetics' originates from the Greek words 'aisthanesthai' (to hear, to perceive) and 'aisthesisi' (emotion, sense). Art depicts beauty when it reproduces the beauty in nature. Amongst the tasks of aestheticians when studying the universal structure of art is to propose theories. The theory of art explains the reason for accepting objects or events as art by presenting proposals to determine the common features shared by all works of art. The contribution of the interaction of different disciplines to the artistic activities and art views of students should be ensured. In this sense, we will attempt to find an answer to the question 'How can we benefit more from &quot;aesthetics&quot; in the education of art?' Our aim is introducing the concept of aesthetics to individuals and enable them to develop the skills to read art and works of art by employing theories of art in relation to art and aesthetics. More than the quality of education, aesthetic and theoretical knowledge increase the level of appreciation for life; not only do they serve as guides to life, but they also create positive changes in one's social life. The art of aesthetic education in society can create positive effects while making the more common sought after. This should be the aim of aesthetic education. Aesthetic education, aesthetics and art theory can realise the relationship between understanding the artistic expressions of aesthetic judgement ability to reveal the value of expression skills and gain a critical perspective and targeting knowledge to ensure that the individual can produce work of art. Perspective is the creation of aesthetic thinking and problem-solving ability, while imagination is the primary goal for the improvement of education. In this context, we will try to answer the question of how we can benefit more from 'aesthetics' in art and aesthetic education in order to introduce the concept of aesthetics to individuals and provide them the ability to read art and works of art by employing art theories in the relationship between art and aesthetics.
Motivation Differences on Doing Sports Actively at the Department of Physical Education and Sports Teacher in Accordance with Their Grade Levels
Author: Haslofça, Fehime
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Athletics,Physical Education,Teacher Education,Young Adults,Foreign Countries,Instructional Program Divisions,Student Characteristics,Gender Differences,Student Athletes,Undergraduate Students

The purpose of the present research is examining the differences between motivations of Physical Education and Sports (PES) Teaching Department students, who actively do sports in team sports and individual sports branches, in accordance with their grade levels. The participants of the present research are female (n=199) and male (n=344) the total of 543 athletes with age average of 21,25 ±2,66, who study at PES Teaching Departments of Ege and Uludag Universities and do different branches of sports. Sport Motivation Scale (SMS) developed by Pelletier et al. (1995) and adapted for Turkish athletes and tested for reliability and validity by Kazak (2004) was used to collect data. According to data collected from the participants, there are statistically significant differences between different grade levels in terms of &quot;intrinsic motivation&quot; (p&lt;0.05) and &quot;intrinsic motivation to experience stimulation&quot;, which is a sub-dimension of intrinsic motivation (p&lt;0.01) values. Fourth grade students have the highest average of intrinsic motivation while second grade students have the lowest, and first grade students have the highest level of intrinsic motivation to experience stimulation, while second grade students have the lowest average. According to the data related to grade levels by gender, the variations among female students in terms of intrinsic motivation to experience stimulation aren't statistically significant, while the variations among male participants in terms of intrinsic motivation to experience stimulation and &quot;amotivation&quot; values are statistically significant (p&lt;0.05). Among the male participants, fourth grade students have the highest intrinsic motivation to experience stimulation average, while second graders have the lowest; and second grade students have the highest average for amotivation while the third graders have the lowest average for the related value. Data analyses were conducted on SPSS 17.0, and the variations in motivation by grade levels were tested with Mann-Whitney U and Kruskal Wallis tests.
Practice Problems of the Kids&apos; Athletics Program in Turkey
Author: Haslofça, Fehime
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Children,International Programs,Problems,Physical Education

The purpose of this study is to determine the problems encountered in Turkey in the carrying out of the Kids' Athletics Program developed by the International Association of Athletics Federations (IAAF) and discussing the solution suggestions. Between 2000 and 2017, the studies and cases conducted on the Kids' athletics were described by using descriptive screening method. The articles about the Kids' athletics and the internet search engines were scanned and a descriptive design was created. As a result, the IAAF Kids' Athletics Program which is thought to contribute significantly to the education of 7-12 year old children through sports is carrying great importance in cooperation with the relevant institutions in order to be implemented in our country as well as in almost two hundred countries around the world.
The Impact of a Relaxed and Fun Learning Environment on the Second Language Learning
Author: Stoimcheva-Kolarska, Desislava Lyubomirova
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Environment,Second Language Learning,Game Based Learning,Instructional Effectiveness,Play,Student Motivation,Self Esteem,Kindergarten,Foreign Countries,Young Children,English (Second Language),Instructional Materials,Learning Motivation,Anxiety

The overall objective of this study is to examine and analyze the impact of a relaxed and fun atmosphere on the second language learning. This is a mixed method research. It combines some parameters from qualitative and some from quantitative type of research. The children were divided into two groups: experimental and control group with 16 children each. The experimental group were taught through games and the control group through books and worksheets. After the experiment, the children from the two groups were diagnosed again with the same didactic assessment test and their results were registered and analysed. As for the qualitative data, observation was used and thus the data collection methods were observation and experiment. Additional data collection methods were didactic assessment test and statistic tests. The experiment was used a research method and all the data were statistically analysed. The preschool age is also concerned because it is an essential part of the educational process. Games and psychological factors like motivation, anxiety and self-esteem were discussed as the instruments of the affective filter that maintain fun and relaxed atmosphere in the teaching-learning process. A short theoretical and literary research was made first and then a psycho-pedagogical experiment was implemented. The results of the experiment, with two groups of children, were analysed and compared. One group had lessons through games and one group taught through books and worksheets and a comparison was made in the input and output results. According to the findings, the game playing environment is the basic component to keep a fun and relaxed learning atmosphere. Playing games leads to higher and fruitful educational and learning outcomes.
Analysis of the Physical Activity of 7th Grade Students (Boys)
Author: St. Yordanov, Valeri
Date: 2020-06-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Males,Physical Activity Level,Physical Activities,Tests,Physical Fitness,Physical Education,Experimental Groups,Control Groups,Foreign Countries

In connection to studying the physical activity and psycho-physical achievements of the students from 7th grade, tests for physical capacity of boys were conducted at &quot;Hristo Botev&quot; Secondary School, Ruse. The tests are mandatory for all 7th grade boys. 102 students participated in two groups -- &quot;A&quot; and &quot;C&quot; classes--experimental ones and &quot;B&quot; and &quot;D&quot; classes--control ones. These tests improve the motion activity, physical qualities, knowledge and skills of students.
Utah System of Higher Education Data Book, 2020
Author: Utah System of Higher Education (USHE)
Date: 2020-02-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Racial Differences,Ethnicity,Minority Group Students,Budgets,Enrollment,Tuition,Fees,Paying for College,Expenditure per Student,College Faculty,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges,Intellectual Disciplines,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Costs,Salaries,Educational Facilities,State Universities,Vocational Education,Career Education,Technical Education

The Utah System of Higher Education (USHE) Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2020 Data Book covers twelve different subject areas: (1) Degrees &amp; Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2019 Data Book, see ED601922.]
Preschoolers&apos; Broad Mathematics Experiences with Parents during Play
Author: Zippert, Erica L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Children,Parents,Parent Child Relationship,Knowledge Level,Numeracy,Early Experience,Play,Spatial Ability,Pattern Recognition,Mathematics Activities,Mathematics Achievement,Mathematics Skills,Cognitive Development,Intelligence Tests,Parent Participation,Child Behavior

The current study broadens our understanding of preschoolers' early math experiences with parents, recognizing that math knowledge and experiences are inclusive of numeracy as well as non-numeracy domains. Parents and preschoolers (N = 45) were observed exploring three domains of early mathematics knowledge (i.e., number, space, and pattern) during play in three activities (playing cards, building with blocks, and stringing beads, all with activity suggestions). Children were administered a broad math and numeracy measure, and individual measures of spatial and patterning skills concurrently and 7 months later. Dyads explored math broadly across most activities, but emphasized number more than space or patterning. In addition, there was more overall math exploration during card and bead play than block play, with the greatest parent support during card play. Parent support was not linked to children's skills, although children's exploration of space and patterns related moderately to their concurrent spatial and pattern skills. Overall, parents and young children explored a variety of early math domains in guided play contexts, with an emphasis on numeracy. Future work should aim to increase the breadth and rigor of individual concepts that parents and preschoolers explore during play. [This paper was published in &quot;Journal of Experimental Child Psychology&quot; v192 2020.]
Career and Technical Education Annual Report, 2019. Issue Brief No. 2020-2
Author: Carruth, Blair
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Vocational Education,Postsecondary Education,Undergraduate Study,Noncredit Courses,College Credits,Certification,Academic Degrees,Associate Degrees,Tuition,Fees,Wages,Job Placement,Dual Enrollment,High School Students,Federal Aid,Enrollment Trends

Career and Technical Education (CTE) is a key ingredient in meeting the needs of Utah's economy. Utah System of Higher Education (USHE) institutions offer CTE programs in all regions of the state, working closely with local business and industry leaders to develop and deliver programs specifically tailored to local workforce needs. This report includes data on a broad array of CTE offerings, credit and non-credit, provided by USHE institutions. These CTE offerings prepare students for employment in current or emerging occupations that require postsecondary credentials other than a baccalaureate or advanced degree. This report also provides data on statewide programs like Short Term Intensive Training and Custom Fit, where industry-specific courses are provided by USHE institutions. [For &quot;Career and Technical Education. 2018 Annual Report. Issue Brief No. 2018-6,&quot; see ED595862.]