ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Early Education System: Year 2 Evaluation Report
Author: Sharp, Diana
Date: 2020-10-00
Type: Reports - Research
Subjects: Educational Quality,Early Childhood Education,COVID-19,Pandemics,Educational Change,Program Evaluation,Program Effectiveness,Coaching (Performance),Child Care Centers,School Closing,Educational Objectives,Technical Assistance,Caregiver Training,Social Emotional Learning,Emergent Literacy,Outcomes of Education

For thousands of young children in Hillsborough County, Florida, this story includes unprecedented changes in the care and teaching they receive from adults, all of whom are impacted by the societal upheaval caused by the pandemic. The changes in young children's experiences that began on March 13--the day the U.S. government declared the COVID-19 outbreak a national emergency--have the potential to impair their social, emotional, and cognitive growth. For this reason the Quality Early Education System (QEES) program--a comprehensive, multiagency effort to support the adults involved in caring for young children aged birth to 5 years and their families--pivoted on the first day of lockdown to developing new approaches to delivering this support to mitigate the negative impacts of the pandemic on the program's long-term vision: All children arrive at school with the benefit of high-quality positive life experiences that matter for brain development in all of the areas that play critical roles in school success. The plan for the second year of QEES implementation aimed to sustain and build on the program's achievements aligned to its objectives by strengthening program components. With the onset of the pandemic, however, the QEES story shifted. This Year 2 evaluation report is not the envisioned story of how QEES staff strengthened the established program components described herein. Instead, it is an account of how of a program that provides multiple types of training and coaching rose to the challenge after schools and child care centers closed in mid-March, pivoting quickly to reinvent these services and develop additional supports to meet the avalanche of new and evolving needs of young children. Overall, the data QEES collected toward the original program objectives; the comparison of outcome data from October to March of Year 1 and 2; and the testimonials from parents, teachers, and center directors support the conclusion that prior to the pandemic QEES was on track to meet its Year 2 objectives. A comprehensive look at the Year 2 QEES program and the sheer amount of new development that happened as a result of the grit and determination of QEES leaders and staff merits the following conclusion: QEES leaders and staff creatively pivoted the program to meet pandemic needs and successfully provided strong, high-quality, and comprehensive benefits to those in their circle of care. [This report was produced in partnership with Early Literacy Matters, Conscious Awareness Learning Model (CALM), and Hillsborough County, Florida. For &quot;Quality Early Education System: Year 1 Evaluation Report,&quot; see ED613839.]
Educational Administration of Buddhist Schools under OBCP
Author: Saikham, Sunthon
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,School Administration,Educational Administration,Guidelines,Administrator Attitudes,Teacher Attitudes,Curriculum Development,Teaching Methods,Educational Finance,School Personnel,Institutional Evaluation,Foreign Countries,Universities,Theological Education,Religious Schools

The objective of this research was to study: (1) the conditions of educational administration of Buddhist schools under the Office of Buddhism in Chaiyaphum Province (OBSP) in Thailand; and (2) the guidelines to promote the education administration of the mentioned Buddhist schools in the 21st century. This study was undertaken based on mixed methods research. The selected samples included 100 participants (educational administrators and teachers). Selected by purposive sampling, the target group was 12 samples. At this stage, the questionnaire (reliability value = 0.97) and the interview were used to collect the empirical data, later on, being analyzed by the following statistics: Percentage, Mean, S.D., t-test, and f-test (One Way ANOVA). The obtained qualitative data were studied by the descriptive analysis. The research findings indicate that: (1) the overall mean of samples' attitudes on conditions of educational administration of Buddhist schools under OBCP was at a high level. The highest mean was seen in 'Academic Administration,' followed by that of 'General Affairs,' 'Personnel' and 'Finance'; and (2) for the aforesaid guidelines, the pedagogical curriculum of the schools should be up-to-date and adjusted in accordance with learners' needs; technology, more advanced media, and instructional innovations should be taken to improve the school evaluation systems, to develop the learning resources.
Buddhist Educational Administration Vision for Monastic Schools under OBSN, Thailand
Author: Auiwong, Phrakrupalad Boonchuay
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,Educational Administration,Educational Philosophy,Comparative Analysis,Religious Schools,Administrator Attitudes,Teacher Attitudes,Guidelines,Educational Policy,Interpersonal Relationship,Creativity,Educational Planning,Foreign Countries,School Administration

The aims of this research were: (1) to study the educational administration vision based on the Buddhist doctrines for Monastic Schools under Office of Buddhism in Sakon Nakhon (OBSN); (2) to comparatively study the samples' perspectives on the educational administration vision based on the Buddhist doctrines; and (3) to propose the guideline to develop the educational administration vision based on Buddhist doctrines for Monastic Schools under OBSN. The samples of this mixed-method research included 105 administrators and teachers from the Monastic Schools in Sakon-Nakhon. In this study, the interview and a questionnaire were used to collect data from the above-mentioned participants. The research indicated that: (1) the educational administration vision for Monastic Schools based on the Buddhist doctrines were statistically rated at a high level; (2) based on the comparative study, the samples' perspectives on the educational administration vision were statistically indifferent; and (3) the guidelines to develop the educational administration vision based on Buddhist doctrines are as follows: (1) there should be an operative plan together with the long term policies and creative vision; (2) educational management should be carried out based on the public benefits and personnel management should be conducted in line with their capacity and suitability; and (3) human relations, awareness and personnel potentials in schools should be studied and properly managed.
Quality Early Education System: Year 1 Evaluation Report
Author: Sharp, Diana
Date: 2019-10-00
Type: Reports - Research
Subjects: Educational Quality,Early Childhood Education,Program Evaluation,Program Effectiveness,Educational Objectives,Kindergarten,Technical Assistance,Coaching (Performance),Child Care Centers,Certification,Social Emotional Learning,Early Childhood Teachers,Caregiver Training,Emergent Literacy

The Quality Early Education System (QEES) program is based on a vision where all children arrive at school with the benefit of high-quality positive life experiences that matter for brain development in all of the areas that play critical roles in school success. This vision is greatly needed in Hillsborough County, Florida, where data from 2018 indicate that only 50% of children arrive ready for school (Sokol, 2018). The key strength of the QEES program lies in its ambitious commitment to dramatically impact the quality of children's experiences prior to school at a level that can significantly improve children's chance for school success. This Year 1 report tracks the progress of the initial objectives set by the QEES program using measures and data developed and collected by the QEES team, led by Program Director Marni Fuente. The report presents each objective with an analysis of the breadth and effectiveness of the services provided. Breadth refers the quantity of the objective, whereas effectiveness refers to the quality of the objective. To be considered a success, the breadth and effectiveness targets of each objective need to be fulfilled. Overall, the QEES program demonstrated impressive success for both breadth and effectiveness targets. For 6 of the program's 9 objectives, the breadth and effectiveness goals met and exceeded, and in many cases the target was greatly exceeded. Not all of the targets were reached, but even in those cases the results illustrate large numbers of participants served effectively. [This report was produced in partnership with Early Literacy Matters, Conscious Awareness Learning Model (CALM), and Hillsborough County, Florida.]
Investigation of Education Faculty Students&apos; Views on Distance Education: The Example of Inonu University, Turkey
Author: Kaya, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Distance Education,COVID-19,Pandemics,School Closing,College Students,Conventional Instruction,Teacher Education Programs,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,Access to Computers,Internet,Educational Environment,Geographic Location,Educational Technology

In the century we live in, technological developments are advancing faster than ever, and the world is changing irresistibly. With the Covid-19 epidemic, this change has moved to a very different dimension. Especially today, the pandemic conditions of the whole world have increased the importance of distance education by directing education to the digital field. The aim of this study is to examine the views of education faculty students towards distance education. This research, which aims to examine the views of education faculty students on distance education, is a quantitative method and causal comparison model research. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. While determining the stratum, the gender variable was taken as a basis. The data of the research were collected with the &quot;Distance Education Evaluation Scale&quot;. The obtained data were subjected to independent groups t-test, one-way ANOVA and descriptive statistics tests. According to the research findings, students preferred distance education to face-to-face education. In addition, in terms of the efficiency of the distance education process, it is important to use computers and students to have their own rooms.
Issues and Concerns in Classroom Assessment Practices
Author: Areekkuzhiyil, Santhosh
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Formative Evaluation,Summative Evaluation,Test Validity,Test Reliability,Test Construction,Test Interpretation,Test Bias,Test Format,Computer Assisted Testing,Group Testing

Assessment is an integral part of any teaching learning process. Assessment has large number of functions to perform, whether it is formative or summative. This paper analyse the issues involved and the areas of concern in the classroom assessment practice and discusses the recent reforms take place. [This paper was published in Edutracks v20 n8 p20-23 Apr 2021 (ISSN 0972-9844).]
Nebraska&apos;s Core Competencies for Early Childhood Professionals. Revised
Author: Nebraska Department of Education, Office of Early Childhood
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Teacher Competencies,Preschool Education,Early Childhood Education,Preschool Teachers,Early Childhood Teachers,Child Development,Child Health,Child Safety,Nutrition,Educational Environment,Planning,Curriculum Development,Interpersonal Competence,Social Development,Emotional Development,Observation,Documentation,Student Evaluation,Family School Relationship,Professionalism,Teacher Leadership,Teacher Qualifications,Self Evaluation (Individuals)

In 2006, several dedicated early childhood professionals began work on the creation of the &quot;Nebraska Core Competencies for Early Childhood Professionals.&quot; Representatives from across Nebraska worked together. After the input from various focus groups, the document became public in July of 2007. The current revision process began in late 2016. Core Competencies are what all adults who work with children need to know, understand, and be able to do. With these competencies, adults can support children's development and school readiness in any setting or capacity. The following nine areas of core competencies are presented: (1) Child Growth and Development Competencies; (2) Health, Safety, and Nutrition Competencies; (3) Learning Environments Competencies; (4) Planning Learning Experiences and Curriculum Competencies; (5) Competencies for Relationships and Social-Emotional Guidance; (6) Observation, Documentation, and Assessment Competencies; (7) Partnerships with Families and Communities Competencies; (8) Professionalism and Leadership Competencies; and (9) Administration, Program Planning, and Development Competencies. [For the current revision, the Nebraska Department of Education (NDE) received support from two national organizations: BUILD Initiative and Center for Enhancing Early Learning Outcomes (CEELO). The development of Nebraska's Core Competencies was supported in part by the federal Child Care Development Funds made available through the Nebraska Department of Health and Human Services and Nebraska Department of Education.]
Teacher Mental Health Check-In Survey. Pandemic Research Report. Document 13-1
Author: Canadian Teachers' Federation
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Foreign Countries,Mental Health,Well Being,Teacher Attitudes,Teaching Conditions,Emotional Response,Fatigue (Biology),Coping,Physical Health,Stress Variables,Stress Management,Faculty Workload,Intervention,Access to Health Care,Disease Control,Educational Finance

In October 2020, the Canadian Teachers' Federation (CTF/FCE) released the &quot;Canadian Teachers Responding to Coronavirus (COVID-19) -- Pandemic Research Study. National Summary Report. Overview&quot; (ED610460). That document is an important baseline for understanding the impacts of teaching during a pandemic, and supports needed for teacher mental health as the COVID-19 pandemic unfolds. This &quot;CTF/FCE Mental Health Check-in Report&quot; analyzes the follow-up &quot;pulse&quot; style CTF/FCE Survey on the mental health and well-being of teachers in the 2020-2021 school year, documenting the continued detrimental effects of the prolonged pandemic on teachers' mental health and well-being. The (CTF/FCE) Mental Health Check-in Survey was conducted in both Canadian official languages from October 16-25, 2020, with a total of 13,770 completed responses. The CTF/FCE Survey was voluntary, and applied to educators who were currently teaching in the 2020-2021 school year. Response frequency for the Survey was very high, averaging almost 570 responses per day over a ten-day period (568 responses/day). Comparatively, the Pandemic Research Study in June, 2020 garnered an average of 216 responses per day and a total of 15,119 responses over a two-week period. This shows the current Mental Health Check-in garnered almost double the frequency of responses even over a shorter Survey timeframe, signaling the importance of mental health as a topic. The Survey was distributed through CTF/FCE Member Organization networks and through snow-ball recruitment using social media platforms, Twitter and Facebook. The CTF/FCE Mental Health Check-in Survey comprised of ten closed-ended questions on mental health and well-being, and included baseline questions on teachers' current mental state and stress levels, Likert scales on emotional and physical well-being, and comparative longitudinal questions. These questions, replicated from the June 2020 CTF/FCE Phase One study, offer longitudinal data on teachers' baseline feelings of well-being, the state of their physical health, and their top concerns for their mental health and well-being. A comparative discussion of these longitudinal results appears in this report. This report provides a detailed analysis of the ten close-ended questions on mental health and wellbeing from the CTF/FCE Mental Health Check-in Survey. Results from demographic questions appear in the Appendices of this report. Analyses are displayed in graphs, heat maps, and frequency charts depending on the question. Each question is then broken down and discussed using key results, and comparative longitudinal markers from the June 2020 Survey.
Accelerating Student Learning with High-Dosage Tutoring. EdResearch for Recovery Design Principles Series
Author: Robinson, Carly D.
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),Tutoring,Evidence Based Practice,COVID-19,Pandemics,Teacher Effectiveness,Elementary School Students,Secondary School Students,Instructional Design,Educational Assessment,Alignment (Education),Scheduling,Distance Education,Individualized Instruction

This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Rigorous research provides strong evidence that high-dosage tutoring can produce large learning gains for a wide range of students, including those who have fallen behind academically. This brief provides information on design principles for effective tutoring including: frequency, group size, personnel, focus, measurement, relationships, curriculum, scheduling, delivery mode, and prioritization. [This brief was prepared in collaboration with the University of Virginia, School of Education and Human Development.]
Can the Proof Image Exist in the Absence of the Formal Proof?: Analyses of an Unsuccessful Proving Attempt
Author: Pala, Ozan
Date: 2021-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Validity,Mathematical Logic,Algebra,Preservice Teachers,Student Attitudes,Teaching Methods,Task Analysis,Problem Solving,Middle School Teachers,Cognitive Processes,Foreign Countries

As proof and proving are the key elements of mathematics, several frameworks evaluating this process have been presented. Proof image, being one of them, was introduced by Kidron and Dreyfus (2014) through analyses of two mathematicians' activities. Authors clarified it in the context of components, and emphasized its relation with formal proof. However, despite mentioning its possibility, they didn't present any case where proof image exists without the formal proof. This led us investigating dynamics of such cases. Multi-stage sampling was preferred, and 120 pre-service teachers were asked to prove two theorems about algebra firstly. Then, task-based interviews were conducted with 3 participants, who proved both theorems. Moment-by-moment analyses were conducted and sub-dimensions were discussed in detail. Additionally, role of &quot;enlightenment&quot; was reinterpreted and feeling dimension was elaborated. Consequently, it was identified that one participant had an image although she couldn't reach the formal proof, and her story was presented.
Informant Reports in Clinical Assessment
Author: De Los Reyes, Andres
Date: 2021-00-00
Type: Reports - Research
Subjects: Self Evaluation (Individuals),Mental Health,Scores,Rating Scales,Selection Criteria,Clinical Diagnosis,Evaluation Methods,Data Collection,Best Practices,Decision Making

Clients display considerable variations in functioning across the contexts that encompass their social environments (e.g., home, school/workplace, peer interactions). No single measurement method can fully capture these variations. Yet, assessors must balance the need to accurately capture clients' clinical presentations, and at the same time attend to clinical feasibility when considering which measures to use. We describe one method--informants' subjective reports about clients' mental health--and highlight research and theory that connects scores on informants' reports with scores on non-subjective methods (e.g., observed behavior, performance-based tasks, official records). We also discuss issues in use and interpretation of informants' reports, provide recommendations for clinical assessments, and outline important directions for future research and practice. [This chapter will be published in: G. Asmundson (Ed.), &quot;Comprehensive Clinical Psychology, 2nd ed.&quot; New York, NY: Elsevier.]
Test-Optional Admissions Policies: Evidence from Implementations Pre- and Post-COVID-19. Policy Brief
Author: Schultz, Laura
Date: 2021-06-17
Type: Reports - Descriptive
Subjects: College Admission,Educational Policy,College Entrance Examinations,Program Implementation,COVID-19,Pandemics,Enrollment

As did the vast majority of higher education institutions, SUNY implemented test-optional admissions policies across all campuses for students applying to enroll in Fall 2021. SUNY and its peers made this decision in direct response to the COVID-19 pandemic, which reduced applicants' access to SAT/ACT testing. A majority of these schools have extended their test-optional application policies through the Fall 2022 admissions cycle and many have committed to remain test-optional for 2023. The number of schools that are committing to permanently implementing test-optional admissions is growing, too. Test-optional policies are not new and notable state systems such as University of California's began their move to drop consideration of SAT/ACT scores in admission decisions well before the COVID-19 crisis. Still, the pandemic resulted in a surge of public and private colleges, universities, and systems not only enacting temporary test-optional admission practices but also considering longer-term and permanent establishment of such policies. In this policy brief the authors address the following questions: (1) What evidence exists on the effectiveness of test-optional admissions policies to increase applications, stimulate more diverse enrollment, and enhance student success?; (2) What is the evidence from SUNY's test-optional pilot program?; (3) What decisions have SUNY's peer institutions announced?; and (4) What additional questions and data could SUNY consider before making a permanent decision? As New York State rides through the continuing uncertainties and disruptions to the traditional standardized college placement test cycles during what are hopefully the remaining several months of the COVID-19 pandemic, purposeful data collection on test-optional admissions will provide a strong foundation for the development of a long-term policy.