ethanporcaro/eric-fulltext-meta huggingface dataset:
After-Action Reports: Capturing Lessons Learned and Identifying Areas of Improvement. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,School Safety,Planning,Program Evaluation,Drills (Practice),Feedback (Response),Program Improvement,Best Practices

After an emergency event has occurred on campus and the education agency has activated the emergency operations plan (EOP), it is likely that the planning team has feedback and lessons learned. Similarly, after conducting an emergency exercise -- whether it be an orientation, tabletop exercise, drill, functional exercise, or full-scale exercise -- the planning team, the response team, community partners (if they participated), and/or other members of the whole school/campus community are likely to have reflections on the successes and/or challenges of the exercise. This information is critical to strengthening, maintaining, and refining the EOP. But how are the feedback and reflections captured, so that the EOP can be improved? The planning team can debrief together after the emergency event or exercise and create an after-action report that evaluates results, identifies gaps or shortfalls, and documents lessons learned. This fact sheet provides an overview of after-action reports, best practices, and additional resources.
Charter Schools: Emergency Management Planning for All Settings. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Emergency Programs,Crisis Management,Cooperative Planning,School Safety,Partnerships in Education,Community Involvement,School Community Relationship

Though part of the larger public school system, charter schools typically do not operate in school buildings and are not always mandated to follow the same rules and regulations for school districts, which can make planning efforts for funding, facilities, and emergency management difficult to navigate. Charter schools typically receive per pupil public funding based on student enrollment, but the way they use this funding to acquire, maintain, and operate their facilities varies. The purpose of this fact sheet is to provide considerations for charter school operators, administrators, and safety planning teams and their community partners to think about in their emergency management planning efforts. The fact sheet presents points to consider when developing an emergency operations plan (EOP), methods of engaging the community and promoting partnerships in emergency management planning, and resources.
Collaborating with K-12 Administrators: Engaging Leadership in School Emergency Operations Plans. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Crisis Management,Elementary Secondary Education,Cooperative Planning,Administrators,School Safety,Community Involvement,School Community Relationship,Partnerships in Education,Administrator Role

K-12 administrators, such as district superintendents, school principals, and assistant principals, must support and engage in emergency management planning in order to develop, implement, and maintain comprehensive school emergency operations plans (EOPs). Engaging school administrators is crucial because their involvement is essential to elevating emergency management to a high priority at every school system level, administrative department, and school building. Administrator engagement also will lead to greater involvement of teachers and other school-based staff members. This fact sheet intends to provide school and school district staff, teachers, and school safety leaders with information and strategies to engage administrators in this important work.
Developing a Bomb Threat Annex: Enhancing the Higher Ed Emergency Operations Plan. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: School Safety,School Security,Emergency Programs,Violence,Weapons,Campuses,Higher Education,Universities,Black Colleges,Planning,Program Implementation,Risk Assessment

Our nation's postsecondary institutions are entrusted to provide a safe and healthy learning environment for the students, faculty, and staff who live, work, and study on campus. Planning for emergencies may be challenging for institutions of higher education (IHEs) because of geography, environment, governance, around-the clock-operations, and the multiage population served. While the risk and vulnerability for certain types of threats and hazards may be driven by location and other factors, some threat and hazard types, including bomb threats, can universally impact all IHEs. However, in 2022, there was an unprecedented spike in bomb threats targeted at Historically Black Colleges and Universities (HBCUs). In the first 3 months of 2022, more than one-third of our country's HBCUs received bomb threats. As a result of these threats, learning was disrupted and critical resources were diverted to emergency response, adding to the burden already placed on overwhelmed campus mental health systems. Considering this rise in bomb threats and the high number of those bomb threats disproportionately targeting HBCUs, additional resources, strategies, and planning are needed to maintain the safety and security of all students, faculty, and staff, regardless of the institution type. This fact sheet outlines how IHE core planning teams can plan for potential bomb threats through the creation and modification of a higher education emergency operations plan (EOP) that addresses the threat in a Bomb Threat Annex.
Integrating K-12 Students with Disabilities into School Emergency Management Planning. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Students with Disabilities,Emergency Programs,Educational Planning,Equal Education,Specialists,Student Needs,Crisis Management

Taking an inclusive and equitable approach to emergency management planning means considering the needs of the most vulnerable populations first. Students with disabilities (SWDs) are entitled to the same emergency services as their nondisabled peers and should be considered and included during emergency management planning. Taking an equitable approach to emergency management planning does not have to be a daunting or costly task. It simply requires administrators and officials to consider the entire school community, from students and staff members to visitors and volunteers, and then take the appropriate actions to ensure the safety of all. This fact sheet provides steps and resources for creating an effective and manageable plan that does not exclude or impede any student's safety.
Resources on the Role of School Administrators in School Safety Efforts. School Administrators Resource List
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Administrators,School Administration,Administrator Role,Emergency Programs,Readiness,School Safety,Planning,Elementary Secondary Education,Students with Disabilities,Rural Schools,Principals,School Role,School Districts,Check Lists,Resources,Program Evaluation

Herein, the Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center provides a list of resources for school administrators to use to assist in school safety efforts. The list includes the following categories of resources: (1) Before an Emergency; (2) During an Emergency; (3) After an Emergency; and (4) Emergency Operations Plan (EOP) Development and Annexes.
Pandemic Planning: Developing an Infectious Disease Annex. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Disease Control,School Districts,Emergency Programs,Planning,Partnerships in Education,Mental Health,Educational Facilities Planning,Prevention

Although schools and school districts have experience planning for biological hazards (such as contaminated food) and types of infectious diseases (seasonal flu, Staphylococcus aureus, meningitis, etc.), pandemics often present unique challenges and greatly impact efforts to ensure continuity of teaching and learning, as well as safety. The Centers for Disease Control and Prevention (CDC) define a pandemic as a global outbreak of a new influenza A virus. Pandemics happen when new (novel) influenza A viruses emerge and have the potential to infect people easily and spread from person to person in an efficient and sustained way. This fact sheet provides school district leaders and school core planning teams with recommendations to develop or enhance an Infectious Disease Annex within an emergency operations plan (EOP) and considerations specific to pandemic planning.
Perceptions of Students and Instructor about the Use of Moodle/Office365 Portal in Educational Activities: A Case Study at EMU
Author: Guler, Mustafa
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Attitudes,Integrated Learning Systems,College Faculty,Teacher Attitudes,Undergraduate Students,Student Motivation,Learning Activities,Computer Science Education,Legal Education (Professions),Computer Software,Introductory Courses,Usability,Foreign Countries

In this study, the perceptions of students and faculty members regarding the use of Moodle/Office365 system in educational activities were examined. Perceptions have been examined from three different perspectives: These are the effect, usefulness and ease of use of the technology used on students' motivation in learning activities. Students enrolled in Computer for Law (ITEC190) and Introduction to Computers (ITEC115) courses using the Moodle/Office365 system and the instructor of the course participated in the study in the spring semester of 2019-2020. This study was conducted within the framework of using qualitative and quantitative research methods. The research group consists of 106 students enrolled in the courses in the Faculty of Education and other faculties and the lecturers of the courses. As a result of this study, it was understood that the participants believed that the Moodle/Office365 system was a useful and easy to use technology. It has been observed that students and faculty member find it useful to use this new system in learning environments. In addition, it is thought that the use of this new system by students and faculty has a positive effect on students' motivation in learning activities.
Students&apos; Perceptions in Hybrid Methods of Teaching and Assessment in Computer Literacy Courses
Author: Elmas, Mevlüt
Date: 2022-06-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Computer Literacy,Computer Science Education,Introductory Courses,COVID-19,Pandemics,Legal Education (Professions),Student Attitudes,Gender Differences,Instructional Effectiveness,Psychological Patterns,Online Courses,In Person Learning,Undergraduate Students,Foreign Countries,Student Evaluation,Videoconferencing,Course Content,Student Characteristics

Everyday, technology in our life changes quickly. Every development made by humans in the field of technology affects the way of our life, and education is not an exception. We now have a variety of learning methods in addition to conventional, in-person instruction. This research was carried out in the &quot;Computer for Low&quot; (ITEC190) and &quot; computer introductory&quot; (ITEC115) courses of Eastern Mediterranean University in the 2019-2020 Spring semester. In these courses, hybrid learning was applied and students' perceptions of the effectiveness of this method was investigated. The results showed that the students had positive opinions about this method in the classrooms with hybrid learning. Furthermore, students' perceptions on the learning environment can be defined favorably. Learners could only physically join courses for 4 weeks because of the COVID-19 outbreak. The remaining classes has been taken online. Some learners said they experienced loneliness as a result. Moreover, there is a statistically significant difference in the participants' perceptions by gender. However, the findings showed that there was no significant difference in the perceptions of the participants depending on how many hybrid courses they had taken before.
An Investigation of Play-Based Instruction Practice and Challenges in Hawassa College of Teacher Education
Author: Tomora, Dereje Dakamo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Early Childhood Teachers,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Teacher Educators,Student Attitudes,Teacher Attitudes

It is obviously known that young children learn best through play-based, community-based and project-based approaches to learning. Play is an every thing for children through which they experience the world. A child playing is practicing minds-on, hearts-on and hands-on activities. This study was aimed at the exploration of play-based instruction at Hawassa College of Teacher Education in Ethiopia. It followed a qualitative research design; phenomenological approach in which reality is viewed in constructivist o/interpretivist paradigm. Total participants of the study were 8 involving 2 teacher educators and 6 prospective teachers from early childhood care and education department. All participants were selected purposively. Document analysis, FDG and interview were the main data gathering tools. Data was analyzed thematically through transcription of interviews and FGDs in to meaningful statements. Findings of the study reveal that play-based instruction implementation in the study area is poor. TLM developed for the program was not suitable for it. Teacher educators' perception about the practice is not constructive. Trainees are trained in a very similar way to primary school trainees. Therefore; the researcher strongly suggests that early childhood teacher training needs to be revised so as to incorporate play-based pedagogy. Again, teacher educators require trainings. Lastly, colleges of teacher education should establish playgrounds, resource rooms and model ECCE classes so as to promote the training program.
Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades
Author: Taboada Barber, Ana
Date: 2022-01-25
Type: Reports - Research
Subjects: Anxiety,Reading,Reading Achievement,English Language Learners,Bilingualism,Monolingualism,Elementary School Students,Grade 3,Grade 4,Grade 5,Reading Habits,English,Spanish Speaking

Socio-emotional constructs have been receiving increased attention as contributors to children's literacy development. However, in comparison to positive socio-emotional constructs, negative socio-emotional constructs have been understudied with respect to their role in reading achievement in both dual language learners (DLLs) and English speakers (ESs). The present study addressed this gap by examining reading anxiety in 339 DLLs, who primarily spoke Spanish as their first language, and 178 ESs in Grades 3-5 using a latent variable approach. Structural equation modeling (SEM) was used to form latent variables for reading anxiety, reading engagement, and reading achievement, compare latent variable means for DLLs and ESs, and examine relations among the three focal constructs across the two language groups. The DLLs and ESs showed similar levels of reading anxiety and reading engagement, although the ESs showed stronger reading achievement. Further, for both DLLs and ESs, reading anxiety related negatively to reading achievement, both directly and indirectly through reading engagement, controlling for grade level. However, both the direct and indirect effects were greater for DLLs than ESs. In the discussion, we interpret these results in the context of theoretical views of the potential mechanisms linking reading anxiety and achievement, giving attention especially to the multidimensional nature of reading engagement and the possible role of stereotype threat. Based on the current findings and other recent research, we conclude by contending that reading anxiety merits increased scrutiny by researchers and educators endeavoring to understand and strengthen children's reading achievement. [This paper will be published in &quot;Reading Research Quarterly.&quot;]
A Meta-Analysis Examining the Effect of E-Book Use on Literacy Outcomes for Students in Grades K-12
Author: Swanson, Elizabeth
Date: 2020-01-21
Type: Information Analyses
Subjects: Meta Analysis,Electronic Publishing,Reading Skills,Outcomes of Education,Comparative Analysis,Reading Comprehension,Kindergarten,Elementary Secondary Education,Effect Size,Teaching Methods,Guidelines,Validity,Phonics,Oral Reading,Reading Fluency,Vocabulary Development

To better understand the impact of using e-books on students' reading outcomes, we conducted a meta-analysis of 14 studies with students in grades K-12 published between 2007 and 2018. Findings revealed an average effect size across all studies and reading outcomes of 0.9 that did not differ significantly from zero. There was also no statistically significant difference between e-book and non-e-book conditions on measures of reading comprehension. While these findings present preliminary evidence that e-books may be a viable alternative to traditional print books for supporting students' reading comprehension development, reasons for interpreting these findings with caution are presented. [This is the online version of an article published in &quot;Reading and Writing Quarterly&quot; (ISSN 1057-3569; EISSN 1521-0693). For the final published version of this article, see EJ1264764.]
Developing Proficiency with Teaching Algebra in Teacher Working Groups: Understanding the Needs
Author: Hatisaru, Vesife
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,Faculty Development,Teacher Collaboration,Communities of Practice,Pedagogical Content Knowledge,Problem Solving,Mathematical Logic

This study reports on a professional learning (PL) initiative aimed at establishing a community of practice, through teacher working groups in which teachers can explore and develop their algebraic pedagogical content knowledge (PCK). Here we report on teachers' solutions to three differently represented algebraic problems and explore what the nature of their solutions tells us about their algebraic reasoning and their PCK. The findings showed that most participants favoured only one solution and provided useful insights for the value of teacher working groups in PL activities to develop teachers' algebraic reasoning, understanding, and extend their range of problem-solving strategies.
Designing Specific Tools to Enhance the Numeracy of Adults with Intellectual Disabilities
Author: Gaunt, Lorraine
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Numeracy,Adult Education,Intellectual Disability,Design,Daily Living Skills,Task Analysis,Personal Autonomy,Learning Processes,Goal Orientation,Scoring,Physical Activities,Competence,Audio Equipment

Design Research (DR) has been used to develop means of supporting mathematical learning for typically-developing students. This study investigated the use of DR to develop context specific tools to support adults with intellectual disabilities (ID) to improve their numeracy capabilities and engagement in daily tasks. Using observation and interview data, findings demonstrated increased engagement and participation in the numeracy demands of these tasks. Participants reported positive perceptions of improving competence and increases in independence. This study demonstrates the application of DR to the field of numeracy and adults with ID and the usefulness of context specific designed tools to support numeracy learning and independence.
Embodied Task to Promote Spatial Reasoning and Early Understanding of Multiplication
Author: Putrawangsa, Susilahuddin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Spatial Ability,Teaching Methods,Multiplication,Problem Solving,Thinking Skills,Elementary School Students,Grade 2,Freehand Drawing,Cognitive Processes

This study enquires into the embodied processes of children in solving multiplication tasks, considering how such processes can expand access to spatial reasoning skills and simultaneously develop students' understanding of multiplication. The analysis focused on four Year 2 students as they completed two embodied tasks. The aim was to understand how embodied tasks could stimulate students to use spatial reasoning to explore and understand multiplication as equal groups in array forms. The findings suggest that engaging students with embodied tasks stimulate them to think about mathematics spatially and reflect on their thinking about mathematical ideas.
Evaluating Factors That Influence Young Children&apos;s Attitudes towards Mathematics: The Use of Mathematical Manipulatives
Author: Quane, Kate
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Teaching Methods,Mathematics Instruction,Manipulative Materials,Learning Experience,Models,Self Efficacy,Mathematics Skills,Elementary School Students,Concept Formation,Mathematical Concepts,Freehand Drawing,Mathematics Curriculum,Foreign Countries

The use of manipulatives to develop conceptual understanding appears to be a prevalent practice in many mathematical learning experiences, particularly in the early years of schooling. This study evaluates the impact of mathematical manipulatives on young children's attitudes towards mathematics (YCATM). The modified three-dimensional model of attitude (MTMA) and Bruner's experiential stages were used to investigate how manipulatives influence YCATM. The findings suggest that young children enjoyed using manipulatives, contributing to their Vision of Mathematics and Perceived Competence. However, the transition between enactive, iconic, and symbolic experiences can contribute to the formation of negative attitudes.
Testing New Items About Bullying and Other School Experiences in the 2019 School Crime Supplement to the National Crime Victimization Survey. NCES 2022-033
Author: Burns, Erin
Date: 2022-07-00
Type: Reports - Research
Subjects: National Surveys,Bullying,Crime,Victims of Crime,Incidence,Test Construction,Sampling,Weighted Scores,Item Response Theory,Response Rates (Questionnaires),Drug Abuse,Juvenile Gangs

The NCVS is the nation's primary source of information on the nature of criminal victimization. The NCVS collects data each year from a nationally representative sample of households on the frequency, characteristics, and consequences of criminal victimization in the United States. Currently, the NCVS includes four supplemental surveys that are administered on a rotating basis and focus on emerging crimes and special populations to produce estimates that are different from the core NCVS collection. This report outlines the development, methodology, and results of the split-sample administration of the 2019 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The NCVS is sponsored by the Bureau of Justice Statistics (BJS) at the U.S. Department of Justice.
The Gateway to English: A Textbook to Americanism
Author: Cohen, I. David
Date: 1920-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Teaching Methods,Hygiene,Prosocial Behavior,Social Behavior,United States History,Pronunciation Instruction,Drills (Practice),Drama

This textbook is an Americanization course that teaches English with situational readings for using English in daily activities and learning manners, customs, geography, and hygiene, as well as readings in American history. Reading, conversation, pronunciation drills, composition, and dramatization are used in lessons.