ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of Youth Employment: Navigating the World of Work during COVID-19. The YES Project
Author: Flanagan, Sean K.
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Youth Employment,Young Adults,Adolescents,Labor Market,Minority Groups,Barriers,Mental Health,Anxiety,Economic Climate,Employment Level,Racial Discrimination,Gender Discrimination,Social Networks,Futures (of Society)

The State of Youth Employment is the second segment of a research series focused on understanding the experiences, assets, and conditions that shape young people's career development. Finding a Way Forward--a 2020 exploratory study based on interviews with young people across the country--yielded several findings about how young people experience entry to and growth within the world of work. Insights included how young people conceptualized becoming ready for work, the connections and support that facilitate their professional development, and the inseparable relationships between their professional and personal lives. The State of Youth Employment builds upon that qualitative study to explore the state of young people within the workforce in this current moment in history. This publication aims to elevate young people's work and career experiences over the past year to inform youth-centered policy, practice, and economic recovery efforts moving forward. [For &quot;Finding a Way Forward: Young People's Experiences Navigating the World of Work,&quot; see ED610277.]
Students Enhancing Social Connections through Co-Construction of Mini-Memoirs with Seniors
Author: Jacobs, George M.
Date: 2022-07-19
Type: Reports - Descriptive
Subjects: Autobiographies,Older Adults,Students,Secondary School Students,Postsecondary Education,Memory,Interpersonal Relationship,Service Learning,Psychology,Well Being,Sustainable Development,Confidentiality,Revision (Written Composition)

This article proposes that students heighten their own social connections and those of seniors by co-creating mini-memoirs with older people. Mini-memoirs are short collections of self-selected memories that the seniors wish to save and to share with others through various modes of communication and in any language. Drawing insights from such areas as Positive Psychology and Service Learning, the article suggests possible benefits of the memoir co-creation process for both the seniors and the students. Recommendations are made about how to do, store, and share memoirs. The article argues that co-constructing memoirs represents one important path toward a more connected, more reflective, more sustainably developed, and healthier world.
Impact and Gaps of Inequitable Resources in Art Education in Urban Environments
Author: West, Kylie Doherty
Date: 2022-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Equal Education,Art Education,Urban Schools,Elementary Secondary Education,Access to Education,Educational Legislation,Federal Legislation

Art Education is vital to rounded skill-growth in students and schools. The skills learned in art education are transferable to the academic subjects students work in, and to their lives outside the school. In the United States of America, resources and accessibility to in-depth art education vary widely. The experiences between students in kindergarten to twelfth-grade are inequitable both in fiscal and content settings. Without equitable resources, teachers are not able to support the creative growth and skill-building essential to students' holistic lives. Furthermore this inequity leads to or accentuates gaps in education between students in the same age groups. This thesis explores the phenomenon of inequitable art education in the Pennsylvania and New Jersey area, and compares and contrasts the experiences of participants in different schools. This study includes teachers, students, and experts in the art education field with research conducted to understand where disparities in resources and accessibility come from, the impact these disparities have on the individuals in the art education setting, and how the gaps can be overcome through additional support and programs.
Effects of the Lockdown on Perceived Stress and Well-Being: A Study on Italian University in the First Period of Isolation Due to COVID-19
Author: Parlangeli, Oronzo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Anxiety,Well Being,Foreign Countries,College Students,COVID-19,Pandemics,Distance Education,College Faculty

This study investigated the effect of the isolation during the lockdown period on psychological distress and well-being in a sample of professors (N=150), students (N=150) and technical administrative staff (N=150) from 3 Italian Universities, in the region of Tuscany. We administered a self-reported online questionnaire to collect socio-demographic information, investigate issues in work and study life, and assess the level of perceived stress and psychological well-being. The results of this study indicate that under conditions of isolation perceived stress levels are increased, and this is related to the experience of an unpleasant house environment. This is also significantly predicted by the occurrence of issues with online lectures and administrative activities for university professors or by having issues with managerial support for technical administrative staff. On the other hand, for university students, a good relationship with other students is of great importance to maintain a high level of mental well-being and being male is a protective factor. Evidently, aspects related to the deprivation of opportunities for peer relationships are experienced as particularly problematic. [For the full proceedings, see ED621108.]
Exploring Numbas Formative Feedback for Teaching and Learning Mathematics: An Affordance Theory Perspective
Author: Hadjerrouit, Said
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Teacher Attitudes,Affordances,Formative Evaluation,Feedback (Response),Usability,Navigation (Information Systems),Computer Assisted Instruction,Mathematics Instruction,Textbooks,Mathematics Skills,Problem Solving,Learning Motivation,College Students,Foreign Countries

The purpose of this article is to explore students' and teachers' perceptions of affordances, and their actualization while interacting with the e-assessment system Numbas and its effect in terms of formative feedback delivery. The article uses affordance theory and a qualitative research design approach to analyze data using semi-structured interviews. Eight interviews were conducted with six students and two teachers. The results reveal the actualization of several affordances such as ease of use and navigation, variation in mathematical contents, congruence to textbook mathematics, support for pen and paper skills, learner autonomy and motivation to engage in mathematical problem-solving. Conclusions and future work based on comparative studies are drawn from the results to promote Numbas formative feedback for teaching and learning mathematics. [For the full proceedings, see ED621108.]
Considerations for the Design of Virtual Learning Environments: A Proposal for Instruccional Model Based on Cognitive Functions and Didactic Strategies
Author: Herrera Batista, Miguel Angel
Date: 2006-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Foreign Countries,Learning Processes,Teaching Methods,Online Courses,Blended Learning,Universities,Conventional Instruction,Virtual Classrooms,Cognitive Ability,Curriculum Development,Technology Integration,Sensory Experience

This paper presents an instructional model, developed as part of a research in the Autonomous Metropolitan University, Azcapotzalco, Mexico City. Elements of virtual learning environments and cognitive functions in the learning process supported by didactic strategies are described. Some general characteristics of instructional design are included with our proper approach concerning the basic functions of the new technologies: the provision of sensory stimuli and the cognitive mediation. This model sets out as a guide for the development of virtual learning environments in any educational modality: online, face to face or blended, and could be applied to different disciplines. The paper focuses on the interface as fundamental element to integrate the aspects of the instructional design in virtual learning environments. [This paper was published in: &quot;ELEARN 2006 Proceedings,&quot; pp. 1218-1223.]
Arkansas Division of Higher Education Operating Recommendations for State-Supported Institutions of Higher Education, Fiscal Year 2022-2023
Author: Arkansas Division of Higher Education (ADHE)
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: State Aid,Higher Education,Budgets,Funding Formulas,Productivity,Educational Finance,Operating Expenses

A.C.A. §6-61-234 (Act 148 of 2017) directs the Arkansas Higher Education Coordinating Board (AHECB) to adopt polices developed by the Arkansas Division of Higher Education (ADHE) necessary to implement a productivity-based funding model for state-supported institutions of higher education. At its October 27, 2017 meeting, the AHECB approved the productivity funding model policies for the two-year colleges and universities. The policies were developed in conjunction with presidents and chancellors after meetings and revisions. The AHECB shall use the productivity-based funding model as the mechanism for recommending funding for applicable state-supported institutions of higher education. The operating recommendations are based upon the productivity funding formula policies approved by the AHECB in October 2017 as well as requests submitted by the non-formula entities. The following data tables are included in this year's report: (1) Summary of Operating Recommendations for the 2022-2023 Fiscal Year; (2) 2022-23 Four-Year Universities Recommendations; (3) 2022-23 Two Year Colleges Recommendations; and (4) 2022-23 Non-Formula Entities Recommendations. [For the 2020-2021 Operating Recommendations, see ED613770.]
Alabama State Department of Education Quick Facts, 2022
Author: Alabama State Department of Education (ALSDE)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,Enrollment Trends,Student Characteristics,Teacher Characteristics,Student Transportation,Low Income Students,Academically Gifted,Educational Finance,Attendance Patterns,Graduation Rate,College Entrance Examinations,Special Education

This Quick Facts document provides a snapshot of facts about Alabama school systems and public schools; Alabama students; Alabama educators; National School Lunch Program lunches served; Alabama school buses; Alabama gifted students; total personnel; average daily attendance; graduation rate 2021; average ACT score 2021; AMSTI schools 2021; ACCESS virtual learning; special education students; and financial data. [For &quot;Alabama State Department of Education Quick Facts, 2021,&quot; see ED616738.]
COVID-19, Asian American and Native American-Serving Institutions, and Minority-Serving Institutions: Examining Federal Funding from the Coronavirus Aid, Relief, and Economic Security Act and the Coronavirus Response and Relief Supplemental Appropriations Act
Author: Nguyen, Mike Hoa
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Pandemics,Federal Aid,COVID-19,Federal Legislation,Minority Group Students,Educational Finance,Funding Formulas,Educational Equity (Finance),Racial Bias,Ethnicity,Higher Education

This article examines and interrogates the formulas used to determine funding at both the designation and institutional levels for Minority-Serving Institutions (MSIs) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs), in the Coronavirus Aid, Relief, and Economic Security (CARES) Act and the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA); as well as general annual appropriations for MSIs and AANAPISIs. In doing so, the authors aim to facilitate a greater understanding of the current AANAPISI funding landscape, while providing policy makers with new insights and implications to ensure greater equity in future appropriations for AANAPISIs and MSIs. Results indicate that AANAPISIs are severely underfunded, particularly given their large enrollment of Asian American and Pacific Islander students and high number of institutions that meet AANAPISI eligibility.
Transfer, Adaptation, and Loss in Practice-Based Teacher Education amidst COVID-19
Author: Hogan, Erin
Date: 2022-07-11
Type: Reports - Research
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Teacher Education Programs,Distance Education,Teaching Assistants,Student Teaching,Experiential Learning,Teaching Methods,Preservice Teacher Education,Adjustment (to Environment),Lesson Plans,Planning,Elementary Secondary Education

The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered that: (1) representations; (2) approximations of practice could be adapted with minimal disruption. However: (3) enactments could be transitioned only with loss and cascading effects that impacted; (4) reflections on practice. These findings can promote teacher educators' awareness of how to create intentionally designed online practice-based teacher education courses. [This is the online version of an article published in &quot;The New Educator.&quot;]
General Education Teachers&apos; Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies
Author: Bolourian, Yasamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Autism,Pervasive Developmental Disorders,Inclusion,Teacher Student Relationship,Regular and Special Education Relationship,Elementary School Teachers

To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; v52 p3977-3990 2022 (EJ1343886).]
Do Postsecondary Training Programs Respond to Changes in the Labor Market?
Author: Grosz, Michel
Date: 2020-00-00
Type: Reports - Research
Subjects: Labor Market,Postsecondary Education,Job Training,Community Colleges,Job Skills,Academic Degrees,Educational Certificates,Employment Patterns

The United States labor market has seen dramatic shifts in its occupational composition over the past few decades. Employment and wages have grown for workers at both the high and low end of the skill distribution, while those in the middle have suffered. Community colleges have historically acted as suppliers of middle-skill jobs and drivers of upward socioeconomic mobility. The author studies the connection between community colleges and the labor market by focusing on the occupations for which community colleges train students. The author leverages an administrative dataset encompassing all students, faculty and course offerings in all California community colleges since 1992. He links program-level information on enrollment, completion, faculty hiring, and course availability to occupation-level information on employment, wages, and education from the Census. The author finds evidence of a modest link between occupational employment change and the growth of degrees and certificates. He also finds significant heterogeneity across occupations in terms of the connection between employment and awards. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Postsynaptic Simulator: An Open-Source Visual Interactive Simulation for Teaching Action Potentials
Author: Salgo, Alexander
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Open Source Technology,Educational Games,Simulation,Brain,Neurosciences,Undergraduate Students,Handheld Devices,Computer Oriented Programs

We introduce an open-source game-like educational software that teaches users about how action potentials work. The Postsynaptic Simulator requires users to demonstrate understanding of neural mechanisms to progress through levels, each of which teaches a different aspect of neuron activity. [For the full proceedings, see ED621108.]
Online Credit Recovery: Implementation and Initial Impact of a Prevalent Practice
Author: Rickles, Jordan
Date: 2020-00-00
Type: Reports - Research
Subjects: Online Courses,Required Courses,Credits,High School Students,Individualized Instruction,Algebra,Mathematics Instruction,English Instruction,Summer Schools,Program Implementation,Grading

Use of online credit recovery is a growing trend across the country, with the hope that expanding credit recovery options through online courses will help students get back on track toward graduation (e.g., Atkins, Brown, &amp; Hammond, 2007; Gemin, Pape, Vashaw, &amp; Watson, 2015). But expanded use of online credit recovery for high school students has outpaced the research. The authors conducted a multisite study to test a blended-learning model for credit recovery, where the main curriculum is provided through an online program and an in-class teacher provides more individualized instructional support. The authors present findings on the implementation and initial outcomes for two cohorts of students who enrolled in an Algebra 1 or English 9 credit recovery course the summer immediately after their first year of high school. The authors address three main research questions to describe how implementation of the online classes differed from the schools' business-as-usual (BAU) teacher-directed approach to credit recovery, and provide preliminary evidence about the short-term effects of the online approach: (1) How did the &quot;instructional features&quot; of the online classes compare to the BAU classes?; (2) How did &quot;students' experiences&quot; in the online classes compare to the BAU classes?; and (3) How did students' &quot;proximal outcomes&quot; (content knowledge and credit recovery) in the online classes compare to the BAU classes? The findings suggest that implementation of the online classes produced limited instructional contrast with the BAU condition and may have unintentionally altered grading practices. Potentially as a result, fewer students recovered the course credit in the online classes than the control classes. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
The Agent&apos;s Smile: Impacts of Artificially Generated Pedagogical Agents on Risk-Taking
Author: Jost, Patrick
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Artificial Intelligence,Computer Software,Nonverbal Communication,Decision Making,Task Analysis,Cognitive Style,Vignettes,Telecommunications,Handheld Devices,Distance Education,Intelligent Tutoring Systems,Teaching Methods,Risk,Comparative Analysis,Tutors,Instructional Design,Females

Educators are increasingly confronted with technology-driven learning scenarios. Even before the push from the current pandemic, digital learning apps became an integrated didactic tool. Advanced computing can thereby support the digital content creation for educational courses offered on mobile platforms. Computed media content such as natural voices or generated images of real looking but non-existent persons has become easy to access and feasible to use. Particularly in exploratory learning approaches, natural environments and lifelike characters could be utilised to create compelling instructional scenarios or reality-oriented training assignments. However, there is still a limited understanding of the effects such generated lifelike persons used as Pedagogical Agents (PAs) may have on cognition and behaviour. This study presents the findings of an international field test on the Google Play Store that investigated the effects of an artificially generated instructor's facial expression on risk-taking in a decision-making task. In the field study, an established measure of risk propensity, the Balloon Analogue Risk Task (BART), was extended to include instructions by an artificially generated lifelike persona with different facial expressions. The resulting research game for mobile phones was internationally distributed on the app store for a two-month between-subjects field experiment. The participants were instructed either by a smiling female pedagogical agent, the same agent with a neutral expression or no agent while deciding to risk further pumping up a balloon for more profit or safely collect balloons for realising a current, more modest profit. The results (n = 379) indicate that instructions presented by a smiling female agent reduce risk propensity in decision-making compared to instructions presented with a neutral facial expression. Instruction design considerations and experiences from the distribution of a research game on Google Play are summarised in the concluding implications. [For the full proceedings, see ED621108.]
The Effect of Social Closeness on Perceived Satisfaction of Collaborative Learning
Author: Feng, Shihui
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Interaction,Interpersonal Relationship,Interpersonal Communication,Group Dynamics,Cooperative Learning,Student Satisfaction,College Students,Group Activities,Foreign Countries,Student Characteristics

Effective communication and coordination supported by well-established patterns of interactions are vital to collaborative learning. The quality of social relationships among group members can affect group dynamics and communication, as well as further influence students' learning experiences and perceived learning outcomes. In this study, we employ an ego network approach to measure an individual's social closeness with group members and examine effects on the individual's collaborative learning experience. The data was collected through a survey of 120 university students. Our findings indicate that social closeness among group members has a positive effect on the perceived satisfaction of collaborative learning, as students with stronger social closeness with group members tend to be more satisfied with their collaborative learning experience. These results provide advanced theoretical insights for understanding the factors associated with the success of collaborative learning. Based on our findings, appropriate activities for strengthening social closeness among group members are suggested. Implications include pedagogical approaches for facilitating students' collaborative learning experience and outcomes. [For the full proceedings, see ED621108.]