ethanporcaro/eric-fulltext-meta huggingface dataset:
Hindrance to Online Education during Lockdowns: Insights and Measures
Author: Pokhrel, Sumitra
Date: 2021-12-00
Type: Journal Articles
Subjects: Barriers,Online Courses,COVID-19,Pandemics,School Closing,Secondary School Students,Foreign Countries,Socioeconomic Influences,Student Attitudes,Preferences,Educational Technology,Student Satisfaction,Mental Health,Access to Computers,Internet

This study aims to identify the hindrances to online education students in schools and colleges during the lockdown. The online survey through Google Forms with a structured questionnaire with both restricted and unrestricted responses was designed to identify the hindrance to online education during the third lockdown. Total of 425 responses of students who attend online classes during lockdown from Phuentsholing Higher Secondary, Phuentsholing Middle Secondary, Sonamgang Middle Secondary Schools, and College of Science and Technology in Phuentsholing, Bhutan. The result indicates that socio-economic, technological, and psychological situations hinder effective online teaching and learning. Household chores, large family members, data packages, and poor internet connectivity are other difficulties students face making online education ineffective. Some of the measures to support economically disadvantaged students and provide personal computers/laptops to teachers for preparing and developing teaching-learning materials are suggested. Other recommendations and viable measures based on surveys are suggested to overcome such challenges for students and support providers to make online education effective and focused.
A Practical Guide for Using EPUB in K-12 Teaching &amp; Learning
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2023-05-00
Type: Guides - Non-Classroom
Subjects: Electronic Publishing,Elementary Secondary Education,Instructional Materials,Guidelines,School Districts,Educational Technology,Accessibility (for Disabled),Students with Disabilities,Technology Uses in Education,Multimedia Materials,Multimedia Instruction,Tablet Computers,Laptop Computers

This guide addresses the challenge of inaccessible digital learning resources by providing K-12 education stakeholders with actionable information about EPUB, a digital file format. EPUB is a widely adopted format for many digital books and is specifically designed to display text, audio, images and, in some cases, video in a manner usable by all learners, especially those with sensory, physical and learning disabilities including those who use assistive technology (AT). For these students, the ability to personalize the format of learning materials is essential; and for all students, EPUB simply provides more options: it can be more accessible, in more ways, than any other format. EPUB has been fully embraced by higher education publishers, and K-12 publishers are now starting to modify their publishing workflows to create EPUB content. Users of this guide will learn how apps (reading systems) can personalize the reading experience, which benefits everybody. It also details how students with reading difficulties can benefit from the rich range of accessibility features built into the EPUB format and into apps. Teachers and curriculum development professionals will learn how to use common word processing software to create their own fully accessible materials as EPUBs. [This report was co-prepared by the DAISY Consortium and Bookshare.]
The Role of Extensive Listening in Raising Students&apos; Metacognitive Awareness of Listening Skill
Author: Gökmen, Muhammed Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,College Students,Listening Skills,Metacognition,Attitude Change,Conventional Instruction,Listening Comprehension,English (Second Language),Information Dissemination,Electronic Publishing,Reading Skills,Writing Skills,Speech Skills,Educational Technology,Program Effectiveness

The triad purpose of the study was achieved via descriptive single case study with embedded units by using three data collection tools in phases. Preliminarily, the open-ended questionnaire collected from conveniently sampled 39 participants was administered to reach students' metacognitive awareness of listening skill. The initial analysis induced the researcher to employ podcasts as an extensive listening activity by having 4 voluntary students fill up reflective listening journals for each podcast with the aim of realizing the effect of extensive listening on learners' metacognition. Lastly, the focus group interview was conducted to solicit students' possible changing metacognitive views about listening skill in general and extensive listening in particular. As a result, students instructed on listening through the traditional way did not practice their listening outside the class. The dominant factors affecting listening comprehension respectively comprise scanty listening practice, unknown lexis, and unfamiliar background knowledge. The dominant strategies were identified as listening multiple times, raising concentration, taking notes, and looking up into dictionary. The participants also designated favourable metacognitive awareness towards the study per se, extensive listening, and general listening skill.
National Board Certification as a Signal of Cooperating Teacher Quality. Working Paper No. 284-0523
Author: Goldhaber, Dan
Date: 2023-05-00
Type: Reports - Research
Subjects: Cooperating Teachers,Teacher Effectiveness,Alternative Teacher Certification,National Standards,Student Teaching,Teacher Characteristics,Employment Level,Student Teachers,Predictor Variables,Public School Teachers,Teacher Persistence,Elementary Secondary Education

Prior research has connected characteristics of cooperating teachers who supervise student teaching to performance measures of the teacher candidates they host, suggesting more effective teachers may also be better mentors. The specific measures of cooperating teacher effectiveness considered in this prior literature (value added and performance evaluations), however, are infrequently observable to individuals responsible for student teaching placements. In this paper, we consider a more easily observed proxy for mentor effectiveness: National Board (NB) Certification. We find that NB teachers are considerably more likely to host candidates than other teachers, candidates supervised by NB teachers are slightly more likely to be hired within three years, and these candidates have slightly lower value added in English language arts than their peers, all else being equal. We find no significant relationship between cooperating teacher NB certification and candidates' later attrition and value added in math. We conclude that individuals and policies seeking to leverage student teaching placements to improve student and teacher outcomes may need to focus on less easily observable proxies of cooperating teacher quality than NB certification status.
Preparing Principals through High-Quality Internships. Policy Update. Vol. 30, No. 1
Author: Muñiz, Jacqueline
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Principals,Internship Programs,Administrator Education,Administrator Qualifications,Leadership Responsibility,State Legislation,State Policy,State Boards of Education

Eighteen percent of principals leave their posts annually, according to the most recent federal data. Departing principals cite inadequate preparation and professional development as a key reason for leaving. Yet principal preparation programs have been slow to keep up with the changing demands of the profession. This policy update shares how state leadership can help equip and retain more school leaders by taking steps to strengthen these programs.
Teachers Need Multifaceted Support to Improve Literacy. Policy Update. Vol. 30, No. 2
Author: Hao, Winona
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Literacy,Students,Teachers,Educational Improvement,Educational Policy,Social Support Groups,State Boards of Education,Emergent Literacy,Teacher Education,Academic Standards,Faculty Development,Coaching (Performance),Reading,Reading Research,Reading Achievement,Planning,Alignment (Education)

Teachers need comprehensive support to improve students' literacy. This Policy Update shares how state boards of education can provide this holistic support to improve through: (1) better teacher preparation standards in early literacy; (2) professional development guidance; (3) high-quality literacy coaches and other support professionals; and (4) a one-stop-shop strategy that aids teachers in aligning curriculum, instruction, and their professional development with the science of reading. Boards can advocate for funding for early childhood educators to receive this support as well.
A Causal Replication Framework for Designing and Assessing Replication Efforts
Author: Steiner, Peter M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Replication (Evaluation),Scientific Research,Research Methodology,Research Design,Causal Models

Replication has long been a cornerstone for establishing trustworthy scientific results, but there remains considerable disagreement about what constitutes as a replication, how results from these studies should be interpreted, and whether direct replication of results is even possible. This article addresses these concerns by presenting the methodological foundations for a replication science. It provides an introduction to the Causal Replication Framework, which defines &quot;replication&quot; as a research design that tests whether two (or more) studies produce the same causal effect within the limits of sampling error. The framework formalizes the conditions under which replication success can be expected, and allows for the causal interpretation of replication failures. Through two applied examples, the article demonstrates how the Causal Replication Framework may be utilized to plan prospective replication designs, as well as to interpret results from existing replication efforts. [This paper was published in &quot;Zeitschrift für Psychologie&quot; v227 n4 p280-292 2019.]
Teacher Turnover Three Years into the Pandemic Era: Evidence from Washington State. &quot;Flash&quot; Brief. CALDER Policy Brief No. 32-0223
Author: Goldhaber, Dan
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Faculty Mobility,Teacher Shortage,Poverty,Teaching Experience

Three years into the COVID-19 pandemic era, concerns about teacher turnover and teacher shortages remain at the top of the education agenda. But contrary to media reports about a &quot;wave of resignations and retirements&quot; (e.g., Heller, 2021), early evidence from state databases showed a more nuanced picture: teacher attrition was actually down during the pandemic's first year (teachers leaving after the 2019-2020 school year) before it increased somewhat in the next year (e.g., Bacher-Hicks et al., 2021, 2022; Bastian &amp; Fuller, 2023; Camp et al., 2022; CERRA, 2022; Goldhaber &amp; Theobald, 2022a,b). In this policy brief, we follow-up and expand on our earlier analyses of teacher mobility and attrition in Washington state with an additional year of data from the 2022-23 school year. We draw on a longitudinal database of school staffing in Washington, the S-275, which now provides 39 years of annual data on teachers and other school employees in the state.
Building Inclusive Infrastructure to Support the Success of BIPOC Adult Learners at Community Colleges
Author: Baston, Michael
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Adult Students,Adult Learning,Community Colleges,Inclusion,Minority Group Students,Race,Equal Education,Change Strategies,Barriers,Student Needs,Access to Education

While there is overwhelming evidence of the positive impact of culturally responsive and equitable practices for adult learners and students of color, there is a remaining lack of infrastructural and institutional support for culturally sustaining work. Much anti-racist work has relied on individual dedication, grant-specific funding, and short-term programs. Standalone projects can have significant positive impact on those who participate and help individual students reach their personal and professional goals. However, anti-racist work has the most potential for influencing systemic change in community college structures in which inequity and exclusion are embedded and reproduced (Wilson, 2021). Community colleges need sustainable equitable infrastructure that dismantles embedded inequities and is supported by an institutional mandate that addresses the specific needs of Black, Indigenous, People of Color (BIPOC) adult learners. This brief covers what infrastructure community colleges in New York have to support BIPOC adult learners, as well as the best practices for anti-racist and equity-supporting infrastructure. The authors conclude with three specific strategies for such an infrastructure.
Equitable Reimbursement for School Nursing Services. Position Statement. Revised
Author: Doremus, Wendy A.
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Financial Support,Access to Health Care,Public Schools,Public Health,Health Insurance

The National Association of School Nurses (NASN) believes school nursing services that are reimbursed in other healthcare environments should also be reimbursed in the school setting. The registered professional school nurse (hereinafter referred to as the school nurse) bridges education and healthcare and delivers quality, cost-effective healthcare in the school setting that is vital to supporting student learning and academic achievement (Maughan et al., 2018). Ensuring sufficient funding so that all children have access to necessary healthcare services provided by a school nurse is a matter of equity (Department of Health and Human Services and Centers for Medicare and Medicaid Services, 2022a). This document provides the background and rationale for NASN's position. [This Position Statement was initially adopted in June 2013 and revised in January 2018 and in June 2023.]
Safe, Supportive, Equitable Schools. Position Statement
Author: Amidon, Christine
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Access to Health Care,Child Health,Well Being,Educational Environment,School Safety,Mental Health,Physical Health,Minority Group Students,Racism,Violence,At Risk Students

It is the position of the National Association of School Nurses (NASN) that every student should attend school in a safe, supportive, and equitable environment. Access to a registered professional nurse (hereinafter referred to as a school nurse) democratizes healthcare for the most vulnerable students and families. This document provides the background and rationale for NASN's position. [This document replaces the position statement, &quot;School violence -- The role of the school nurse&quot; (Adopted June 2013, Revised June 2018).]
University of Cincinnati&apos;s Use of Higher Education Emergency Relief Fund Student Aid and Institutional Grants. ED OIG Oversight of Coronavirus Response Funds. ED-OIG/A20US0045
Author: Office of Inspector General (ED)
Date: 2023-01-17
Type: Reports - Research
Subjects: COVID-19,Emergency Programs,Federal Aid,Grants,Higher Education,Pandemics,Federal Legislation,Resource Allocation,Compliance (Legal),Reports,Documentation,Student Financial Aid,Expenditures,School Closing,Enrollment Trends,Eligibility,Educational Legislation

The objective of the report was to determine whether the University of Cincinnati used the Student Aid (Assistance Listing Number (ALN) 84.425E) and Institutional (ALN 84.425F) portions of its Higher Education Emergency Relief Fund (HEERF) funds for allowable and intended purposes. It also reviews the University's cash management practices and the timeliness and quality of the data the University reported on its use of HEERF funds. The audit covered the University's HEERF expenditures, cash flows, and reporting under the Coronavirus Aid, Relief, and Economic Security Act (CARES Act), Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA), and American Rescue Plan (ARP), from March 13, 2020, through September 30, 2021.
Deschooling ELT with Post-Method Pedagogy in a Digital Era and Pandemic State
Author: Gökmen, Muhammed Fatih
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Compulsory Education,Learning Processes,Networks,Educational Philosophy,Internet,Educational Change,Information Technology,Technological Advancement,COVID-19,Pandemics,Postmodernism,Books,Criticism,Nontraditional Education,Neoliberalism,Access to Education,Independent Study,Lifelong Learning,Language Teachers,Social Status,Futures (of Society)

Proposed by Ivan Illich in the 1970s, the deschooling society was one of the most contentious and radical thoughts in education in terms of its critics against compulsory education around the globe and proposals in the name of networks in which everyone in need of learning and teaching can participate to learn and teach anywhere and anytime without any prescriptions or proscriptions. With the advent of the internet and technology, the paradigmatic change towards post-method pedagogy in education and ELT, and the constricting current pandemic state, we have been much closer than ever to the actualization of deschooling society. This work, as a caveat, was not solely formed to deliver brief information about the contents of the book but rather also to reassess, renew, and readapt the deschooling concept of the 1970s into the 21st-century digital era at the time of the COVID-19 pandemic with the implications of a post-modern understanding of ELT. The issue discussed in the present paper is in general about the way of formal compulsory education through schooling, yet in specific the implications of deschooling on ELT in the current chaotic state of the world. Therefore, a brief reappraisal of the book was preliminarily outlined, and later its connections with ELT within the framework of post-method pedagogy were explicated in the revival part.
Phonological Awareness Lessons Deluxe Package: Fall 2021-Fall 2022 Efficacy Study Following Grade K
Author: Schechter, Rachel L.
Date: 2023-01-05
Type: Reports - Research
Subjects: Kindergarten,Phonological Awareness,Learning Experience,Educational Legislation,Federal Legislation,Elementary Secondary Education,Benchmarking,Intervention,Lesson Plans,Elementary School Students,Grade 1,Grade 2,Student Characteristics,Small Group Instruction,Comparative Analysis,Reading Programs,Reading Achievement,Achievement Gains,Program Effectiveness,Reading Tests,Coaching (Performance),Scores,Reading Instruction

LXD Research analyzed data from 945 students in kindergarten who were Below or Well Below Benchmark at the beginning of the year and participated in using the Phonological Awareness (PA) Lessons Deluxe Package as an intervention in CA in Fall 2021. The product is a Tier 2 or Tier 3 intervention for grades K-2 that includes lessons and manipulatives that focuses on explicit and systematic instruction to advance skill development along the Phonological Awareness Continuum. Within the sample, 79% of students were Hispanic, 28% were ELL, and 15% were Foster or Homeless. Students using the PA Lessons during targeted, small group, 20-30-minute daily interventions showed higher gains on Acadience Reading than the comparison group. The significance of the findings and the rigorous study design provide support for Phonological Awareness Lessons Deluxe Package as a program that meets the criteria for ESSA Level 2. [This report was produced by Learning Experience Design (LXD) Research &amp; Consulting and 95 Percent Group LLC.]
Models of Emotional Intelligence in Research and Education
Author: Sfetcu, Nicolae
Date: 2023-09-00
Type: Journal Articles
Subjects: Models,Emotional Intelligence,Cognitive Ability,Cognitive Processes,Self Concept,Learning Processes,Metacognition,Intelligence Tests,Measures (Individuals),Social Networks,Personality Traits,Program Descriptions,Teaching Methods,Skill Development,Empathy,Self Management,Interpersonal Relationship,Stress Management

The emotional intelligence models have helped to develop different tools for construct assessment. Each theoretical paradigm conceptualizes emotional intelligence from one of two perspectives: ability or mixed model. Ability models consider emotional intelligence as a pure form of mental ability and therefore as pure intelligence. Mixed models of emotional intelligence combine mental capacity with personality traits. The trait models of emotional intelligence refer to the individual perceptions of their own emotional abilities. Cognitive learning involves placing new information into existing frameworks and modes of understanding.
Current Term Enrollment Estimates: Spring 2023
Author: National Student Clearinghouse Research Center
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Rate,Enrollment Trends,Academic Degrees,Declining Enrollment,Dual Enrollment,Institutional Characteristics,Undergraduate Students,Public Colleges,Private Colleges,Two Year Colleges,Bachelors Degrees,Associate Degrees,Part Time Students,Full Time Students,Graduate Students,Majors (Students),Gender Differences,Age Groups

&quot;Current Term Enrollment Estimates Report&quot; Series is published every January and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Starting in fall 2020, state-level enrollment data are also shown by institution sector. Community college enrollment grew slightly this spring (up 0.5%, 22,000 students from spring 2022), after large declines in the previous two years. A growing number of younger students, primarily dual enrolled high school students and freshmen, contributed to the uptick. Undergraduates at public and private nonprofit four-year institutions are still declining but at slower rates (-0.5% and -0.2%, respectively). [For &quot;Current Term Enrollment Estimates: Spring 2022,&quot; see ED620639.]
Computer Simulation Integration in Secondary Physics: Understanding Its Nature, Impacts, and Challenges
Author: Abiasen, Jovalson T.
Date: 2021-12-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Physics,Computer Simulation,Educational Technology,Science Teachers,Teaching Methods,Barriers,Instructional Effectiveness,Technology Integration,Educational Resources,Technological Literacy,Pedagogical Content Knowledge,Constructivism (Learning),Foreign Countries,Teacher Role,Student Role

This paper explored the teaching experiences of physics teachers in integrating computer simulations in their pedagogy to promote a constructivist learning environment. Its objectives are to determine how physics teachers describe computer simulations based on how they are used, how these are embedded in the teaching-learning process, their impact on the teaching-learning process, and the challenges of integrating these into physics teaching. Using the phenomenological design, two themes emerged for the first objectives, which are process-based and system-based. First, the teacher-manipulated with sub-themes of engaging, demonstrating, elaborating, and evaluating, and student-manipulated emerged on how the simulations are used. Second, the impact to teaching generated knowledge-based, skill-based, and value-based learning-based primarily on the three learning domains. Also, respondents emphasized that the integrations of computer simulations are convenience, efficacy, and heterogeneity. Finally, the challenges in the integration process are classified as teacher and school-related. The results showed that teachers are integrating computer simulations differently depending on their resources and the TPACK knowledge.