ethanporcaro/eric-fulltext-meta huggingface dataset:
Practices of Filipino Public High School Teachers on Digital Teaching and Learning Technologies during the COVID-19 Pandemic Basis for Learning Action Cell Sessions
Author: Javier, Babylyn F.
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,High School Teachers,Public School Teachers,Educational Technology,Technology Uses in Education,Teaching Methods,Age Differences,Gender Differences,Educational Attainment,Foreign Countries,Online Courses,Teacher Characteristics,Teaching Experience,Employment Level,Internet,Teacher Attitudes

Purpose: With industry 4.0 revolutionizing the digitally renowned teaching and learning societies, this research study aims to uncover the practices of public high school teachers on digital teaching and learning technologies during the COVID-19 pandemic. Method: This descriptive-correlational study surveyed 34 consented Filipino teacher-participants of a public high school system in the Buguey District, Northern Philippines. Validated responses extracted through Google forms administered in 30 days were described using frequency counts and percentages. Perceived practices were correlated with teacher-participants' profiles, while qualitative key informant interviews disclosed best practices, challenges, and problems along with the use of digital technologies for teaching and learning. Results: Findings revealed rare practices on the use of digital technologies to teaching and learning during the COVID-19 pandemic among teachers which are mostly on early to middle age brackets, dominantly female, completed their equivalent Masters' degree, holding teacher 2 or 3 ranks, and permanently teaching for 6 to 10 years now. Practices of teachers in the use of digital teaching and learning tools are somewhat evident, eager to practice and acknowledging the benefits of using the digital tools and radiating best practices in the workplace. Despite some technical issues that are beyond control, having internet at home necessitates the teacher's role to enhance teaching and learning while maximizing the potential of varied tools. Conclusion: With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd) has indeed necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools. Recommendations: It is recommended that DepEd must continually upscale its technological competencies with the implementation of the proposed learning action cell sessions. Research Implications: The relevant research findings provided insights for school administrators for implementing training sessions for teachers to be technologically pandemic-responsive. Practical Implications: The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching not only in time of a pandemic. [This is the in press version of an article published in &quot;International Journal of Computing Sciences Research&quot; (ISSN 2546-0552).]
IDRA Newsletter. Volume 48, No. 7
Author: Goodman, Christie L., Ed.
Date: 2021-08-00
Type: Collected Works - Serial
Subjects: State Legislation,Student Participation,Student Attitudes,Activism,History Instruction,Minority Groups,Culturally Relevant Education,United States History,COVID-19,Pandemics,Student Research,Stress Variables,STEM Education,Student Leadership,Student Rights,Students with Disabilities

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Student Voice.&quot; Contents include: (1) How Can We Address a Problem that We Can't Even Discuss in School? Excerpt from Testimony against SB 3 Presented to the Texas Senate State Affairs Committee (Santiago Hernandez); (2) Don't Crush Our Craving to Talk about Our Ancestors. Excerpt from Testimony against SB 3 Presented to the Texas Senate State Affairs Committee (Alison Fernandez); (3) Student Researchers Report on Struggles their Peers Face During COVID-19. Excerpt from Report (Jacqueline Campos, Monica Cruz, Alejo Peña Soto, Fatimah Rasul, and Ana Ramón); (4) Chief Science Officers Encourage STEM and a Healthy State of Mind (Owen Balagia and Reagan Lindsey); (5) Leading a STEMonstration on Water Purification (Landon Villarreal); and (6) Our Experiences Make Us Who We Are (Santiago Sosa).
IDRA Newsletter. Volume 48, No. 8
Author: Goodman, Christie L., Ed.
Date: 2021-08-00
Type: Collected Works - Serial
Subjects: Discipline,Student Behavior,Behavior Problems,At Risk Students,Minority Group Students,Disproportionate Representation,Punishment,LGBTQ People,Students with Disabilities,Social Bias,Racial Bias,Ethnicity,Behavior Modification,Social Justice,Educational Environment,Culturally Relevant Education,Professional Development,Teacher Role,Equal Education,Suspension,Graduation Rate,Educational Policy,Expulsion

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Redefining Discipline.&quot; Contents include: (1) Stop the Bad; Do the Good -- Hurting and Excluding Students Feeds the School-to-Prison Pipeline (Morgan Craven); (2) Schoolwide Restorative Justice Practices -- A Guided Tour (Paula N. Johnson); (3) School Districts with Higher Rates of Suspension Graduate Fewer Students -- New IDRA Analysis Examines Texas Data (Lola Solís); and (4) In Memoriam -- Mr. Jesse S. Treviño.
IDRA Newsletter. Volume 48, No. 9
Author: Goodman, Christie L., Ed.
Date: 2021-10-00
Type: Collected Works - Serial
Subjects: STEM Education,Art Education,COVID-19,Pandemics,Magnet Schools,Active Learning,Student Projects,Elementary Secondary Education,Acceleration (Education),Achievement Gains,School Closing,Educational Technology,Partnerships in Education,Bullying,Prevention,School Safety,Administrator Role,Principals,Interpersonal Communication,Educational Environment,Cultural Pluralism,Culturally Relevant Education,College Readiness,Equal Education,Access to Education,College Preparation

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Teaching Quality.&quot; Contents include: (1) Using Project-Based Learning and STEAM to Engage Students During the Pandemic: Highlights of IDRA EAC-&quot;South&quot; Assistance to Metro Nashville Public Schools (Paula N. Johnson); (2) Students Don't Need Old-Style Remediation -- Accelerated Instruction Helps Students Both Reconnect and Excel (Hector Bojorquez); (3) Principal Checklist to Reduce Bullying and Harassment: Supporting Safety and Learning for All (Aurelio M. Montemayor); and (4) Texas is Not Financing College Readiness: IDRA Releases New Study on Inequitable Access to College Prep Math Courses.
Commentary: What Heals and Why? Children&apos;s Understanding of Medical Treatments
Author: Rosengren, Karl S.
Date: 2018-00-00
Type: Opinion Papers
Subjects: Medicine,Developmental Stages,Logical Thinking,Medical Services,Diseases,Health,Intervention,Children,Adults,Biology,Psychology,Proximity,Time,Beliefs,Information Sources,Religion,Parent Influence,Mass Media Effects

Lockhart and Keil have written an interesting monograph focusing on the development of reasoning about medicine, a relatively underexplored area of research with potentially broad implications with respect to the design of more effective medical interventions. In a set of fifteen studies with well over 2200 participants they examine how children and adults combine aspects of biological and psychological reasoning to create working models of medicine. Lockhart and Keil explore developmental changes in reasoning about illness and its treatment using medicines in terms of dualism (e.g., psychological vs. physical), spatial proximity, differential timing of effects, potential side effects, and treatment tradeoffs. This commentary highlights the novel contributions of this monograph, examines issues that need additional considerations, and makes suggestions for future research. [This paper was published in: &quot;Monographs of the Society for Research in Child Development&quot; v83 n2 p175-183 2018.]
Extended Multi-Document Cohesion Network Analysis Centered on Comprehension Prediction
Author: Nicula, Bogdan
Date: 2020-00-00
Type: Reports - Research
Subjects: Network Analysis,Reading Comprehension,Automation,Artificial Intelligence,Connected Discourse,Graphs,Prediction,Semantics,Natural Language Processing

Theories of discourse argue that comprehension depends on the coherence of the learner's mental representation. Our aim is to create a reliable automated representation to estimate readers' level of comprehension based on different productions, namely self-explanations and answers to open-ended questions. Previous work relied on Cohesion Network Analysis to model a cohesion graph composed of semantic links between multiple reference texts and student productions. From this graph, a set of features was derived and used to build machine learning models to predict student comprehension scores. In this paper, we build on top of the previous study by: (1) extending the CNA graph by adding new semantic links targeting specific sentences that should have been captured within the learner's productions; and (2) cleaning the self-explanations by eliminating frozen expression, as well as entries which seemed nearly identical to the source text. The results are in line with the conclusions of the previous study regarding the importance of both self-explanations and question answers in predicting the students' reading comprehension level. They also outline the limitations of our feature generation approach, in which no substantial improvements were detected, despite adding more fine-grained features. [This paper was published in: I. I. Bittencourt et al. (Eds.), &quot;AIED 2020&quot; (pp. 228-233). Switzerland: Springer Nature.]
An Inquiry on the Underlying Instructional Materials in Social Studies
Author: Cempron, Daryl Niko Lofranco
Date: 2021-06-26
Type: Reports - Research
Subjects: Social Studies,Media Selection,Instructional Material Evaluation,Textbooks,Workbooks,Newspapers,Computers,Online Courses,Electronic Learning,COVID-19,Pandemics,Public School Teachers,Educational Equipment,Visual Aids,Foreign Countries

The use of instructional materials is integral in all forms of the teaching-learning process, for its utilizations assure the efficiency of the delivery and attainment of the objectives. With the reputation of Social Studies as richly factual and conceptual, the selection of appropriate instructional materials is of absolute importance to account. The challenging times at this point that emerges the so-called online classes created a prompt to inquire about the instructional materials that teachers utilize to see possible gaps and for possible optimization. Results of this study through the quantitative descriptive method revealed that whiteboard, textbooks, workbooks, newspapers, and computers were the top materials that are frequently utilized, implying that regardless that these are categorized as traditional and commonly used, still they were perceived as efficient and effective as testified by the respondents. Hence, re-designing them further to adapt to the changing times is ultimately recommended.
Texas Public School Attrition Study, 2019-20
Author: Goodman, Christie L., Ed.
Date: 2021-06-00
Type: Collected Works - General
Subjects: Public Schools,Student Attrition,Dropout Rate,Educational Trends,Incidence,Prediction,Predictor Variables,Grade Repetition,Trend Analysis,Graduation Rate,Models,Dropouts,Dropout Characteristics,Dropout Prevention,College Bound Students,Minority Group Students,Racial Differences,Gender Differences,Enrollment,African American Students,Hispanic American Students,American Indian Students,White Students,Asian American Students,Pacific Islanders,Multiracial Persons,COVID-19,Pandemics,School Closing,Students with Disabilities,English Language Learners,Special Education,Longitudinal Studies

This year's study is the 35th in a series of annual reports on trends in dropout and attrition rates in Texas public schools. The 2019-20 study builds on a series of studies by the Intercultural Development Research Association (IDRA) that track the number and percent of students in Texas who are lost from public school enrollment prior to graduation. The following assessments and features are included in this report: (1) Public School Attrition Rate in Texas Reaches Historic Low (Roy L. Johnson); (2) Attrition Rate Forecast Predicts Continued Loss of Students for Decades (Bricio Vasquez); (3) Infographic: Texas Public Schools Are Losing 1 out of 5 Students; (4) In-Grade Retention Overuse Harmful to Texas Students (Roy L. Johnson); (5) State Education Agency Reported Dropout Rates Remain Virtually Unchanged in Texas Over the Last Three Years (Roy L. Johnson); (6) Texas Ranks Eighth Nationally in On-Time Graduation Rate (Roy L. Johnson); (7) A Model for Success; (8) Taking Action to Hold on to Students; (9) Unwavering Principles to Graduate All Students; (10) IDRA Valued Youth Partnership; and (11) Types of Dropout Data Defined. [For the 2018-19 report, see ED613008.]
School Life. Volume XXII. September 1936-June 1937
Author: Boutwell, William Dow, Ed.
Date: 1937-00-00
Type: Historical Materials
Subjects: Federal Legislation,Educational Legislation,Educational Finance,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Education,Citizenship,Books

This document contains the September 1936 through June 1937 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXII index is included.
School Life: Official Organ of the Federal Security Agency, U.S. Office of Education. Volume XXV. October 1939-July 1940
Author: Jones, Olga A., Ed.
Date: 1940-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Educational Finance,Foreign Countries,Intellectual Disciplines,Professional Associations,Public Affairs Education,Books,Citizenship,Education,Organizations (Groups),Educational Theories

This document contains the October 1939 through July 1940 issues of &quot;School Life,&quot; a monthly publication of the Federal Security Agency U.S. Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXV index is included.
School Life: Official Organ of the United States Department of the Interior, Office of Education. Volume XXIII. September 1937-June 1938
Author: US Department of the Interior, Office of Education (ED)
Date: 1938-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Educational Finance,Foreign Countries,Education,Intellectual Disciplines,Educational Theories,Books,Citizenship,Organizations (Groups)

This document contains the September 1937 through June 1938 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXIII index is included.
School Life. Volume XXIV. October 1938-July 1939
Author: Federal Security Agency, US Office of Education (ED)
Date: 1939-00-00
Type: Historical Materials
Subjects: Federal Legislation,Educational Legislation,Educational Finance,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Education,Citizenship,Books

This document contains the October 1938 through November 1939 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXIV index is included.
School Life: Official Organ of the United States Department of the Interior, Office of Education. Volume XIX. September 1933-June 1934
Author: Boutwell, William Dow, Ed.
Date: 1935-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Intellectual Disciplines,Educational Theories,Books,Organizations (Groups),Citizenship

This document contains the September 1933 through June 1934 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XIX index is included.
School Life: Official Organ of the United States Department of the Interior, Office of Education. Volume XX. September 1934-June 1935
Author: US Department of the Interior, Office of Education (ED)
Date: 1936-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Intellectual Disciplines,Educational Theories,Books,Citizenship,Organizations (Groups)

This document contains the September 1934 through June 1935 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XX index is included.
School Life: Official Organ of the United States Department of the Interior, Office of Education. Volume XVIII. September 1932-June 1933
Author: Boutwell, William Dow, Ed.
Date: 1933-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Intellectual Disciplines,Educational Theories,Books,Foreign Countries,Organizations (Groups),Citizenship

This document contains the September 1932 through June 1933 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XVIII index is included.
The Department&apos;s Oversight of the Student Support and Academic Enrichment Program. ED-OIG/A19DC0004
Author: Office of Inspector General (ED)
Date: 2021-08-30
Type: Reports - Research
Subjects: Federal Programs,Grants,Federal Legislation,Educational Legislation,Elementary Secondary Education,Public Agencies,Supervision,State Departments of Education,Compliance (Legal),Risk Assessment,Scores,Federal Aid,Resource Allocation

The objective of this audit was to determine whether the Department of Education (Department) is providing adequate oversight of grantee performance and funds awarded under the Student Support and Academic Enrichment (SSAE) program and is ensuring that State educational agencies (SEA) are meeting reporting requirements as established by the Every Student Succeeds Act. The scope of the audit was October 1, 2016, through March 15, 2021. The audit reviewed SSAE monitoring plans and related monitoring documentation, including SSAE grantee risk assessments and correspondence with grantees regarding planned monitoring, discussions were also held with Office of Safe and Supportive Schools (OSSS) staff about their efforts to oversee SSAE grantee performance and use of funds and ensure SEAs are meeting reporting requirements. The audit judgmentally selected a sample of 20 of the 52 SSAE grantees and reviewed their grant files for evidence of Department efforts to oversee grantee performance and use of funds and efforts to ensure SEAs are meeting reporting requirements. The audit found that OSSS has provided inadequate oversight of grantee performance and funds awarded under the SSAE program. It was also found that OSSS has not ensured that SEAs are meeting all reporting requirements. Further, it was found that OSSS did not always develop, finalize, and implement monitoring plans to monitor grantees' performance and use of funds. Lastly, it was found that OSSS' risk assessment process could benefit from consideration of additional risk factors in calculating risk scores.
Pathways to College and Career for Students Identifying as Deaf, Hard of Hearing, or Deaf/Blind
Author: Krager, Sally
Date: 2021-03-31
Type: Numerical/Quantitative Data
Subjects: Deafness,Deaf Blind,Hearing Impairments,Students with Disabilities,At Risk Students,Academic Persistence,College Attendance,Elementary Secondary Education,Postsecondary Education,Employment Level,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Low Income Students,Student Characteristics,Academic Achievement,Dropouts,Educational Attainment,High School Graduates,Graduation,College Graduates,College Entrance Examinations,Scores

National research indicates that Deaf, Deaf/Blind, and Hard of Hearing students are less likely to finish high school, enroll in college, or find sustainable employment than their hearing peers. Minnesota is one of the few states that provides data to the National Deaf Center, the leading research center in Deaf, Deaf/Blind, or Hard of Hearing and Transition (age 14-21) systems. However, minimal research on Minnesota Deaf, Deaf/Blind, and Hard of Hearing students exists. To leverage comparisons across states and nationally, Minnesota commissioned an analysis of K-12, postsecondary, and employment outcomes for students from 2006-2019. Data analyzed for this report is from the Minnesota Statewide Longitudinal Education Data System, more commonly known as SLEDS. SLEDS tracks student data from prekindergarten through completion of postsecondary education and into the workforce. The study finds that Deaf, Deaf/Blind, and Hard of Hearing students in Minnesota are only slightly less likely to finish high school than their hearing peers in Minnesota. Additionally, 68% enrolled in a postsecondary institution which was less than that of all Minnesota students (81%) but higher than the national average in 2019 of 66% (U.S. Bureau of Labor Statistics, 2020). The data and analysis in this study offer stakeholders and policymakers crucial information on systemic factors that affect college and career outcomes.