ethanporcaro/eric-fulltext-meta huggingface dataset:
Changes in Access to Resources during the COVID-19 Pandemic for Faculty Members in Physics and Astronomy. Focus On
Author: Walsh, Courtney
Date: 2022-02-00
Type: Reports - Research
Subjects: College Faculty,Science Teachers,Physics,Astronomy,COVID-19,Pandemics,Educational Resources,Student Research,Clerical Workers,Financial Support,Offices (Facilities)

Throughout the COVID-19 pandemic, faculty members faced numerous challenges related to their teaching and research. Among other challenges, many faculty members encountered reduced access to the resources they needed. This Focus On briefly outlines faculty-reported changes in access to resources and compares those changes across the highest degree granted by the department in which faculty were employed. Compared to before the pandemic, in the spring of 2021, over 70% of respondents reported having less access to at least one of the following resources: Student researchers, clerical support, research funding, and adequate office space. Reduced access to student researchers was the most commonly reported change, and this change was more prominent in PhD-granting departments than in departments granting bachelor's degrees. Changes in access to the other three resources we assess did not statistically significantly differ based on the highest degree granted in the department, suggesting the faculty resources were similar impacted across department types.
Physics and Astronomy Faculty Members&apos; Well-Being during the COVID-19 Pandemic. Focus On
Author: Walsh, Courtney
Date: 2022-02-00
Type: Reports - Research
Subjects: College Faculty,Science Teachers,Physics,Astronomy,Well Being,COVID-19,Pandemics,Family Work Relationship,Teacher Burnout,Teacher Attitudes

The COVID-19 pandemic has had a pervasive impact on the work life and personal lives of employees across the US. During the spring semester of 2021, we surveyed a sample of physics and astronomy faculty members to learn more about their experiences during the pandemic. To understand faculty members' well-being, we asked respondents to gauge their success in balancing their work and personal life and whether they felt burned out both prior to and during the pandemic. Fewer faculty members have been successfully maintaining their work-life balance during compared to before the pandemic, and although the majority of respondents in the survey at least somewhat agreed with their institutions' response to the pandemic, over 60% of physics and astronomy faculty members reported feeling burned out, a 35% increase from before the COVID-19 pandemic. Finally, 64% of responding faculty members reported being concerned about some aspect of their future roles within their department or institution. For this Focus On, we present results aggregated across individuals, departments, and institutions, except in the case of faculty members' concerns for their professional futures.
Self-Reported Changes in Quality of Work as a Result of the COVID-19 Pandemic for Faculty Members in Physics and Astronomy. Focus On
Author: Walsh, Courtney
Date: 2022-02-00
Type: Reports - Research
Subjects: College Faculty,Physics,Astronomy,COVID-19,Pandemics,Science Instruction,Mentors,Faculty Publishing,Grants,Conferences (Gatherings),Data Collection,Cooperation,Quality of Working Life

Since the beginning of the COVID-19 pandemic, faculty members have faced a changed and challenging environment. They were faced with reallocating their time across various teaching, research, and service responsibilities; adjusting their teaching format, testing, and labs; and dealing with reduced access to the resources they needed to teach and/or conduct research, all while trying to maintain the quality of their work. In this Focus On, we present faculty member's self-reported changes in their quality of work as a result of the COVID-19 pandemic. During the spring semester of 2021, we surveyed a sample of physics and astronomy faculty members; most physics and astronomy faculty members reported the pandemic has had negative impacts on their overall quality of work, but the impact of the pandemic varied based on the work activity (e.g., teaching, mentoring, collecting data, publishing) and varied across faculty members.
Functional Adult Literacy and Vocational Training: Women&apos;s Opportunity for Socio-Economic Development in Uganda. A Case Study of Apac District-Northern Uganda
Author: Akello, Judith Abal
Date: 2021-00-00
Type: Reports - Research
Subjects: Functional Literacy,Adult Literacy,Vocational Education,Foreign Countries,Females,Economic Development,Inclusion,Job Skills,Socioeconomic Status,Outcomes of Education,Adult Education

The study was about women's opportunity for socio-economic development based on their experiences on Functional Adult Literacy (FAL) and integrated vocational training in Apac District-Northern Uganda. The main objective of this study was to explore whether and how women participants in Apac District derived socio-economic benefits from FAL as well as integrated vocational training. The study was informed by agency theory from Freire's literacy theory and Kabeer's socio-economic perspective which contend on the component of awareness or by making marginalised non-literate's agents of socio-economic development. These theories helped to explore and establish the socio-economic transformation experienced by women as a result of their participation in FAL in addition to integrated vocational training. These transformations were captured by comparing the kinds of life led by the women prior to and after FAL and integrated vocational training, in terms of participating in communities, family settings, awareness on the value of training and participating on income generating group projects. The study mainly used qualitative case study research design focusing on the experiences of 35 participants both in the rural and urban setting. Using Focused Group Discussions (FGDs) and key informant interviews, this study revealed the conditions of women before and after benefiting from FAL with integrated vocational skills. The findings of this study inductively generated from the participants revealed that women who acquired FAL in addition to integrated vocational skills significantly transformed their socio-economic lives. Opportunity for FAL and integrated vocational training improved women's daily lives in terms of confidence to participate in community undertakings and local council leadership. In addition, the women became self-employed, profited from income generating group projects, made re-investments of savings from the income generated. In turn, the well-being for themselves and their families greatly improved. Therefore, the study recommends that the Ministry of Gender, Labour and Social Development (MGLSD) which coordinates FAL training in Uganda along with other departments, such as international partners, NGO's and civil society organisations should prioritise, support and strengthen the FAL learning with integrated vocational training policies. [The research was funded by DAAD (German Academic Exchange Service).]
Learning More by Measuring More: Building Better Evidence on Pre-K Programs by Assessing the Full Range of Children&apos;s Skills. Measures for Early Success
Author: McCormick, Meghan
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: Preschool Education,Preschool Children,Program Effectiveness,Outcomes of Education,Skill Development,Reading Skills,Literacy,Writing Skills,Language Skills,Mathematics Skills,Achievement Tests,Kindergarten,Elementary Education

Decades of research on early care and education have shown that four-year-old children who enroll in prekindergarten (pre-K) programs start kindergarten scoring higher on assessments of academic skills than those who do not. A handful of long-term follow-up studies of pre-K have also found that these programs can have lasting beneficial impacts on critical outcomes into adulthood, such as educational attainment, employment, and income. In the large majority of studies, however, pre-K researchers have only been able to follow students through elementary school. This brief looks at examples of additional, sometimes less frequently measured types of skills that pre-K programs may help boost in the short term and sustain over the longer term. It then presents evidence from existing studies of pre-K programs conducted by MDRC and other researchers that shows how measuring a broader set of outcomes is key to a more comprehensive understanding of the benefits of pre-K programming. The brief concludes with recommendations for ongoing investment in the creation and collection of measures that go beyond the ABCs and 123s, to better understand the lasting effects of early care and education and to strengthen future programming
The Legitimation of Quality Physics Education for Street-Connected Children and Street Youth
Author: Fischer, Matthias
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Runaways,Homeless People,Urban Schools,Science Education,Physics,Developing Nations,Developed Nations,Children,International Law,Treaties,Childrens Rights,Access to Education

Worldwide, there are millions of children and youth living on the streets. While this is accepted as a sad reality when it comes to developing countries, many people are unaware that street youth also exist in Western countries, such as Germany. In both developing and developed countries young people on the streets face a plethora of challenges that make it difficult for them to access quality schooling. However, one of the demands of the SDG &quot;Quality Education&quot; is that children and youth in precarious living situations should be guaranteed access to all levels of education. In order to fulfill this goal different projects, for example street schools, are founded. Nowadays these projects often include physics education in their curriculum. This study has two goals. First, the life of street-connected children in developing countries and street youth in Germany is compared through an extensive literature review. Differences and similarities between these two groups and their reasons for leaving home are elaborated. Secondly, the question is answered to what extent physics education is necessary for street-connected children and street youth and consequently should be part of educational projects for them.
2021-2022 WIDA Assessment Guidance
Author: Indiana Department of Education
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Language Tests,Language Proficiency,Elementary Secondary Education,Test Results,Evaluation Criteria,Testing,Testing Accommodations,Students with Disabilities,Scheduling,Student Placement,Test Interpretation,Coordinators,Administrators,Translation,Training

The &quot;2021-2022 WIDA Assessment Guidance&quot; provides information on the following 14 topics: (1) English Language Proficiency Requirements; (2) Participation Requirements; (3) WIDA Assessments in Grades K-12; (4) WIDA ACCESS Annual Assessments Test Window; (5) Indiana English Learner Entrance and Exit Criteria; (6) Scheduling and Timing Guidance; (7) Translation of Directions in Native Language; (8) Test Results and Reporting; (9) User Roles and Responsibilities; (10) Training Requirements; (11) Testing Modes and Technology Guidance; (12) WIDA Accessibility Features and Accommodations; (13) English Learners with Disabilities; and (14) Contact Information and Resources. Two appendices present: (1) Guidelines for Completing Student Data on Test Booklets; and (2) Interpreting Kindergarten W-APT Results. [For &quot;2020-2021 WIDA Assessment Guidance,&quot; see ED611300.]
2021-2022 Accessibility and Accommodations Information for Statewide Assessments
Author: Indiana Department of Education
Date: 2022-00-00
Type: Guides - General
Subjects: Testing Accommodations,Accessibility (for Disabled),Measurement,English (Second Language),Language Tests,Language Proficiency,College Entrance Examinations,Multilingual Materials

The Indiana Department of Education's (IDOE's) &quot;Accessibility and Accommodations Information for Statewide Assessments&quot; is intended for school-level personnel and decision-making teams as they prepare for and implement Indiana state assessments. Information is provided for school personnel as a reference to inform school personnel about universal features, designated features, and accommodations for those students. IDOE recognizes that the validity of assessment results depends on the utilization of appropriate universal features, designated features, and accommodations, when needed, based on the constructs being measured by the assessment. The following sections are included in this guide: (1) Universal Features; (2) Designated Features; (3) Accommodations; (4) English Language Proficiency Assessments; (5) SAT Universal Features and Accommodations; (6) Specific Testing Protocol; (7) Special Circumstances and Non-Standard Accommodations; (8) Multilingual Features and Accommodations; and (9) Data Upload and TIDE. The appendix presents guidance regarding read aloud for students.
Insight into the 2017 Drop in Foster Care Graduation Rates. Report No. 101
Author: Clemens, Elysia V.
Date: 2018-00-00
Type: Reports - Research
Subjects: Foster Care,Graduation Rate,Academic Achievement,Student Mobility,Dropout Rate,High School Graduates,High School Students

The 4-year graduation rate for Colorado students in foster care decreased substantially from the 2015-2016 school year to the 2016-2017 school year, from 33.2% to 23.6%. This study examines trends in state-level child welfare and education data to uncover possible explanations for this decline. Students in the 2017 foster care cohort tended to drop out of school earlier in high school than previous cohorts of foster youth. Because of this trend, proportionally fewer youth in the foster care cohorts participated in the state end of year academic testing and, as such, proficiency levels may be misleading indicators of foster care cohort graduation rates. The results also show that school mobility decreased, but similarly, if students are not enrolled in school, then they cannot change schools. The findings of this study suggest that dropout rates, an educational indicator routinely collected at the state level, are the best available indicator of 4-year graduation rates. [This study was commissioned by the Colorado Department of Human Services.]
The Online Delivery of VET during the COVID-19 Pandemic: Part 2. Research Report
Author: Hume, Sheila
Date: 2022-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Vocational Education,Educational Technology,Technology Uses in Education,Foreign Countries,Job Training,Barriers,At Risk Students,Low Income Students,Immigrants,English Language Learners,Occupations,Educational Quality,Adult Students,Rural Areas,Students with Disabilities,Indigenous Populations,Literacy Education,Numeracy,Basic Skills,Community Services,Cosmetology,Industry

The introduction of strict social distancing measures and mandated lockdowns necessitated by the coronavirus pandemic created new and unprecedented challenges for the vocational education and training (VET) sector. In response, approximately three-quarters (75.2%) of registered training organisations (RTOs) surveyed in early 2021 moved training to an online environment. The substantial shift to online training delivery was also identified through an analysis of total VET activity (TVA) data, with the number of subjects being delivered via an online-only mode increasing by almost 24% in 2020 compared with 2019. This project provides a picture of how the VET system responded in 2020 to the uncertainty and challenges -- to training delivery and assessment -- generated by the pandemic, also detailing its influence on RTOs' future training delivery plans. The findings from this research have been presented as a two-part series. In part 1 (ED615346), the incidence of online training during the first year of the pandemic is compared with the incidence pre-pandemic using administrative data, along with an investigation of training types and subject results across these periods (Hume &amp; Griffin 2021). In this report, part 2, the authors explore the journeys of RTOs and their use of online training delivery -- from pre-pandemic through to their pandemic response and future intentions. A survey of RTOs and in-depth interviews explored the barriers and opportunities of the move to online training delivery. Case studies of five different areas of training are also presented, demonstrating the variable challenges experienced across the VET sector.
The GSA Study: Results of National Surveys about Students&apos; and Advisors&apos; Experiences in Gender and Sexuality Alliance Clubs. A Report from GLSEN
Author: Truong, Nhan L.
Date: 2021-00-00
Type: Reports - Research
Subjects: LGBTQ People,Clubs,Educational Environment,Student Characteristics,Student Participation,Program Effectiveness,Extracurricular Activities,Well Being,Mental Health,Barriers,Student Leadership,Teacher Attitudes,Student Attitudes,Professional Development,Minority Group Students,Resources,Leadership,Elementary Secondary Education

GSAs, originally known as Gay-Straight Alliances and now commonly known as Gender and Sexuality Alliances, were first started over 30 years ago in the United States. These school clubs focus on providing LGBTQ students a safe and affirming space within a school environment that they may otherwise experience as hostile. In that GSAs are an important and growing resource for LGBTQ students at school, the purpose of the current study is to provide a better understanding of LGBTQ students' and advisors' experiences with GSAs at their school. Using original and secondary data sources, it specifically examines: (1) The demographic composition of GSAs, including race/ethnicity, sexual orientation, and gender; (2) How often students participate in GSAs, benefits of GSA participation, and other non-GSA school-sponsored extracurricular activities that GSA students participate in; (3) Activities that GSAs engage in, and the impact that these different activities have on LGBTQ students' experiences with school climate and their psychological well-being; (4) Resources that GSA students and advisors use and find helpful, as well as resources that they need; (5) Challenges that students and advisors face in their GSA, and how they resolve challenges; (6) Experiences and perspectives of GSA leaders, including student leaders and advisors; and and (7) Advisors' professional development and feelings of competence working with LGBTQ students, including LGBTQ students of color.
Children with Disability in ECEC and School Age Education and Care. Discussion Paper
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Educational Quality,Child Care,Students with Disabilities,Disability Discrimination,Equal Education,Federal Legislation,Student Rights,Access to Education,Elementary Education,Preschool Teachers,Elementary School Teachers,Child Caregivers,Barriers,Inclusion

This discussion paper has been produced by Australian Children's Education and Care Quality Authority (ACECQA), on behalf of all state and territory governments and the Australian Government, to inform the &quot;2020 Review of the Disability Standards for Education 2005.&quot; This paper asks providers of early childhood education and care (ECEC) and school age education and care services across Australia about their awareness and understanding of their obligation sunder the &quot;Disability Discrimination Act 1992&quot; (DDA). This includes questions of access and participation by children with disability to education and care. ACECQA's paper complements the broader discussion paper by the Australian Government about ECEC and the Disability Standards for Education 2005, and is provided in two parts: (1) part 1 is for all ECEC and school age education and care providers; and (2) part 2 asks questions that specifically target National Quality Framework (NQF) approved ECEC and school age education and care providers. [For the broader paper, &quot;Final Report of the 2020 Review of the Disability Standards for Education 2005,&quot; see ED617747.]
Social and Emotional Skills of 15-Year-Old Students in the Houston Independent School District
Author: Yin, Ming
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Adolescents,Skill Development,Altruism,Personality Traits,Creativity,Empathy,Cooperation,Self Efficacy,Interpersonal Competence,Racial Differences,Ethnicity,Age Differences,Socioeconomic Influences,English Language Learners,At Risk Students,Students with Disabilities,Low Income Students,Gender Differences,Secondary School Students,Student Motivation

In the fall of 2019, 3,117 15-year-old students in the Houston Independent School District (HISD) participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Co-operation and Development (OECD), with Houston serving as the only U.S. site. This report provides a snapshot of social and emotional skills of the 15-year-old students surveyed and sheds light on the student populations in need of support at district and campus level. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD, 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš and Suarez-Alvarez 2019). HISD students in the 15-year-old cohort varied with respect to their levels of SE skills, having reported higher levels of Tolerance, Curiosity, Creativity, Empathy, Cooperation, and Self-Efficacy than other skills. Substantial variation existed across different groups of students.