ethanporcaro/eric-fulltext-meta huggingface dataset:
Uptake of GCSE Subjects 2018. Statistics Report Series No. 125
Author: Gawedzka, Gosia
Date: 2022-03-24
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Disadvantaged Schools,Single Sex Schools,Intellectual Disciplines

This Statistics Report is the first in a new series produced by the Research Division at Cambridge University Press and Assessment, using publicly available school performance data from the Department for Education (DfE). This report is focused on the uptake of General Certificate of Secondary Education (GCSE) (and IGCSE/International GCSE) subjects in England in 2018. The data were downloaded from the DfE's, 'Find and compare schools in England' service, and consisted of Key Stage 4 (KS4) results at a school level in all subjects in schools and colleges in England, as well as school characteristics such as school gender, admissions policy, and the number of disadvantaged pupils at the end of KS4. GCSE uptake is defined as the percentage of students at the end of KS4 taking a GCSE subject. The following qualifications were counted for this report: GCSE Full Course, GCSE (9-1) Full Course, GCSE (9-1) Full Course (Science Double Award), GCSE (legacy double award), Edexcel Certificates, Cambridge International Certificate Level 1/Level 2. GCSE uptake was analysed by different school classifications: school type attainment group, school gender and deprivation level. In the tables in this report, the numbers of students in each of the classifications are presented. [For the 2017 report, see ED621986.]
Uptake of GCSE Subjects 2019. Statistics Report Series No. 126
Author: Gawedzka, Gosia
Date: 2022-04-04
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Disadvantaged Schools,Single Sex Schools,Intellectual Disciplines

This Statistics Report is the second in a new series produced by the Research Division at Cambridge University Press and Assessment, using publicly available school performance data from the Department for Education (DfE). This report is focused on the uptake of General Certificate of Secondary Education (GCSE) subjects in England in 2019. The data were downloaded from the DfE's 'Find and compare schools in England' service, and consisted of Key Stage 4 (KS4) results at a school level in all subjects in schools and colleges in England, as well as school characteristics such as school gender, admissions policy, and the number of disadvantaged pupils at the end of KS4. GCSE uptake is defined as the percentage of students at the end of KS4 taking a GCSE subject. The following qualifications were counted for this report: GCSE Full Course, GCSE (9-1) Full Course, GCSE (9-1) Full Course (Science Double Award). GCSE uptake was analysed by different school classifications: school type, attainment group, school gender and deprivation level. In the tables in this report, the numbers of students in each of the classifications are presented. [For the 2018 report, see ED621953.]
Digital Tool for Blended Learning for Teaching Visual Effects
Author: Maschio, Alexandre V.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Blended Learning,College Students,Visual Stimuli,Film Study,Audiovisual Aids,Teaching Methods,Foreign Countries

The use of digital and blended digital learning modes is becoming more popular in teaching practice at various levels of instruction. This article reports a case study with a strong experimental approach in which a digital learning object (DLO) was developed to assist in the pedagogical practice in higher education (in the audiovisual area). The objective of the research was mainly to evaluate the pedagogical contribution of DLO, however, this article is restricted to demonstrate what were the methodological paths taken during the research process for the development and conception of the tool (DLO), using theoretical references from the design area, pedagogy (regarding the construction and validation of digital learning objects), and the methodologies defined for their subsequent evaluation and validation. This article intends to contribute mainly by pointing out the design strategies adopted for the conception and creation of a Digital Learning Object for Blended Learning. Future works will present the subsequent validation results, pointing out the paths taken and new research paths to be followed to complement and further contribute to research regarding the importance of DLOs in the teaching practice of higher education. Besides, it is believed that the more research and experimentation with the construction of new DLOs and the sharing of the methods used, the better for the development, reflection and definition of better design strategies to more effectively reach the objectives initially proposed for the digital learning tool. [For full proceedings, see ED621941.]
Gauging the Usage of the Internal Marketing by Teachers for Effective Teaching and Communication
Author: Kurian, Simmy
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Effectiveness,Educational Technology,Internet,Technology Uses in Education,Teaching Methods,Foreign Countries,Secondary School Teachers,Computer Mediated Communication

With a whole new array of technological developments in and around the world -- &quot;The Technology means&quot; are the strongest way to communicate and create long lasting impact on peoples' minds. As far as teachers are concerned technology enabled teaching environment can positively reinforce their teaching methodology. The internet which is an internetwork of networks and integrates Information and communication technologies, can be used as an effective means for communicating with the students. This study assesses the internet usage by teachers of high schools and higher secondary schools along thirteen different categories of uses of the internet for various teaching learning processes. The data was collected from three zones constituted by 14 districts in the Indian state named Kerala. The data was analysed using Friedman's two-way analysis of variance test to gauge the teachers ranking of thirteen popular uses of the Internet. The rankings revealed that the most popular use of the internet was accessing course content, followed by teaching of subjects, performance evaluations and communicating with subject experts. The least ranked categories of use were gaining computer skill, presentation, searching information and communicating with stakeholders like students, parents and teachers. These rankings are indicative of teacher preferences relating to the usage of Internet resources for various teaching learning activities. The results raise several concerns regarding the areas where there is potential for better use of the internet in the future. [For full proceedings, see ED621941.]
Preschool: Grants for High Quality School Readiness Programs. Report to the Education Interim Committee
Author: Collins, Jonathan
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Grants,Educational Finance,Educational Quality,School Readiness,Preschool Education,Student Participation,Program Evaluation,Program Effectiveness,Literacy,Numeracy

During the 2019 General Session, the Legislature passed Senate Bill 166, &quot;School Readiness Amendments,&quot; to improve the coordination and alignment of preschool programming. This report is provided to the Education Interim Committee as a summary of an evaluation of and the efficacy of both the high-quality school readiness grant programs. During the 2020-21 school year, both grant programs served a total of 22 preschool programs consisting of 9,276 students with 23% of those students qualifying as eligible students as defined in statute. Overall, students entering kindergarten from high-quality public programs had a higher proportion of students proficient in both Literacy and Numeracy compared to students entering from non-high-quality public programs. [For the previous version of this report, see ED628590.]
Changing Educational Policies: Implications for ICT Integration in Science Instruction and Performance of Students in Ghanaian Senior High Schools
Author: Amedeker, Mawuadem Koku
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Policy,Science Instruction,Educational Technology,Technology Integration,High School Students,Science Curriculum,Resource Centers,Barriers,Secondary School Science

Every country's educational policy directs the implementation and success or otherwise of education outcomes. This study analysed some educational policies of the Ministry of Education of Ghana to determine the current state of use of Information and Communication Technologies (ICTs) in science instruction in senior high schools and its implications for students' learning outcomes. Most of the policies aimed at promoting functional learning through use of ICTs. However, the various senior high school science syllabuses are not explicit on the use of ICTs such as computer, mobile technologies, print, audio-visual, radio and TV broadcasts as some of the means of integrating ICTs in teaching and learning. It was found that local stakeholders' engagement in developing the various curricula is minimal as policy documents were developed by Non-Governmental Organisations (NGOs) with occasional involvement of few personnel from the Ministry. Despite the many policy directions and training workshops given to teachers, use of ICTs in instruction has remained at the policy stages with little or no ICTs integration into school science teaching. Also ICTs integration in science teaching at the senior high school levels has been constrained by uncoordinated and a flurry of policy implementation procedures and directions given by donor agents. Students' performance in science examinations has not yielded the expected learning outcomes. It is recommended that education should be democratised to engage local practitioners of education rather than the many donor agencies seeking to correct the shortcomings of science teaching and learning. [For full proceedings, see ED621941.]
Learning Styles and Mobile Learning Usage Behaviors of Graduate Students in University in Curbing Plastic Pollution
Author: Viriyavejakul, Chantana
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Pollution,Plastics,Conservation (Environment),Telecommunications,Handheld Devices,Cognitive Style,Educational Technology,Graduate Students,Student Behavior,Correlation,Academic Achievement,Foreign Countries,Computer Use

Plastic waste pollution has already affected everything on earth, especially with frighteningly high amounts of waste plastic being found recently in un-inhabited places. Responsibility of reducing plastic use and waste is more dependent on highly educated people than normal people as highly educated people are social reform leaders. This study is a guideline M-Learning or Mobile Learning which is teaching and learning through courseware offering content and activities via wireless network technology and wireless internet network technology Telecommunication Network so that learners can learn anywhere, anytime. In this study, the researcher studied only plastic wastage and smart phone usage with the objective to 1) study plastic waste and smartphone usage behaviors of graduate students and 2) study the relationship between plastic waste and smartphone usage behavior in the classroom and academic performance by collecting data using a purposive sampling of different learning styles; including observation, inquiries and interview forms for master and doctoral students at the Faculty of Education, Industry and Technology of King Mongkut's Institute of Technology at Ladkrabang, with 7 people. Data were analyzed using descriptive statistics and chi-square test. The results of the research revealed that 1) Most students use their smart phones in their classrooms to research information while doing their assigned activities causing increased plastic use and waste but without paying much attention to waste pollution because it was felt that the subject matter is not linked directly to pollution management. Students are aware of this problem but do not take it seriously. In addition, mobile phones are used to take pictures or listen to music, communicate in and outside the classroom, not deemed related to plastic pollution and 2) Smartphone behavior has a relationship with the academic performance of students with statistical significance at the level of 0.00. [For full proceedings, see ED621941.]
Students&apos; Conception of Learning and Learning Behavior from Multiple-Goals Perspective
Author: Yokoyama, Mai
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Student Behavior,College Seniors,Student Attitudes,Goal Orientation,Beliefs,Foreign Countries,Learning

The purpose of this study was to examine conception of learning and learning behavior for each goal orientation type from the multiple-goals perspective and to clarify the characteristics of each type. Questionnaire surveys were conducted with fourth-year undergraduate students, and responses for 340 students were analyzed. We created four types, namely, &lt;Low-goals&gt;, &lt;High-goals&gt;, &lt;High-Performance-Avoidance-goals&gt;, and &lt;High-Learning-goals&gt;, and each type of conception of learning and learning behavior were examined. The results suggested that conception of learning differs by type. &lt;High-goals&gt; tended to have multiple conceptions of learning, &lt;High-Learning-goals&gt; tended to have Active conception of learning, and &lt;Low-goals type&gt; and &lt;High-Performance-Avoidance-goals&gt; tended to have Passive conception of learning. [For full proceedings, see ED621941.]
Upper Secondary School Teachers&apos; First Encounter with the Active Learning Classroom: What Can We Learn from a Perspective of Power and Control?
Author: Bergström, Peter
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,High School Students,High School Teachers,Active Learning,Learner Engagement,Attendance Patterns,Student Centered Learning,Educational Innovation,Power Structure,Classroom Design

This paper reports on a research and development project based upon problems in upper secondary school, namely students' lack of engagement, passive learning and students' absence from school. Looking to solve this problem, a group of upper secondary school teachers came across and saw potential in the concept, physical space and method of the &quot;Active Learning Classroom (ALC)&quot;, a concept from higher education. The aim of this particular study was to explore teaching in the ALC from the perspective of power and control. The research questions embrace issues on both the physical learning environment of the ALC, teacher practices in the ALC and what kind of teacher practices enhance active learning. The theoretical framework was based on Bernstein's concepts of power and control. The study applied methods of video recorded classroom observations and field notes. The findings indicate a designed physical learning environment where power was conferred to the students. That placed demands on the teachers with regard to how they handled control in practice. Findings further indicate that when teachers had more active control over pace and sequencing, this increased productivity and more active learning among the students. [For full proceedings, see ED621941.]
Assessment Waivers, 2019-2020 School Year. Report to the Education Interim Committee
Author: Curry, Jill
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Educational Assessment,State Legislation,Educational Legislation,Accountability,State Boards of Education,Compliance (Legal),Graduation Requirements,Civics,COVID-19,Pandemics,Tests

This report identifies the statutory requirements, including programs, reports, evaluations, and accountability measures, impacted by the assessment waiver and describes how each statutory requirement is impacted by the assessment waiver. It discusses the data which the State Board has not collected or will not collect because of the assessment waiver and has collected or will collect despite the assessment waiver. The report also identifies the statutory requirements with which the State Board or a local educational agency (LEA) has not fully complied or will not fully comply because of the assessment waiver and describes the extent to which the State Board or an LEA has complied or will comply with statutory requirements.
New Solutions for Frustrated Parents: How Education Leaders Can Help
Author: Croft, Michelle
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Parent Attitudes,Leadership Responsibility,Parent School Relationship,Parent Participation,Needs,Access to Education,Satisfaction,School Choice,Educational Opportunities,Barriers

Parents across the country continue to be concerned about their children's academic and social-emotional well-being. Some parents are sufficiently satisfied with their children's school and are content with a return to a pre-pandemic normal. Other parents are sufficiently dissatisfied and have already made a change, whether between schools, to home-schooling, or with supplemental learning opportunities. In between is a third group of parents -- those who are frustrated and have not yet made a change, but are looking to policymakers and education leaders for solutions. &quot;New Solutions for Frustrated Parents: How Education Leaders Can Help&quot; offers four recommendations for policymakers and education leaders to address the discontent among parents as the 2021-22 school year comes to a close: (1) Work with parents to better understand their needs; (2) Increase the number of educational options available to families; (3) Inform families about educational options that could meet their children's needs; and (4) Reduce barriers to access. By responding to parent needs, policymakers and education leaders can better support families and students in the upcoming school year and beyond.
Biennial Survey of Education in the United States, 1942-44
Author: Federal Security Agency, US Office of Education (ED)
Date: 1949-00-00
Type: Historical Materials
Subjects: Public Education,Urban Schools,Elementary Secondary Education,Higher Education,Educational Administration,Enrollment,Graduates,Teachers,African American Education,Educational Attainment,Financial Support,Expenditures,Educational Finance,Educational Facilities,Endowment Funds,Federal Aid,Vocational Education,Libraries

The biennial survey presents statistics and discussion on broad-range education, state school systems, city school systems, and higher education for 1943-44. Topics include administrative units, enrollment, graduates, teachers, negro schools, school survival rates, educational attainment, funding and expenditures, property and endowments, federally aided vocational education, and libraries.
Biennial Survey of Education in the United States, 1944-46
Author: Federal Security Agency, US Office of Education (ED)
Date: 1949-00-00
Type: Historical Materials
Subjects: Public Education,Urban Schools,School Districts,Elementary Secondary Education,Higher Education,Educational Administration,Consolidated Schools,Student Transportation,Enrollment,High School Graduates,College Graduates,Data,Teachers,Secondary Schools,African American Education,Academic Persistence,Educational Attainment,Financial Support,Educational Finance,Educational Facilities,Endowment Funds,Federal Aid,Vocational Education,Libraries

This biennial survey presents statistics and discussion on broad-range education, state school systems, city school systems, and higher education for 1945-46. Topics include administrative units, consolidation and transportation, enrollment across education sectors, high school and college graduates, state school system data, higher education, teachers, secondary schools, negro schools, school retention rates, educational attainment, funding and expenditures, property and endowments, federally aided vocational education, and libraries.
Biennial Survey of Education in the United States, 1946-48
Author: Federal Security Agency, US Office of Education (ED)
Date: 1951-00-00
Type: Historical Materials
Subjects: Public Education,Urban Schools,School Districts,Higher Education,Special Schools,Students with Disabilities,Academic Libraries,Private Schools,Secondary Schools,School Libraries,Educational Administration,Consolidated Schools,Student Transportation,Enrollment,High School Graduates,College Graduates,Data,Teachers,African American Education,Academic Persistence,Educational Attainment,Financial Support,Educational Finance,Expenditures,Educational Facilities,Endowment Funds,Federal Aid,Vocational Education,Teacher Salaries,Veterans Education,Lunch Programs,Attendance,Compulsory Education,Teacher Retirement,International Relations

The biennial survey presents statistics and discussion for 1947-48 on broad-range education, state school systems, city school systems, higher education, special schools and classes for exceptional children, libraries in institutions of higher education, nonpublic secondary schools, and public school libraries. Topics include administrative units, consolidation and transportation, enrollment across education sectors, high school and college graduates, state school system data, higher education, teachers, secondary schools, negro schools, school retention rates, educational attainment, funding and expenditures, property and endowments, federally aided vocational education, teacher salaries, veterans' training program, school lunch program, compulsory attendance, teachers retirement, and international educational relations.