ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of EEF Projects. Summary of Key Findings
Author: Demack, Sean
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Disadvantaged Youth,Meta Analysis,Effect Size,Program Evaluation,Randomized Controlled Trials,Evaluation Methods,Elementary School Students,Secondary School Students,Cost Effectiveness,Student Attrition,Grants,Intervention,Educational Theories,Evidence Based Practice,Program Implementation,Fidelity,Educational Attainment

This document summarises key findings from the quantitative strands of a review of the Education Endowment Foundation (EEF) evaluations that had reported from the establishment of EEF in 2011 up to January 2019. The quantitative strands summarised include meta-analyses of effect sizes reported for attainment outcomes and descriptive analyses of cost-effectiveness and attrition. Additionally, descriptive univariate analyses of the explanatory variables used in the review are summarised. Complete findings can be found in the main report. The review conducted qualitative interviews to explore perceptions on effective scale-up and developed and piloted an IPE quality measure, and these are reported separately. [For &quot;Review of EEF Projects. Evaluation Report,&quot; see ED625480. For &quot;Review of EEF Projects. Technical Annex,&quot; see ED625484. For &quot;Review: Scale-Up of EEF Efficacy Trials to Effectiveness Trials,&quot; see ED625479. For &quot;Review: EEF Implementation and Process Evaluation (IPE) Quality Pilot,&quot; see ED625478.]
Stimulating the Complications of Digital Divide for Sustainable Adult Education in a Developing Country
Author: Aderogba, Kofo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Access to Computers,Disadvantaged,Adult Education,Developing Nations,Foreign Countries,Sustainability,Internet,Technological Literacy,Barriers,Information Technology

There are gaps between those that are able to benefit from the internet and those who are not. There have been powerful global movements, including a series of intergovernmental summits, conducted to close the digital divide. The movements formulated solutions in public policy, technology design, finance and management that would allow all connected citizens to benefit equitably as a global digital economy spreads into far corners of the world population. But the gap remains unabated in the Developing World. This work identified major attributes of the Developing World vis-a-vis the digitalization of the community; and examined the specific impacts of the digital divide on contemporary adult education and its future. Nigeria is used as a case study. The study made commendations for eliminating digital divide to propel advancement in adult education in the Developing World. The study is descriptive. Government policies and programmes on Internet and Telecommunication Technology (ICT) were examined. School programmes and practices on ICT were studied. 25 individual adults drawn across Nigeria were interviewed to determine their level of digital literacy, and challenges. They also made suggestions. The Third World are least connected with no indications for immediate integrated closure. Low literacy, poor economy, poor infrastructures and government ineptitudes, among others, constitute major reasons for the divide. Massive investment in ICT and infrastructures, and tremendously purposeful training of facilitators that will impart the knowledge and skills are desirable. Schools and colleges may have to double the attentions to ICT in their curriculums. [For the full proceedings, see ED625421.]
Readiness and Willingness of the Enterprises in Accepting Work Immersion Activities of Senior High School Students
Author: Budomo, Xerxes Mateo
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Work Experience Programs,Job Skills,Readiness,Foreign Countries,Alignment (Education),Proximity,Compliance (Legal),Social Responsibility,Employers,Internship Programs,Partnerships in Education

This study determined and described the readiness and willingness of the enterprises in accepting work immersion (WI) activities of senior high school (SHS) students. Specifically, it described the needed WI requirements of SHS in terms of classification and skills needed, the readiness of enterprises in compliance with the Department of Education's requirements in terms of the facilities, alignment, proximity, legal requirements, scope of operation and corporate social responsibility. Also, it determined the willingness of enterprises in terms of the number of interns needed, availability of slots for internships, students' qualifications and gender preferences. Problems in relation to the WI activities of SHS students were also identified. Furthermore, a plan of action to address the anticipated problem was proposed. The descriptive research method, purposive sampling and questionnaire-checklist as instrument were utilized in this study. Majority of the enterprises are ready in accepting WI activities of SHS students. In terms of willingness, majority of the enterprises do not need interns but willing in accepting WI of SHS students. The following were recommended: conduct orientation or seminar in the enterprises about WI; search for other potential enterprises partners; partner with State Universities and Colleges; and the use of simulation activities inside the school.
Review of EEF Projects. Technical Annex
Author: Demack, Sean
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Disadvantaged Youth,Meta Analysis,Effect Size,Program Evaluation,Randomized Controlled Trials,Evaluation Methods,Elementary School Students,Secondary School Students,Cost Effectiveness,Student Attrition,Grants,Intervention,Educational Theories,Evidence Based Practice,Program Implementation,Fidelity,Educational Attainment

This document provides supplementary statistical tables to support the review of Education Endowment Foundation (EEF) evaluations. This includes: (1) Descriptive (univariate) tables for all explanatory variables; (2) Tables for the meta-analyses of primary ITT effect sizes; (3) Tables for the meta-analyses of secondary ITT effect sizes; (4) Tables for the meta-analyses of FSM subsample primary / secondary effect sizes; (5) Tables for the analyses of cost effectiveness; and (6) Tables for the analyses of pupil-level attrition. The analyses of pupil-level attrition identified a clear (and expected) association with the type of primary ITT outcome that was used in a trial (i.e., commercial tests tended to have higher attrition compared with official/NPD outcomes). For this reason, a limited follow-on elaboration analysis was undertaken for the attrition analyses. Specifically, analyses were undertaken separately for trials that used a commercial and trials that used an official/NPD outcome. This resulted in additional tables: (7) Tables for the elaboration analyses of pupil-level attrition. [For &quot;Review of EEF Projects. Evaluation Report,&quot; see ED625480. For &quot;Review of EEF Projects. Summary of Key Findings,&quot; see ED625481.]
Do States Have the Data They Need to Answer Important Questions about Their Teacher Workforce? State Policy Brief
Author: Saenz-Armstrong, Patricia
Date: 2022-12-00
Type: Reports - Research
Subjects: Teacher Shortage,Data Collection,Labor Force,Faculty Mobility,Teacher Placement,Labor Market,Elementary Secondary Education,State Policy,Teacher Certification,Teacher Effectiveness,Teacher Characteristics

Over the last couple of years, we have seen increased concerns about the teacher workforce and intensified news reporting describing teacher shortages. In response, many states have enacted policies largely in the absence of data on the precise nature of their staffing challenges, such as lowering standards across the board for entry into teaching. The National Council on Teacher Quality (NCTQ) set out to understand the key data elements states are currently collecting, which data is missing, and the level of detail that is needed to meaningfully answer questions about the teacher workforce. This work expands on a &quot;State of the States 2021: State Reporting of Teacher Supply and Demand Data&quot; (ED617872) that focused on the teacher supply and demand data states make public, which revealed serious gaps in the public availability of data. In July 2022, NCTQ surveyed states to determine the extent to which they collect data on 39 distinct data elements related to teacher supply, demand, and demographics. Three aspects of the data were looked at: (1) organization; (2) subject-area; and (3) timing. Forty-three states provided responses to the survey. This brief outlines the survey findings considering three dimensions of the teacher workforce: (1) health of the teacher pipeline; (2) teacher turnover (attrition), mobility, and shortages; and (3) equitable assignment of teachers. Findings indicate that many states have data available, but not all data elements are connected, limiting states' ability to answer key questions. It was also found that states often collect information on teachers as individuals, but not on teaching positions, a key missing element to accurately understand teacher demand and the local teacher labor market.
Does the State Permit Intradistrict Open Enrollment? Is Intradistrict Open Enrollment Mandatory or Voluntary? 50-State Comparison: Open Enrollment Policies 2022
Author: Education Commission of the States (ECS)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Student Mobility,Open Enrollment,School Districts,State Policy,Educational Policy,Transfer Policy,State Legislation,Place of Residence,Elementary Secondary Education

Intradistrict open enrollment policies allow students to transfer to another school in their resident district. This datapoint captures district open enrollment requirements, reasons for denying student transfer, and exceptions to open enrollment policies. States with a &quot;No&quot; or &quot;Not permitted&quot; entry explicitly prohibit intradistrict open enrollment, while those with a &quot;Not specified in state policy&quot; entry do not address intradistrict open enrollment in statute or regulation. [View the full &quot;50-State Comparison: Open Enrollment Policies 2022&quot; here: https://www.ecs.org/50-state-comparison-open-enrollment-policies/.]
Exploring Transformative Learning among Chinese Immigrant Mothers in Canada and the US during the COVID-19
Author: Zhu, Yidan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Foreign Countries,Immigrants,Mothers,COVID-19,Pandemics,Student Experience,Adult Students,Parenting Skills,Parent Child Relationship,Parent Attitudes

The purpose of this study is to explore the experience of Chinese immigrant mothers in Canada and the US overcoming the challenges through adult learning during the COVID-19 pandemic. Transformative learning theory is utilized as a theoretical framework. Transformative learning, as an important component of adult learning theory, emphasizes the expansion of consciousness through which an individual can critically reflect on their personal experiences and feelings (Mezirow, 2009). Based on this theoretical framework, we aim to understand how Chinese immigrant mothers as adult learners experience the pandemic and learn mothering during these uncertainties and at the same time, reorient their self-consciousness and self-directed learning skills in the new normal. Adopting qualitative research, we have conducted 50 semi-structured interviews among Chinese immigrant mothers in Canada and United States. This study reveals that Chinese immigrant mothers are increasingly marginalized as a result of the global pandemic and capitalism, which accelerate their motivations for enhancing their self-consciousness and self-directed learning. [For the full proceedings, see ED625421.]
Does the State Permit Interdistrict Open Enrollment? Is Interdistrict Open Enrollment Mandatory or Voluntary? 50-State Comparison: Open Enrollment Policies 2022
Author: Education Commission of the States (ECS)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Student Mobility,Open Enrollment,School Districts,State Policy,Educational Policy,State Legislation,Transfer Policy,Place of Residence,Elementary Secondary Education

Interdistrict open enrollment policies allow students to transfer to a nonresident (receiving) district. This data point captures district open enrollment requirements, reasons for denying student transfer, and exceptions to open enrollment policies. States with a &quot;No&quot; or &quot;Not permitted&quot; entry explicitly prohibit interdistrict open enrollment, while those with a &quot;Not specified in state policy&quot; entry do not address interdistrict open enrollment in statute or regulation. [View the full &quot;50-State Comparison: Open Enrollment Policies 2022&quot; here: https://www.ecs.org/50-state-comparison-open-enrollment-policies/.]
Are Open Enrollment Programs Subject to Desegregation Provisions? 50-State Comparison: Open Enrollment Policies 2022
Author: Education Commission of the States (ECS)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Open Enrollment,State Policy,School Desegregation,State Legislation,Racial Integration,Educational Policy,Student Mobility,Transfer Policy,School Districts,Elementary Secondary Education

This datapoint captures provisions in state policy that explicitly address racial integration or balance in schools and court or federal desegregation orders. [View the full &quot;50-State Comparison: Open Enrollment Policies 2022&quot; here: https://www.ecs.org/50-state-comparison-open-enrollment-policies/.]
Ideological Intensification: A Quantitative Study of Diversity, Equity, and Inclusion in STEM Subjects at American Universities
Author: Goad, Mason
Date: 2022-12-00
Type: Reports - Research
Subjects: STEM Education,Web Sites,Social Media,Publications,Grants,Sciences,Diversity,Inclusion,Equal Education,Language Usage,Discourse Analysis,Scholarship

Diversity, Equity, and Inclusion (DEI) ideology has spread aggressively through institutions of higher education in the United States and throughout the Western world. Arising from within the humanities and social sciences, DEI has begun to influence the natural sciences, where it promises to do great intellectual and economic damage. This report documents and quantifies the growing prevalence of DEI-associated language in science, technology, engineering, and mathematics (STEM) fields in the United States. For this study, five new datasets were assembled--comprising over 30 GB of data in over 280,000 files--focusing on American university webpages, university Twitter accounts, annual programs of academic associations, grants of major scientific research funders, and publications of scientific research, making this the largest study to date of DEI ideology's intensification in STEM fields. Our findings show that DEI-related language has increased significantly in all STEM sectors over the last decade, and exponentially so within the last few years. DEI indicators linked with STEM have risen 2,600 percent compared to a decade ago on university websites, with similar trends observed in social media content. This increase has been catalyzed, in part, by significant increases in government spending. The two principal funders of scientific research, the National Institutes of Health (NIH) and the National Science Foundation (NSF), increased DEI-related research spending by roughly 300 percent in one year alone (2020-2021). This increase is also visible in scientific publications, with DEI-related language rising up to 4,200 percent between 2010 and 2021.
Reframing a Civil Rights Historical Project as Human Rights Education through a Community of Practice
Author: Cordie, Leslie
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Civil Rights,United States History,Communities of Practice,Historical Interpretation,Research Projects,Faculty Development,Global Approach,Social Justice,Racial Discrimination,Culturally Relevant Education,Adult Learning,Independent Study,Lifelong Learning,Teaching Methods

History tells the Civil Rights struggle through the lens of Selma, Alabama. Bloody Sunday, an event that galvanized a generation, provided the background for an interdisciplinary team of scholars, educators, local historians, and community members to focus on place-based learning experiences and explore civil rights education. The Selma event is viewed as an important vehicle for providing a broader context on freedom struggles as part of the global movement for human rights. Furthermore, cross-curricular approaches to professional development of educators provides a framework for mutual understanding and building global competencies. This article describes the significance of Selma as an example of the struggle for human rights, explains the development of a project related to historical research and understanding, and the methods to create culturally relevant curricula. We emphasize the importance of collaborative projects and the significance of interdisciplinary communities of practice that create mutual understanding and competencies. We believe that the professional development of educators can guide learners to become ethical, global citizens -- those who support human rights, such as equity and equality, not only in their own communities, but worldwide. [For the full proceedings, see ED625421.]
Teaching Practices in a Language School in Serbia: Practical Considerations Based on the Andragogical Process Design
Author: Stojanovic, Maja
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Andragogy,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Private Education,Adult Students,Adult Learning,Barriers,Teacher Attitudes,Foreign Countries,Teacher Characteristics

In this paper, we outline English language teaching practices from a private language school in Serbia. We use data from qualitative interviews with six English language instructors from one private language school in Serbia to understand how these individuals prepare for and teach adult learners. We discuss these based on the andragogical process design, which offers a step-by-step approach to teaching adults, and highlight key elements and challenging issues from the perspectives of six language instructors. Finally, based on our findings, we outline practical implications related to teaching English as an additional language to adult learners. As the focus of this paper is on practical implications, this paper will be useful to instructors who teach adult learners, especially those who teach English as an additional language or administrators in charge of organizations in which such teaching occurs. As we discuss issues related to both linguistics and adult learning, scholars and practitioners from both fields will also benefit from reading this paper. [For the full proceedings, see ED625421.]
Complementary and Integrative Therapies. Position Statement
Author: Lechtenberg, Julia
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Medicine,School Health Services,Evidence Based Practice,Health Promotion,Intervention,Folk Culture,Drug Therapy,Medical Services,Indigenous Knowledge

When integrating complementary and integrative therapies into the school setting, the nurse steps beyond allopathic (conventional) treatments into therapies that may not be accepted as traditional. It is the position of the National Association of School Nurses (NASN) that the registered, professional school nurse (hereafter referred to as school nurse) advocates for evidence-based strategies that promote positive outcomes. It is important that when doing so, nurses familiarize themselves with the treatment requested and potential practice implications in light of federal and state regulations, district policy, and their state nurse practice act. This document provides the background and rationale for NASN's position.
Addressing Educator Burnout and Demoralization: Actions for Administrators
Author: Viscione, Claire
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Burnout,COVID-19,Pandemics,Administrator Role,Teacher Role,Well Being,Teaching Conditions,Teacher Responsibility,Teacher Morale

Educators and school administrators have met the COVID-19 pandemic with tremendous resilience. That resilience, however, has come with challenges, including burnout (exhaustion from high demands and insufficient bandwidth) and demoralization (dissatisfaction due to moral and ethical challenges). Educators must often address their own hardships, and administrators struggle to find guidance on alleviating burden and improving morale among staff. The authors interviewed new and experienced educators and administrators in rural and urban settings to gather examples of effective efforts to address such challenges. This resource provides administrators with strategy-based actions to support the well-being of educators.
Hawaii Department of Education Data Book, 2019. 30th Annual Report
Author: Hawaii State Department of Education, Office of the Superintendent
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: School Demography,Enrollment Trends,Academic Achievement,National Competency Tests,Educational Trends,Educational Finance,Reading Achievement,Mathematics Achievement,Science Achievement,Expenditure per Student,Elementary Secondary Education,Credentials,Safety,Well Being,English Instruction,Language Arts,Academic Standards,Educational Legislation,Federal Legislation,Graduation Rate,Dropout Rate,High School Graduates,Honors Curriculum,Recognition (Achievement),Student Certification,Advanced Placement Programs,Public Schools,Budgets,State Standards

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of resources is provided. [For &quot;Hawaii Department of Education Data Book, 2018. 29th Annual Report,&quot; see ED605817.]
Changing Course: Public School Enrollment Shifts during the Pandemic
Author: Jacobs, Drew
Date: 2022-11-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Public Schools,Enrollment Trends,Charter Schools,White Students,African American Students,Hispanic American Students,Racial Differences,Migration,Ethnicity,Parent Attitudes,Elementary Secondary Education

&quot;Changing Course: Public School Enrollment Shifts During the Pandemic&quot; is an analysis of student enrollment trends in public schools during the pandemic (2019-20 to 2021-22 school years). The numbers showed more than 240,000 students enrolled in charter schools, a 7% increase--while district public schools lost approximately 1.5 million students--nearly a 3.5% decrease. Charter schools are the only types of public schools that increased enrollment during the pandemic. The report also examines population shifts and enrollment trends for White, Black, and Hispanic students. The data indicate an increase in White, Black, and Hispanic enrollment in public charter schools. Overall, public charter school enrollment outpaced state population shifts in the majority of the states examined.