ethanporcaro/eric-fulltext-meta huggingface dataset:
How Inclusive Practices in the Classroom Affect Children&apos;s Social and Emotional Development: A Review of the Literature
Author: Kreitman, Robin E.
Date: 2022-08-07
Type: Information Analyses
Subjects: Inclusion,Children,Social Emotional Learning,Emotional Development,Social Development,Educational Practices,Peer Relationship,Peer Acceptance,Sex Stereotypes,Rejection (Psychology),Teacher Role,Student Diversity,Classroom Environment

This literature review analyzes current and past research surrounding inclusivity in the classroom and how it affects children's social and emotional development. Recent studies have highlighted the importance of teachers fostering an inclusive environment within their classrooms. This paper touches on peer interactions, the effects of rejection amongst peers, gender stereotypes, and a teacher's role in navigating each of these.
State Policies Impacting CTE: 2021 Year in Review
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Vocational Education,Educational Trends,Career Readiness,Equal Education,Educational Finance,Access to Education,Accountability,School Business Relationship,Work Experience Programs,Credentials,Governance,Dual Enrollment,Career Counseling,Academic Advising,COVID-19,Pandemics,Competency Based Education,Resource Allocation

Now that we have seen the end of 2020 temporary emergency actions, states have returned to passing legislation that affect Career Technical Education (CTE) and career readiness at pre-pandemic numbers with a new emphasis on systemic solutions that deliver equitable access for each learner to participate in opportunities that lead to career success. Over the year, Advance CTE and the Association for Career and Technical Education (ACTE) tracked state activity, cataloged final state policy actions and categorized trends based on the policy areas of focus and today, published State Policies Impacting CTE: 2021 Year in Review. This year's report provides an analysis that spans across 41 states who enacted 138 policies. All policies that were passed in 2021 affected the secondary education, postsecondary education, adult education and/or workforce systems. The policy areas that states focused on in 2021 were similar to previous years with industry-recognized credentials now one of the top five key policy areas. Top Five Policy Trends in 2021: (1) Funding; (2) Access and equity; (3) Data, reporting and/or accountability; (4) Industry partnerships and work-based learning; and (5) Industry-recognized credentials. A Methodology section at the end of the report describes how policies were included and categorized. [For &quot;State Policies Impacting CTE: 2020 Year in Review,&quot; see ED613608.]
Summer 2022 Outlook from Program Providers
Author: Afterschool Alliance
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Summer Programs,After School Programs,Program Administration,In Person Learning,Holistic Approach,COVID-19,Pandemics,Educational Finance

As the end of the school year approaches and families face another pandemic summer, a new survey of afterschool and summer programs brings some encouraging news: Providers are more likely to be open and operating in person this summer and are more optimistic about a return to normal than in previous surveys. However, providers also anticipate challenges, with staffing being the primary concern. Presented are the following five key takeaways related to the upcoming summer from the seventh wave of Afterschool Alliance's Afterschool in the Time of COVID-19 series, which surveyed 948 program providers between March 21 and April 12, 2022: (1) Most program providers plan to open and operate in person this summer; (2) Summer programming to take a holistic approach; (3) Staffing concerns for the summer continues to rise; (4) Programs with COVID relief funding are more likely to have plans to expand summer programming; and (5) Collaboration between afterschool and summer program providers and schools is an area for improvement.
The Impact on Technology Integration Self-Efficacy Beliefs of Prospective Teachers&apos; Self-Directed Learning Trends with Technology
Author: Bakaç, Ebru
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Preservice Teachers,Student Attitudes,Self Efficacy,Predictor Variables,Foreign Countries,Technology Uses in Education,Independent Study

The purpose of this research is to determine the effect of self-directed learning tendencies of prospective teachers on the self-efficacy beliefs of technology integration. In addition, prospective teachers' opinions of technology integration were researched. The research was designed using a mixed method. The study group of the research consisted of prospective teachers (pre-test n= 170 and post-test n= 131) who are studying at the Faculty of Education located in Northwest Black Sea Region of Turkey during the spring semester of the 2016-2017 academic year and who are taking the course of Instructional Technology and Material Design. The Technology Integration Self-Efficacy Scale, Self-directed Learning with Technology Scale and focus group interview were used to collect the data of the study. At the end of the research, it was found that prospective teachers' self-directed learning tendency scores were predictive both pre-test and post-test scores their technology integration self-efficacy beliefs.
Scientific Aptitude as a Predictor of Achievement in Science: A Study of Economically Disadvantaged Students
Author: Dar, Shabir Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Academic Aptitude,Science Tests,Standardized Tests,Secondary School Students,Science Achievement,Foreign Countries,Economically Disadvantaged,Gender Differences,Comparative Analysis,Indians,Predictor Variables,Academic Achievement

The present study was conducted to explore the differential levels of scientific aptitude among the economically disadvantaged students of Jammu and Kashmir. The objectives of the study were to find out of the achievement in the subject science of economically disadvantaged secondary school students and the levels of scientific aptitude of economically disadvantaged secondary school students. The study also aims to compare the achievement in science of economically disadvantaged secondary school students having differential levels of scientific aptitude and the achievement in science of economically disadvantaged secondary school boys and girls having differential levels of scientific aptitude. As such, the study involved purposive sampling and 200 10th standard students of Anantnag district of Jammu &amp; Kashmir. The data were collected with the help of a standardized tool prepared by Dr. Nagappa P. Shahapur and Dr. C. R. Rao in 1971. The study revealed that academic achievement of secondary school students, the boys and that of girls of Anantnag district of Jammu and Kashmir belonging to differential levels of scientific aptitude differ significantly.
A Comprehensive Evaluation of the Safe Environment Curriculum and Implementation
Author: Ortega-Ruiz, Valeria
Date: 2021-04-00
Type: Reports - Research
Subjects: Curriculum Evaluation,Curriculum Implementation,Catholics,Catholic Educators,Catholic Schools,Elementary Schools,Elementary School Teachers,Principals,Parents,Educational Environment,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Parent Attitudes,Elementary School Students,Child Safety,Culturally Relevant Education,Behaviorism,Constructivism (Learning)

In 2002, the United States Conference of Catholic Bishops adopted the Charter for the Protection of Children and Young People in response to the staggering amount of sexual abuse allegations against clergypersons in the Catholic Church. The adoption of this Charter led to the creation and country-wide mandate of The Safe Environment Program and curriculum in 2003. This evaluation report uses qualitative and quantitative data collection methods to assess the effectiveness and overall worth of the Safe Environment curriculum. Stakeholders who engage and are impacted by the curriculum participated in the study and helped guide the inquiry in answering the evaluation questions. Data findings indicate a strong desire for improvement in the curriculum's relevance and implementation. Instructional and communication gaps were also identified. Further exploration of the findings and recommendations are discussed in-depth.
Education Management Information System (EMIS) and Its Implications to Educational Policy: A Mini-Review
Author: Asio, John Mark R.
Date: 2022-08-00
Type: Journal Articles
Subjects: Management Information Systems,Educational Policy,Program Implementation,Decision Making,Barriers,Educational Trends,Elementary Schools,Secondary Schools,Success

This paper intends to show the importance of the Education Management Information System (EMIS) as well as the trends, challenges, and implications to educational policy. To achieve this, the proponents did a mini-review. The paper searched the internet for relevant and timely research papers and articles mainly focusing on the education management information system. After garnering enough materials for the mini-review, the tedious task of evaluating and analyzing the concepts and contexts of each material took place. Based on the evaluation, this paper found that some studies have shown promising results and positive experiences with the implementation education management information system (EMIS) in their institution. However, some did not execute well due to several reasons and factors. In addition, some research papers provided essential recommendations and suggestions that will help solve these different problems of EMIS. In the end, the paper concluded and shared some significant implications that school administrators can use for future references for policy and decision-making.
Impact of Psychology Courses on First-Generation College Students of Color
Author: Gutierrez, Robert Lee
Date: 2020-06-12
Type: Reports - Research
Subjects: First Generation College Students,Minority Group Students,Community Colleges,Two Year College Students,Psychology,Outcomes of Education,Knowledge Level,Consciousness Raising,Attitude Change

The purpose of this study is to understand the personal impact of first-generation community college students of color have after taking a psychology course. This research study focused on studying groups of people who were excluded from past research and were missing during the literature gap. This qualitative study examined the general impact psychology has on students who took at least one psychology course in higher education. Some of the emergent themes included students applying the knowledge they learned from psychology to have a better understanding of people and their behaviors, being less biased against other people, knowing more about the behavior of children and parenting, and applying the knowledge of parenting to their own family, making better decisions as parents, having a more positive perspective in the world, forgiving their parents on the experiences from childhood, perception of teenagers being able to understand themselves with psychology, teenagers would be better prepared for college and adulthood, teenagers would be more empathetic towards people who are different.
21st Century Community Learning Centers: Inspiring Learning. Supporting Families. Earning Results
Author: Afterschool Alliance
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: After School Programs,Community Centers,Summer Programs,Student Needs,COVID-19,Pandemics,Family Needs,School Closing,Computer Mediated Communication,Community Resources,At Risk Students,Access to Education,Program Effectiveness,Racial Differences,Ethnicity,Limited English Speaking,Geographic Location,Low Income Groups,Financial Support

Afterschool programs inspire kids to learn, help them make better decisions, and give parents peace of mind. Throughout the pandemic, 21st Century Community Learning Centers have kept kids engaged and learning and met the needs of families nationwide. But the demand for these programs far exceeds the supply. 21st Century Community Learning Centers provide afterschool and summer learning opportunities in every state. Programs are selected for funding based on their ability to meet the needs of students and families and their connection to education priorities in the state. Although many states reported disruptions in data collection during the pandemic, promising findings illustrate positive academic and behavioral gains among participants. Additionally, surveys of program providers found that through the pandemic, 21st CCLC programs were more likely to adapt to the needs of the children and families they served, from connecting with youth remotely during school closures and state stay-at-home orders to helping families connect with vital community resources during a challenging time. 21st Century Community Learning Centers provide essential support to students, many of whom are from underserved communities, and offer creative, engaging learning opportunities to kids of all ages and backgrounds.
Promoting Healthy Futures: Afterschool Provides the Supports Parents Want for Children&apos;s Well-Being
Author: Afterschool Alliance
Date: 2022-04-00
Type: Reports - Research
Subjects: Parents,Caregivers,Legal Responsibility,Child Custody,Children,Adolescents,After School Programs,Child Care,Extracurricular Activities,Summer Programs,Parent Attitudes,Caregiver Attitudes,Child Development,Minority Groups,Low Income Groups,Well Being

Parents increasingly view afterschool as important to the healthy development of children. Afterschool programs support healthy development. Parents of color and families with low incomes especially value afterschool's role in supporting healthy development. America After 3PM is a nationally representative survey of randomly selected adults who live in the United States and are the parent or guardian of a school-age child who lives in their household. The survey was conducted using a blend of national consumer panels, with the goal of completing at least 200 interviews in every state and Washington, D.C. America After 3PM data included in this report was collected between January 27 and March 17, 2020. A total of 31,055 households were surveyed and answered questions regarding ways in which their child or children are cared for in the hours after school, participation in organized activities, participation in summer experiences, and demographics. A subset of households, 14,391 respondents, answered a series of follow up questions regarding afterschool experiences or barriers to participation in afterschool, and perceptions of afterschool programs. Data from interviews are weighted on race and income within state and by state population. Projections for child-level data represent the 57.4 million children and youth in the United States based on numbers from the U.S. Census Bureau's October 2018 Current Population Survey.
Tier 1 Instructional Strategies to Improve K-4 Reading Comprehension. Brief No. 25
Author: Kim, James S.
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Reading Strategies,Elementary School Students,Reading Comprehension,Reading Instruction,Instructional Effectiveness,Language Arts

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can system leaders improve reading comprehension for students in kindergarten to grade 4 through stronger Tier I English language arts instruction? In order to answer this question, the brief breaks down the issue into four points: (1) Throughout the early elementary grades, students struggle to comprehend grade-level texts that require strong word recognition skills, vocabulary and background knowledge, mastery of complex syntax, and the ability to draw inferences; (2) Word recognition and language comprehension are central to how well a student understands a written passage; (3) Reading comprehension also depends on the reader, the text, the activity, and the context; and (4) Failing to read proficiently in the early elementary grades can have long-lasting negative consequences for students' future educational and economic success. Based on these points, the brief provides eight strategies to consider and three strategies to avoid.
Affective Learning with Creative Drama? Transformation Geometry and Teachers&apos; Candidates&apos; Learning
Author: Arik-Karamik, Gozdegul
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Attitude Measures,Freehand Drawing,Artists,Drama,Scores,Teacher Workshops,Teaching Methods,Interdisciplinary Approach,Academic Achievement,Diaries,Preservice Teachers,Student Attitudes,Elementary School Teachers,Teacher Education Programs,Pretests Posttests,Measurement

Art is a special tool for mathematics education. Many artists have used mathematics and geometry in their artworks. This study aims to examine M.C. Escher's drawings with creative drama in the light of transformation geometry. In this study, the explanatory sequential was chosen from the mixed-method designs. Quantitative data of the study were collected with the Geometry Attitude Scale (GAS). Qualitative data were collected with the Workshop Evaluation Form, the Academic Achievement Measurement Form (AAMF), and semistructured interviews. The study group consisted of 21 volunteer participants. The data obtained from GAS were analyzed with SPSS and qualitative data were analyzed using descriptive and content analysis. Participants' GAS scores differed significantly after the implementation. Regarding both quantitative and qualitative analysis obtained from this study, which consisted of 8 workshops in total, an increase was observed in participants' attitudes towards geometry after participating in the workshop.
Text-to-Speech Software as a Resource for Independent Interpreting Practice by Undergraduate Interpreting Students
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Speech Communication,Audio Equipment,North American English,Language Variation,Pronunciation,English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Undergraduate Students,Teaching Methods,Independent Study,College Second Language Programs,Foreign Countries,Arabic,Task Analysis,Video Technology,Information Technology,Language Laboratories,Videoconferencing,Speeches,Multimedia Instruction,Program Descriptions,Language Processing,Listening Skills

This article proposes a model for integrating text-to-speech software (TTS) in students' interpreting training and practice. It shows the aims of the model, the definition of TTS, the advantages of using TTS, how to search for TTS, instructional stages with TTS, and the interpreting instructor's role. The students can use TTS software online; download it to their laptop, use a Google Chrome extension to listen to webpages, online ebooks, Google Docs, webpages, and emails; or use a TTS mobile app. Practicing interpreting with TTS starts with introducing students to the TTS, how to copy and paste a text in the text area block, choosing a male or female reader, American or British accent, and reading speed. The students practice interpreting with TTS on their own, out of class. They listen and interpret without looking at the screen. They practice different interpreting modes (simultaneous, consecutive, liaison and sight interpreting). They can take notes only in consecutive and simultaneous interpreting. In sight interpreting, they interpret while reading the text from the screen silently without listening to the text being read. They practice individually, in pairs or small groups where they can listen to each other's interpreting and provide feedback ad comments on the quality and errors. The instructor serves as a facilitator. She can help the students find and download TTS that meet their needs and may select texts and exercises for the students to practice. She follows the students up to make sure they are making the best use of the TTS software. The article concludes with some recommendations for interpreting practice with TTS and other forms of technologies that can be utilized in student-interpreters' training and self-study.
Text-to-Speech Software for Promoting EFL Freshman Students&apos; Decoding Skills and Pronunciation Accuracy
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Audio Equipment,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Teaching Methods,Vocabulary Development,Reading Instruction,Reading Tests,Oral Reading,Word Recognition,Language Tests,Phonemes,Difficulty Level,Phonology,Phoneme Grapheme Correspondence,Computer Software,Textbooks,Listening,Independent Study,Comparative Analysis,Student Improvement,Accuracy,Correlation,Lesson Plans,Reading Fluency,Language Proficiency,Scores,Decoding (Reading),Student Attitudes,Positive Attitudes,Translation,Foreign Countries,College Freshmen

Two groups of freshman students, enrolled in a Vocabulary I and Reading I courses, participated in the study. Before instruction, both groups took a recognition (vocabulary) and a production (oral reading) pre-test. Comparisons of the pre-test scores showed no significant differences between the experimental and control group in decoding skills and pronunciation proficiency. Then, both groups were exposed to the same in-class vocabulary and reading instruction. They covered the same lessons, skills, exercises, and tests. Since freshman students have problems in producing phonemes, consonant clusters, word stress and lack skill in associating written graphemes with their corresponding phonemes, read word by word and lack oral reading fluency, the experimental group used a text-to-speech (TTS) software called NaturalReader. Every week the students typed or copied and paste the lessons they took in class from the textbook into NaturalReader and practiced listening to the lessons read by the software. They could listen to the text as many times as they needed in the language lab or at home and could adjust the software reading speed. Every 4 weeks, experimental students took an oral reading and a vocabulary test and at the end of the semester (after 12 weeks), both groups took a recognition (vocabulary) and a production (oral reading) posttest. Results showed significant differences between the experimental and control groups as a result of using the NaruralReader. Improvement was noted in the decoding skill enhancement, reading fluency and pronunciation accuracy but not in vocabulary knowledge. Results showed slow but gradual improvement. Significant improvement was noted after 8 and 12 weeks. There was a positive correlation between the number of lessons and texts practiced and weekly practice time and decoding and pronunciation proficiency posttest scores. The students reported positive attitudes towards practicing decoding and pronunciation via NaturalReader. Procedures, results and recommendations are given in detail.