ethanporcaro/eric-fulltext-meta huggingface dataset:
Bored with School! Bored with Life? Well-Being Characteristics Associated with a School Boredom Mindset
Author: Furlong, Michael J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Secondary School Students,Learner Engagement,Psychological Patterns,Student School Relationship,Student Experience,Mental Health,Well Being,Life Satisfaction,Attitude Measures

Students' experiences of boredom at school are receiving increased research attention. Most inquiries to date have focused on how often students experience boredom in classroom situations and in specific subject areas. Despite its frequency, limited research efforts have explored how students' boredom experiences might inform positive education initiatives. This paper examines students' school boredom experiences from a positive education lens through which school mental health professionals can evaluate students' school boredom experiences systematically. We introduce the &quot;School Boredom Mindset&quot; (SBM) concept that identifies a subset of high-risk students expressing unfavorable school attitudes. A preliminary analysis of 2,331 California secondary (Grades 7-12) students' responses on well-being indicators explored the SBM's viability. The findings show that students with the strongest SBM reported substantially lower well-being than their peers. The discussion offers suggestions for future research needed to evaluate the SBM concept's meaning and the value of its contribution to positive education. While this research moves forward, we provide practitioners with resources to better evaluate students' boring feelings at school and consider its meaning within the broader effort of fostering thriving well-being. [This is the in press version of an article published in &quot;Journal of Positive School Psychology.&quot;]
The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report
Author: Higgins, Steven
Date: 2012-11-00
Type: Information Analyses
Subjects: Technology Uses in Education,Influence of Technology,Academic Achievement,Educational Research,Meta Analysis,Foreign Countries,Educational Trends,Global Approach

The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools.
Reflections on the Impact of COVID-19 on Teaching and Learning in the Faculty of Arts at the University of Nottingham
Author: Goria, Cecilia
Date: 2021-02-26
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Teaching Methods,Technological Literacy,School Closing,Feedback (Response),College Faculty,Teacher Attitudes,Distance Education,Online Courses,Educational Change,Foreign Countries,Universities,Crisis Management,Computer Software,Teacher Student Relationship,Asynchronous Communication,Art Education,Second Language Learning,Second Language Instruction

It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government's COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the COVID-19 emergency measures, including the support required to implement these steps and ensuing staff feedback. It also reflects on the process of moving forward from a state of emergency to a more thought-through digital pedagogical approach. In this scenario, the ultimate goal of this reflection is to argue that, as a consequence of the educational turbulence caused by COVID-19, the portrait of academics prone to resisting digitally-driven changes needs to be replaced by one that emphasises the significance of making the pedagogical values of these changes meaningful to the staff who eventually implement them. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
History and Social Science Framework: Grades Pre-Kindergarten to 12. Massachusetts Curriculum Framework -- 2018
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Academic Standards,State Standards,History,Social Sciences,Civics,Literacy,Economics,Money Management,Media Literacy,United States Government (Course),Elective Courses,Elementary School Curriculum,Preschool Curriculum,Secondary School Curriculum,Educational Principles,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,English Language Learners,Students with Disabilities,Primary Sources,Inquiry,Active Learning

This Framework is built upon the foundation of the 2003 and 1997 &quot;Massachusetts History and Social Science Curriculum Frameworks.&quot; Based in research on effective practice, it represents the contributions of members of the History and Social Science Curriculum Framework Review Panel, scholars who served as Content Advisors, and the more than 700 individuals and organizations who provided comments during the public comment period in early 2018. This revision of the Framework retains the strengths of the previous frameworks and includes these improved features: (1) increased emphasis on civics at all grade levels, including a new grade 8 course on civics; (2) inclusion of standards that reflect the diversity of the United States and world cultures, with particular attention to the contributions of women and men of all ethnicities and backgrounds in the United States and the connections among world cultures; (3) new Standards for History and Social Science Practice and questions to guide inquiry; (4) stronger attention to the intersection of history, social science, and literacy instruction, through the inclusion of literacy standards for history and social science; (5) expanded examples of primary sources representing significant texts, maps, photographs, and works of art and architecture in United States and world history; and (6) new standards for financial literacy and news/media literacy.
Digital Transformation in Education: From Vision to Practice during the Pandemic
Author: Feldman, Paul
Date: 2021-02-26
Type: Reports - Evaluative
Subjects: Educational Change,Pandemics,COVID-19,Distance Education,Online Courses,Models,Educational Opportunities,Futures (of Society),Prediction,Technology Integration,Student Evaluation,Foreign Countries,Higher Education,Teaching Methods

This contribution addresses the challenges brought on by the pandemic and argues that a forced acceleration in online teaching and assessment practices can become a sustainable model for the post-COVID-19 world. Technology is a great asset that provides learning opportunities for the whole community and the education sector should seek to adopt an innovative approach that &quot;firmly&quot; integrates face-to-face with virtual interaction. The effort to make the most of an unforeseen and challenging situation has brought Jisc's prediction for future learning forward: our publication &quot;Education 4.0 Transforming the future of education through advanced technology,&quot; offers suggestions on how this can be achieved in the current climate. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
&apos;Linguist&apos; or &apos;Global Graduate&apos;? A Matter of Identity for the Global Graduate with Language Skills
Author: Wyburd, Jocelyn
Date: 2021-02-26
Type: Reports - Evaluative
Subjects: Self Concept,College Graduates,Second Language Learning,Second Language Instruction,Employment Opportunities,Cultural Awareness,Intercultural Communication,Linguistics,Public Policy,Guidelines,Transfer of Training,Work Environment,Language Skills,Global Approach,Foreign Countries,Resilience (Psychology),Interpersonal Competence,Empathy,Teamwork,Leadership

In this chapter, I examine the problematic issue of identifying as a 'linguist' for graduates who have studied languages, in an employability context. I challenge them to reframe their identity as 'global graduates', with reference to the competencies outlined in the &quot;Global Graduates into Global Leaders&quot; report (NCUB, 2011). In the process, I also demonstrate why a truly global graduate needs also to be a linguist, in spite of the hegemony of English as a global &quot;lingua franca,&quot; and in the context of Brexit. I provide a framework for use by students, with support from educators, to translate their skill sets and experiences into the language of employers. I hope that this will provide a clear guide to the importance not just of developing, but also articulating cogently a range of competencies which are transferable to the global economy and global society, and a convincing argument for the importance of language and intercultural skills within that portfolio. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
Exploring the Pandemic through Language Learning and Multicultural Studies
Author: Caspar, Stephan
Date: 2021-02-26
Type: Reports - Evaluative
Subjects: Pandemics,COVID-19,Teaching Methods,Second Language Learning,Second Language Instruction,Employment Potential,Language Skills,Self Concept,Story Telling,Learning Processes,Student Attitudes,Psychological Patterns,Multilingualism,LGBTQ People,Cultural Awareness,College Faculty,Teacher Attitudes,Multicultural Education,Online Courses,Integrated Learning Systems,Computer Mediated Communication,Minority Groups,Foreign Students,Student Diversity,Student Adjustment,Social Isolation,College Students,English (Second Language)

This piece offers a reflection on how language learning and multicultural studies during the pandemic have highlighted the potential to help communities draw parallels with, and face wider issues concerning, minorities within a challenged society. Through storytelling, a novel approach to teaching and learning helps students find their voice and become active agents of change. A review of teaching and learning methods may bring about improvements both in academia and individual circumstances to help bridge the gap between loneliness and the need to be part of a wider social community. This article reiterates the importance of language learning, cultural understanding, and identity as useful employability skills for the new global graduates to support, rebuild, and unite communities especially in challenging times. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
Studying Languages in the Times of COVID-19: Reflections on the Delivery of Teaching and Learning Activities and the Year Abroad
Author: Stollhans, Sascha
Date: 2021-02-26
Type: Reports - Evaluative
Subjects: Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Barriers,Higher Education,Teaching Methods,Learning Activities,Study Abroad,Foreign Countries,Collegiality,Distance Education,Online Courses,Student Placement,College Students

This contribution reflects on some of the challenges the COVID-19 pandemic has introduced for languages in Higher Education (HE). In particular, two areas are discussed: the delivery of teaching and learning activities, including assessments, and the year abroad. These two areas, on which the enforced move to online provision has had a significant impact, are central to many UK languages degrees. The piece discusses challenges, responses, and unresolved issues. All in all, it aims to offer a positive view for the future of the sector by highlighting particularly the spirit of collegiality that has developed during the pandemic across different HE institutions and national organisations. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
Making Best Use of Teaching Assistants. Guidance Report
Author: Sharples, Jonathan
Date: 2018-10-10
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Teacher Aides,Preschool Education,Inclusion,School Effectiveness,Classroom Techniques,Intervention,Guidance,Low Income Students,Special Needs Students,Role,Evidence Based Practice

While the number of teachers in mainstream schools in England has remained relatively steady over the last decade or so, the number of full-time equivalent TAs has more than trebled since 2000: from 79,000 to 243,700. Teaching assistants comprise over a quarter of the workforce in mainstream schools in England: 35% of the primary workforce, and 14% of the secondary school workforce. The number of full-time equivalent TAs has more than trebled since 2000: from 79,000 to 262,800. On the basis of headcount data, there are currently more TAs in English nursery and primary schools than teachers: 273,200 vs. 248,900. About 7% of TAs in state-funded schools have higher-level teaching assistant (HLTA) status. A key reason for increasing the number of TAs was to help deal with problems with teacher workloads. In 2003, the government introduced The National Agreement to help raise pupil standards and tackle excessive teacher workload, in large part via new and expanded support roles and responsibilities for TAs and other support staff. The growth in the numbers of TAs has also been driven by the push for greater inclusion of pupils with special educational needs and disabilities (SEND) into mainstream schools, with TAs often providing the key means by which inclusion is facilitated. Given that SEN pupils and low-attaining pupils are more likely to claim Free School Meals (FSM). TAs also work more closely with pupils from low-income backgrounds. Indeed, expenditure on TAs is one of the most common uses of the Pupil Premium in primary schools, a government initiative that assigns funding to schools in proportion to the number of pupils on FSM. A combination of these factors means that schools now spend approximately £4.4 billion each year on TAs, corresponding to 13% of the education budget. This presents an excellent opportunity for improvements in practice, with such a large and already committed resource in place. The recommendations in this guidance recognise the fact that schools are operating within already tight budgets; however, noticeable improvements in pupil outcomes can be made through the thoughtful use of existing resources, without significant additional expenditure.
Summary Report: Social Emotional Learning Competency Stakeholder Review. Centering Equity in the Indiana Department of Education&apos;s Social Emotional Learning Competencies
Author: Buckley, Rose
Date: 2021-03-25
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Specialists,Equal Education,Preschool Education,Kindergarten,Elementary Secondary Education,Program Descriptions,School Safety,State Departments of Education,Program Evaluation,Culturally Relevant Education,Program Development,Competency Based Education,Feedback (Response),Faculty Development,Educational Resources

The Indiana Department of Education (IDOE) requested assistance from the Region 8 Comprehensive Center (Region 8 CC) to co-facilitate and design a Stakeholder Review Committee. This request is a component of the Indiana (IN) Multi-Tiered System of Supports (MTSS) and Social Emotional Learning Initiative (2020-R8-I-002 IN-02-Year2). The purpose of the committee was to center the voices of the content experts in the field in understanding ways to make equity more explicit in the PK-12 IDOE Social-Emotional Learning (SEL) Competencies. The need, goals, and design of this project were a collaborative effort among team members at the Indiana Department of Education, the Region 8 CC, and the Center to Improve Social and Emotional Learning and School Safety (CISELSS). The purpose of this report is to summarize the project's goals, process, findings, and implications for future work regarding equity in social-emotional learning in Indiana.
The Use and Effects of Incentive Systems on Learning and Performance in Educational Games
Author: Rahimi, Seyedahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Incentives,Student Motivation,Program Effectiveness,Game Based Learning,Video Games,Student Behavior,Physics,Science Instruction,Secondary School Science,Grade 9,Grade 10,Grade 11,High School Students,Educational Technology,Technology Uses in Education

We examined the use and effectiveness of an incentive system--one of the five elements of a theory-based motivational architecture in educational games that we proposed--in a computer-based physics game on students' learning and performance. The incentive system's purpose was to motivate students to access learning supports designed to facilitate content knowledge acquisition (i.e., content-related supports) and minimize the use of solution videos (i.e., game-related supports). Students (n = 199) could earn game money by accessing content-related supports but had to pay to watch solution videos. Results indicated that the incentive system effectively increased how often students viewed content-related supports and decreased their reliance on solution videos. Furthermore, students who viewed more content-related supports showed higher posttest scores and solved more game levels compared to those who watched fewer supports, controlling for pretest scores. Solution videos, however, appeared to have no effect on either posttest scores or number of levels solved. Finally, our analysis of students' behavioral data, extracted from log files, confirmed that students did not abuse solution videos. We conclude by proposing areas of interest for future research.
How Can Schools Support Parents&apos; Engagement in Their Children&apos;s Learning? Evidence from Research and Practice
Author: Axford, Nick
Date: 2019-09-00
Type: Reports - Research
Subjects: Parent School Relationship,Parent Participation,Academic Achievement,Student Behavior,Intervention,Program Effectiveness,Foreign Countries,Parenting Styles,School Role,Disadvantaged Youth,Elementary Secondary Education,Parenting Skills,Interpersonal Communication,Volunteers,Homework,Family Environment,Participative Decision Making,School Community Relationship

The Education Endowment Foundation (EEF) commissioned a team from the University of Plymouth and the University of Exeter to conduct: (1) a review of the best available evidence about what schools can do to improve children's learning and attainment via parent engagement, and (2) supplementary research to understand schools' current practices and perceptions of parental engagement. Given the focus of the EEF on closing the attainment gap there was particular interest in how best to support parents from more disadvantaged backgrounds. The review summarises the best available international research evidence on parent engagement and presents actionable recommendations for practice that could be incorporated in EEF guidance. The study has two main parts. The first of these, an evidence review, aims to synthesise the best current international evidence on parental engagement in children's learning. The second part of the study, which involved the survey of schools and interviews with school leaders, sought to identify what schools in England are doing currently to support parental engagement. This element is designed to help understand how far schools are currently prioritising parental engagement, what types of approaches they adopt, how they target their efforts, and how far practice matches the best available evidence as shown in the evidence review. The intention was to identify areas where there is potential for shifting practice towards more evidence-based approaches, and to inform possible resources that could be developed to support schools. [For the related guidance report, &quot;Working with Parents to Support Children's Learning. Guidance Report,&quot; see ED612191.]
Working with Parents to Support Children&apos;s Learning. Guidance Report
Author: van Poortvliet, Matthew
Date: 2018-12-07
Type: Reports - Descriptive
Subjects: Parent School Relationship,Parent Participation,Academic Achievement,Student Behavior,Intervention,Program Effectiveness,Foreign Countries,Parenting Styles,School Role,Disadvantaged Youth,Elementary Secondary Education,Interpersonal Communication,Homework,Family Environment,Participative Decision Making,Faculty Development,Progress Monitoring,Language Skills,Student Needs,Literacy Education,Barriers,Home Visits

This EEF guidance report reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children's learning. Parents play a crucial role in supporting their children's learning, and levels of parental engagement are consistently associated with better academic outcomes. Evidence from our Teaching and Learning Toolkit suggests that effective parental engagement can lead to learning gains of +3 months over the course of a year. Yet it can be difficult to involve all parents in ways that support children's learning, especially if parents' own experiences of school weren't positive. This is why we've produced this guidance report, designed to support primary and secondary schools to work with parents -- particularly those from disadvantaged homes. It offers four clear and actionable recommendations which we hope will support an evidence-informed approach. [For the related evidence review, &quot;How Can Schools Support Parents' Engagement in Their Children's Learning? Evidence from Research and Practice,&quot; see ED612190.]