ethanporcaro/eric-fulltext-meta huggingface dataset:
The Online Student: Impact of Course Modality on Engagement
Author: Center for Community College Student Engagement (CCCSE)
Date: 2023-00-00
Type: Reports - Research
Subjects: Online Courses,Electronic Learning,Learner Engagement,Peer Relationship,Teacher Student Relationship,Community Colleges,Student Surveys,Community College Students,Student Experience,Academic Support Services,Student Personnel Services

The COVID-19 pandemic forced most community colleges across the country to radically shift the ways in which they provided instruction to a majority of their students. Over the last three years, these institutions have learned how to better support students who take online courses. However they are continuing to investigate and understand how course modality impacts student learning and engagement will be invaluable in helping students reach their goals. This report highlights the differences in engagement between students who take all their classes online and those who take classes in person.
Still at Risk: The Urgent Need to Address Immigration Enforcement&apos;s Harms to Children
Author: Chávez, Nicole
Date: 2023-00-00
Type: Reports - Research
Subjects: Immigration,Law Enforcement,Children,Institutionalized Persons,Child Development,At Risk Persons,Undocumented Immigrants,Government Role,Public Policy,Parents,Employees,Budgets,Disproportionate Representation,Hispanic Americans,Trust (Psychology),Economic Factors,Income,Hunger,Housing,Access to Education,Mental Health,Physical Health

Interior immigration enforcement continues to have a significant impact on children in mixed-status families. Numerous studies have demonstrated the association between the detention and deportation of parents-- including the threat of these actions--and negative outcomes for children and their families. These include developmental concerns, housing instability, educational setbacks, poor physical and mental health, and economic insecurity. While there have been overall decreases in arrests and detention numbers since 2009, funding for enforcement continues to grow. Moreover, despite reforms at the local, state, and administrative levels over the years, the interior enforcement policies that cause harm to children in immigrant families remain in place, and well-intentioned policies aimed at mitigating the harm are often stalled by federal courts or face implementation challenges. This brief presents key data on immigration enforcement and its impact on the nation's children, and it proposes action steps for the federal government as well as state and local policymakers. Building upon findings in the 2018 CLASP &quot;Our Children's Fear&quot; (ED582818) and the 2019 UnidosUS &quot;Beyond the Border&quot; (ED603926) reports, this brief focuses on interior immigration enforcement--policies carried out by Immigration and Customs Enforcement (ICE) in the interior of the United States--not on enforcement policies at the country's border.
Nursing the Future: Ensuring a Healthy California with the Diverse Nursing Workforce We Need
Author: Macias, Elsa
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Nursing,Nursing Students,Nursing Education,Labor Force Development,Diversity,Work Environment,Persistence,COVID-19,Pandemics,Labor Turnover,Educational Policy

This report discusses the disturbing shortage of nurses and growing impact on this shortage caused by the COVID-19 pandemic. In addition, California's nursing workforce currently does not reflect the state's diversity. Although Latinx residents account for 39% of the state's population, just 10% of California's Registered Nurses are Latinx. While California was previously on-track to meet the projected demand for nurses, conditions created by the COVID-19 global pandemic prompted a number of nurses to leave the profession--these included nurses near retirement who retired early, as well as nurses earlier in their career who opted to pursue other endeavors. Complicating matters are geographic disparities in the nursing shortages around the state. This report underscores the critical nature of the nursing pipeline given both the immediate global health crisis, as well as the larger backdrop of California's aging population. The report notes that, despite consistent increases in the number of qualified applicants to the state's nursing programs, the number of newly enrolled students has been dropping in recent years. [For the previous report, &quot;Critical Condition: Prescriptions for Transfer Pathways in the Health Professions,&quot; see ED620773.]
Flipped Classrooms May Improve Academic Performance and Satisfaction of Undergraduate Health Professional Students. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Flipped Classroom,Academic Achievement,Student Satisfaction,Undergraduate Students,Allied Health Occupations Education,Educational Technology,Program Effectiveness,Video Technology,Homework,In Person Learning

Students face several challenges when learning through traditional teaching settings. They need to accumulate huge amounts of factual knowledge from the courses, and to keep up-to-date with the prolific growth in health knowledge. Lack of awareness about digital technologies and non-exposure to digital-friendly environments have made learning even more challenging. Therefore, an innovative approach to the education delivery system is needed. A flipped class includes two elements of education: (1) a recorded lecture (off-campus learning as homework); and (2) an active learning session (on-campus learning). Pre-recorded lectures are provided to the students as homework and as an aid to learning which is then interactively discussed later on campus. This review aims to explore whether there is empirical evidence that supports this method of learning for undergraduate health professional students. Do flipped classrooms improve academic performance and are students satisfied with the flipped class learning method? [This summary is based on Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., &amp; Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19, e1339. https://doi.org/10.1002/cl2.1339.]
California Community Colleges Homeless and Housing Insecurity Pilot Program Legislative Report. 2023 Report
Author: California Community Colleges, Chancellor's Office
Date: 2023-05-19
Type: Reports - Evaluative
Subjects: Homeless People,Two Year College Students,Community Colleges,College Housing,Student Placement,Academic Support Services,Student Personnel Services,At Risk Students,College Role,Student Financial Aid,Poverty,Resource Allocation,State Programs

In response to the significant and still growing number of college students experiencing homelessness and housing insecurity in California, the State Legislature appropriated $9 million in the 2019-2020 State Budget for ongoing funding to provide housing services to students. Per section 9795 of the statute, colleges, in partnership with local housing service agencies, must provide housing navigation and placement services, academic support, and case management services to homeless students or those at risk of becoming homeless. As an additional requirement of the legislation, funds were allocated to colleges that demonstrated the greatest need. In February 2020, the California Community Colleges Chancellor's Office (&quot;Chancellor's Office&quot;) evaluated the need and capacity data submitted by interested colleges, including campus- and county-based data such as financial aid uptake rates, low-income housing availability, and poverty rates, and distributed funds to 14 California community colleges as part of the California Community Colleges Homeless and Housing Insecurity Pilot (CCC HHIP) Program. Although the COVID-19 pandemic has caused some delay in the implementation of the CCC HHIP Program, participating colleges have made significant strides in operationalizing their programs locally. Upon receipt of funding, participating colleges immediately began developing the necessary infrastructure to implement the program, including hiring staff, developing outreach and retention strategies, and engaging key internal partners such as campus financial aid and facilities staff. This report provides an outline of the progress that the 14 colleges have made in supporting homeless and housing-insecure students. Despite facing several unexpected COVID-19 related challenges in the first year of the program, the 14 colleges developed the required infrastructure and provided support services to over 500 homeless or housing insecure students. This report describes the challenges, steps and successes that occurred along the way.
Concurrent Enrollment Report. 2021-2022 Report
Author: California Community Colleges, Chancellor's Office
Date: 2023-03-07
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Community College Students,Full Time Students,School Districts,Part Time Students,Dual Enrollment,High School Students,Summer Schools,Grades (Scholastic),Noncredit Courses,College Credits,Physical Education,Educational Legislation

Education Code section 76002 requires the California Community Colleges Chancellor's Office to prepare and submit a report each year on the number of special part-time and special full-time full-time equivalent students (FTES) claimed by each community college district for the preceding academic year in each of the following class categories: (1) Noncredit; (2) Nondegree-applicable; (3) Degree-applicable, excluding physical education; and (4) Degree-applicable physical education. Community colleges traditionally serve special part-time and special full-time students through concurrent enrollment programs. Such programs are offered primarily through early- and middle-college high schools, college and career access pathways (CCAP) partnerships, and stand-alone programs. In recent years, districts have created new partnerships with local high schools to expand dual enrollment opportunities for high school students. As a result, in 2021-22, the total number of Special Admit FTES continued to increase from the prior years. Additionally, the total number of Special Admit pupils passing courses increased by 3.2% from the prior year. [For the &quot;2020-2021 Concurrent Enrollment Report. 2022 Report,&quot; see ED622256.]
Unionizing Home-Based Providers to Help Address the Child Care Crisis
Author: Collins, Christian
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Unions,Child Care,Child Caregivers,Collective Bargaining,Racism,Gender Discrimination,Work Environment,Public Policy,Labor Force

As children grow and develop, child care workers play a vital role in fostering learning and providing support in a safe and nurturing environment. High-quality child care jobs, where workers are valued and respected, benefit both workers and the children and families they serve. Unfortunately, the United States has historically undervalued the child care workforce and failed to foster healthy labor conditions in this industry. In addition to more federal and state investments, strong unions for child care workers are part of the solution. This brief walks through some of the history and current landscape of the child care workforce, including which states have collective bargaining policies in place for home-based child care providers, who fall outside the traditional employer-employee bargaining model and lack a mechanism for collectively organizing and advocating for themselves. It also outlines how such policies benefit workers, families, and the economy, sharing successes from across the nation.
Affordable Student Housing Taskforce Report &amp; Recommendations. 2023 Report
Author: California Community Colleges, Chancellor's Office
Date: 2023-03-10
Type: Reports - Descriptive
Subjects: Student Costs,College Housing,Community College Students,State Aid,Paying for College,Student Personnel Services,Partnerships in Education,Advocacy,State Legislation

This report by the Affordable Student Housing Taskforce is presented to the Board of Governors for consideration and approval. The Taskforce was comprised of California Community College four Board of Governors members, stakeholders, and college professionals, including representatives from the Student Senate for California Community Colleges, the Academic Senate for California Community Colleges, student services leaders, facilities directors, business officers, college presidents, and non-profit/community-based organization leaders. The report is comprised of seven sections, each with a set of recommendations. [This report was prepared by the Institutional Supports and Success Office of the California Community Colleges Chancellor's Office.]
Centering Youth Voices and Equity in a National Youth Subsidized Employment Program
Author: Tran, Kathy
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Youth,Youth Programs,Youth Employment,Grants,Barriers,Labor Market,Leaders,Career Pathways,Empowerment,Policy Formation,Equal Opportunities (Jobs),Unemployment,Government Role,Labor Force Development,Labor Legislation,Program Design

This brief examines the challenges youth face in the current job market and proposes recommendations for a national subsidized employment program that prioritizes equity and amplifies youth voices. The insights provided in this brief are informed by several listening sessions with members of the Communities Collaborating to Reconnect Youth Network (CCRY). CCRY is a national learning community that brings together leaders from different youth workforce systems who focus on reconnecting youth with education and career pathways. Drawing insights from the CCRY Network, this brief provides recommendations on how decisionmakers can center youth voice and equity in the policy development and program design for a scaled-up national youth subsidized employment program.
The Effect of &quot;Short-Circuit&quot; L1 Use of Pre-Reading Activities on L2 Reading Comprehension and Focus-on-Vocabulary Learning
Author: Çiftci, Harun
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Comparative Analysis,Native Language,Second Language Learning,Second Language Instruction,Transfer of Training,Foreign Countries,Turkish,Prereading Experience,Vocabulary Development,Metalinguistics,Questioning Techniques,English (Second Language),Textbooks,Teaching Methods,High School Students,Reading Tests,Multiple Choice Tests

This study explores the effect of categorically different pre-reading activities in learners' L1 on reading comprehension and learning of focus-on-vocabulary. The participants were sixty Turkish EFL learners attending a state high school, and the data was gathered from their achievement test scores. We analyzed the data through one-way multivariate analysis of variance (MANOVA) and implemented t-test statistical procedures. The findings revealed that the treatment group, who were exposed to pre-reading activities in L1, obtained better results both in reading comprehension and focus-on-vocabulary activities than the control group. The positive effect of implementing the &quot;short-circuit&quot; L1 use in pre-reading activities for reading comprehension and focus-on-vocabulary exercises was observed. It was also seen that categorically different pre-reading activities enhanced EFL learners' reading comprehension and vocabulary learning.
ThunderHawk: A Game of Strategy and Logic
Author: Aguilera, Manuel M.
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Game Based Learning,Educational Games,Logical Thinking,Thinking Skills,Elementary School Students,Mathematics Education,Foreign Countries

This document describes the game ThunderHawk, intended for use in the first and second cycles of basic education (1st to 6th grade). The game was developed as didactic material to reinforce the fundamental operations of addition and subtraction.
State Universal Pre-K Policies: Lessons from Florida, Oklahoma, and Vermont
Author: Alawsaj, Manal
Date: 2023-01-00
Type: Reports - Research
Subjects: Preschool Education,State Policy,Educational Policy,Access to Education,State Programs,Early Childhood Education,Educational History,Equal Education

Research has demonstrated the wide-ranging and positive benefits from high-quality publicly-funded prekindergarten education. Yet, access for families with young children remains uneven, with significant gaps across geography, income, race, and ethnicity. Over the last few decades, many states have worked to broaden access to prekindergarten education (pre-K), but only three states--Oklahoma, Florida, and Vermont--have implemented statewide universal pre-K programs (UPK). In this report, the authors consider the three case studies of state universal pre-K programs--Oklahoma, Florida, and Vermont. In doing so, they outline the development, structure, and implementation of each state's UPK program and analyze the relative accessibility, quality, funding, and impacts of their programs. In analyzing these case studies, the authors consider how they can be instructive for other states as they seek to expand and improve pre-K policies and programs, in particular, for policymakers in New York State as they continue to work to expand access to pre-K and move the state towards more universal access.
Little Research Evidence Exists on the Effects of Small Class Sizes in Special Education. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Educational Research,Small Classes,Class Size,Special Education,Literature Reviews,Academic Achievement,Social Emotional Learning,Well Being,Special Needs Students

While research on the relationship between general education class size and student achievement is plentiful, research on class size in special education is scarce, even though class size issues must be considered particularly important to students with special educational needs. This summary is based on a systematic review that sought to examine the effects of small class sizes in special education on the academic achievement, socioemotional development and well-being of children with special educational needs. Furthermore, the review aimed to perform a qualitative exploration of the views of children, teachers and parents concerning class size conditions in special education. A secondary objective was to explore how potential moderators (e.g. performance at baseline, age, and type of special educational need) affected the outcomes. [This summary is based on Bondebjerg, A., Dalgaard, N. T., Filges, T., &amp; Viinholt, B. C. A. (2023). The effects of small class sizes on students' academic achievement, socioemotional development and well-being in special education: A systematic review. Campbell Systematic Reviews, 19, e1345. https://doi.org/10.1002/cl2.1345.]
2023 Artscan at a Glance: Highlighting State Arts Education Policies
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Art Education,Educational Policy,State Policy,Core Curriculum,Early Childhood Education,Elementary Secondary Education,Graduation Requirements,Certification,Academic Standards,Required Courses

ArtScan at a Glance summarizes state policies for arts education identified in statute or administrative code for all 50 states, plus the District of Columbia and the Department of Defense Education Activity. Information is based on a comprehensive search of state education statute and codes on each state's relevant websites. Complete results from this review are available in an online searchable database at aep-arts.org. [For &quot;2022 ArtScan at a Glance,&quot; see ED620391.]
The First Decade of the NQF: The First 10 Years of Australia&apos;s National Quality Framework for Children&apos;s Education and Care. Occasional Paper 8
Author: Australian Children's Education and Care Quality Authority (ACECQA)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Guidelines,Educational Quality,Early Childhood Education,Child Care,Standards,Safety,Child Development,Futures (of Society),Measurement Techniques,Well Being,Child Health,Educational Improvement,Preschool Teachers,National Standards

The National Quality Framework (NQF) was established in 2012 to create a more efficient and cohesive approach to regulating early childhood education and care, and outside school hours care in Australia. The NQF provides a shared vision for governments and the children's education and care sector, and an agreed tool for measuring and monitoring service quality. It sets standards for safety and quality so that all children who attend services regulated under the NQF are supported to have the best start in life. This occasional paper discusses how and why the NQF came about, what has changed in the last 10 years, and future directions.
A Call to Action: Climate Resilient California Schools. Safeguarding Children&apos;s Health and Opportunity to Learn in TK-12
Author: Patel, Lisa
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Climate,Sustainability,Educational Facilities,Elementary Secondary Education,Child Health,Educational Facilities Improvement,Educational Planning,Mental Health,Access to Education,School Safety,Reliability,Curriculum Development,Environmental Education,State Policy,Educational Policy,Preschool Education,Resilience (Psychology),Community Involvement

A statewide coalition of nearly 50 experts -- including doctors, medical and environmental health researchers, educators, youth and community groups -- worked together to explore the challenges of climate change from the perspective of children's health and education. The insights and recommendations are published in this report. It is presented in four parts: (1) demonstrates how climate change is impacting children's physical health, mental health, and access to educational opportunity; (2) assesses schools' current capacity to operate safely and reliably, to safeguard students' health and wellbeing, and to develop students' climate literacy; and (3) lays out the authors' vision for climate-resilient and sustainable schools; and (4) propose a statewide Master Plan process, engaging key agencies and stakeholders, as an essential first step toward fully operationalizing the vision for climate-resilient and sustainable schools. [For the executive summary, see ED629546. This report was written in collaboration with the Stanford University's Sean N. Parker Center for Allergy and Asthma Research, Center for Innovation in Global Health, Action Lab for Planetary Health (ALPHA), UndauntedK12, and Ten Strands. The report was sponsored by the 11th Hour Project, Schmidt Family Foundation.]
Serious Incidents--Injury, Trauma or Illness. Occasional Paper 9
Author: Australian Children's Education and Care Quality Authority (ACECQA)
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Child Health,Well Being,Accident Prevention,Injuries,Diseases,Trauma,Foreign Countries,Child Care,Communicable Diseases,Child Safety,Preschool Education,Kindergarten,Early Childhood Education,Age Differences,Gender Differences,Medical Services

This occasional paper is the ninth in a series on the National Quality Framework (NQF). The Education and Care Services National Law and National Regulations govern the minimum standards and requirements that all providers of NQF regulated services must meet, including health and safety requirements. Quality Area 2 of the National Quality Standard (NQS) upholds children's right to be protected and kept safe. The approved provider, nominated supervisors, coordinators and educators have responsibility for supporting the health, safety and wellbeing of all children. In exercising their responsibilities, they must take reasonable care to protect children from foreseeable risk of harm, injury and infection. This paper uses data from the National Quality Agenda Information Technology System (NQA ITS) to provide analysis of trends in serious incidents resulting in injury, trauma or illness in Australian children's education and care services between 1 April 2020 and 31 March 2022.