ethanporcaro/eric-fulltext-meta huggingface dataset:
Partnership for Digitizing Teaching in Post-COVID Nigeria: TRCN Master Trainers&apos; Digital Literacy for Teachers and School Administrators
Author: Alimigbe, Frances A.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Partnerships in Education,COVID-19,Pandemics,Technological Literacy,Pedagogical Content Knowledge,Needs Assessment,Faculty Development,Educational Needs,Distance Education,Digital Literacy,Foreign Countries,Teaching Methods,Learning Processes,Intervention,Equal Education,Barriers,Access to Education,Family Environment,Educational Improvement,Online Courses,Program Effectiveness,National Organizations,Financial Support,Administrator Education,Workshops

Aberration in teaching and learning caused by the Coronavirus (COVID-19) pandemic is still a stark reality. Efforts at ameliorating havoc in Nigeria necessitated the Global Partnership for Education (GPE) Accelerated Fund to support state-driven interventions to address gaps in delivering Education in Emergencies (EiE) and inequalities existing within the education sector. GPE is supported Nigeria with a COVID-19 response programme entitled 'Continuing learning through alternate home-based platforms' in 16 states across Nigeria to develop capacities of teachers and school leaders on effective use and application of technology in teaching and learning. The programme included a teacher capacity development component to enable teachers to utilize flexible digital and remote/home-based learning resources. The programme hopes to enhance teachers' and school leaders' capacity to deploy technology in classrooms and improve online and offline distance learning methods. Training needs assessment was conducted to ensure digital training was designed to fit the identified digital skills gap of teachers in Nigeria. This paper scrutinized secondary data to discuss various processes of the intervention. It further discussed outcomes of the programme on teachers who were target beneficiaries of the program and education in Nigeria. It then concluded with a focus on benefits of partnerships between donor agencies and Teachers Registration Council of Nigeria (TRCN), the training goal, desired outcomes, methodology, challenges, the way forward, and implications for school administrators on teaching and learning in Nigeria. [For full proceedings, see ED628982.]
COVID-19 Response and Recovery: Supporting the Needs of Students in Higher Education &amp; Lessons on Safely Returning to Campus. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventeenth Congress, First Session on Examining COVID-19 Response and Recovery, Focusing on Supporting the Needs of Students in Higher Education and Lessons on Safely Returning to Campus (June 17, 2021). Senate Hearing 117-191
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2021-07-17
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,College Students,Student Needs,School Safety,COVID-19,Pandemics,School Closing,Distance Education,At Risk Students,Elementary Secondary Education,Postsecondary Education,Federal Aid,Federal Legislation,Grants,Emergency Programs,Public Health,Disease Control,Student Financial Aid,Mental Health

This hearing of the Committee on Health, Education, Labor, and Pensions examines COVID-19 Response and Recovery in supporting the needs of students in higher education and lessons on safely returning to campus. Opening statements were presented by: (1) Honorable Patty Murray, Chair, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Richard Burr, a U.S. Senator from the State of North Carolina. The following committee member presented a statement: Honorable Bill Cassidy a U.S. Senator from the State of Louisiana. The following witnesses presented statements: (1) Youlanda Copeland-Morgan, Vice Provost of Enrollment Management, University of California, Los Angeles, California; (2) Reynold Verret, President, Xavier University of Louisiana, New Orleans, Louisiana; (3) Anthony Harris, Student, Baldwin Wallace University, Berea, Ohio; and (4) Madeline Pumariega, President, Miami Dade College, Miami, Florida.
From Safety Net to Struggle: The End of Temporary SNAP Exemptions for College Students. Spotlight Report Brief
Author: Cornett, Allyson
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Federal Programs,Welfare Services,Nutrition,Hunger,College Students,Eligibility,COVID-19,Pandemics

Although food insecurity is common among college students, they face significant barriers in accessing food assistance through the Supplemental Nutrition Assistance Program (SNAP). Despite being a proven program designed to ameliorate food insecurity, eligibility requirements and student-specific restrictions have prevented many eligible students from receiving critical benefits. This brief provides an overview of the student-specific exemptions and highlights the need for simplifying SNAP eligibility requirements to ensure that all students have access to the food they need to thrive.
An Exploratory Study of Older Adults&apos; Participation in the University for the Third Age (U3A) in Guangxi Province, China
Author: Sun, Qi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Older Adults,Physical Health,Mental Health,Well Being,Quality of Life,Influences,Self Esteem,Health,Rural Areas,Sex,College Students,College Attendance,Adult Education,Lifelong Learning

Older adults' participation in the University for the Third Age (U3A) positively influences their physical and emotional well-being and thus increases their quality of life. However, the number of the elderly participating in the U3A has remained low in China, especially in rural areas. This study explored the factors influencing older adults' attendance in a U3A in Guangxi Province, one of the less-developed provinces in China. Results indicated that factors impact participation associated with gender, overall life quality, general health, daily life activities, self-esteem, and social relationships in the U3A. This study provides a new understanding of Chinese older adults' learning in U3A in rural provinces and may help countries with similar situations. [For full proceedings, see ED628982.]
Celebrating the Influence of Knowles&apos; Andragogy on Dr. Clinton Lee (Andy) Anderson and Military (Army) Education: A Tribute
Author: Edwards, Grey
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Andragogy,Armed Forces,Teaching Methods,Adult Basic Education,Self Actualization,Independent Study,Military Training,Military Personnel,Comparative Analysis,Children,College Faculty,Biographies,Self Concept,Learning Experience,Learning Motivation,Maturity (Individuals)

This paper presents a summary of Dr. Clinton Lee (Andy) Anderson's 40+ years Military (US Army) Educator Service implementing Dr. Malcolm S. Knowles' perspective on andragogy. Some specifics of Anderson's implementation include five Adult Basic Education (ABE) characteristics of facilitating Knowles' andragogy, six differences between teaching and facilitating adult learning and teaching children, fourteen self-actualization of andragogical, self-directed learning initiatives implemented in US Army education, ten general characteristics of adult learning in andragogy, and fifteen directions of growth in ABE learners' maturation. [For full proceedings, see ED628982.]
Evaluating Teaching and Learning in Higher Education Institutions in a Post-COVID Era: A Review
Author: Tsevi, Linda
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Learning Processes,Higher Education,COVID-19,Pandemics,Educational Change,Research Reports,Databases,Blended Learning,Online Courses,Futures (of Society),Educational Trends,Developing Nations,Distance Education,Information Technology,Barriers,Faculty Development,Digital Literacy,Technological Literacy,In Person Learning,Equal Education,Access to Education,Mental Health,School Schedules

The COVID-19 pandemic has affected all global spaces. Higher education institutions were not left out of the effect of COVID-19 as it impacted the teaching and learning needs of both faculty members and students. Through a comprehensive literature search, this paper explored teaching and learning in higher education institutions in a post-COVID era as a consequence to the pandemic. This review examined nine databases for peer-reviewed articles and book chapters published between 2020 and 2021 relating to the COVID-19 pandemic and higher education. The search terms used were 'COVID-19', 'blended learning', 'higher education', 'online learning', and 'post-COVID era'. Studies were eligible for inclusion if they related to the aforementioned items. The literature search revealed that higher education institutions in some countries, were least prepared to address the disruption that the pandemic caused especially in terms of availability of technological infrastructure. However, they adapted to the situation by being innovative and using available technological resources, though not without challenges. Further, the review indicated that COVID-19 has legitimized the acceptance of online education in most developing countries where traditional teaching methods have been the most recognized form of teaching and learning. Therefore, there was a need for retraining faculty members and support staff in digital literacy. Some of the teaching and learning methods that were adapted have continued even in the post-COVID era. Higher education in Sub-Saharan Africa, especially, has recognized the need for investment in extensive ICT infrastructure and the adaptation of a blend of face to face and online engagement of students. Varied ways of student assessment and innovative methods of teaching have been adopted. COVID-19 has fast-tracked higher education institutions' digital transformation by expediting the adoption of digital technology. The digital inequality educational divide has also been shown in the post-COVID era among others. [For full proceedings, see ED628982.]
Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education
Author: Eslit, Edgar R.
Date: 2023-06-20
Type: Reports - Research
Subjects: Transformative Learning,Task Analysis,Second Language Learning,Second Language Instruction,Teaching Methods,Authentic Learning,Personal Autonomy,Foreign Countries,Educational Benefits,Independent Study,Intercultural Communication,Communicative Competence (Languages),Language Usage,Critical Thinking,Problem Solving,Decision Making,Scaffolding (Teaching Technique),Feedback (Response),Higher Education,Faculty Development,Cultural Awareness,Cognitive Development,Language Proficiency

Task-Based Instruction (TBI) is a dynamic approach in tertiary language education that emphasizes the integration of authentic and meaningful tasks to enhance language learning outcomes. This study aims to explore the implementation of TBI in the Philippines, investigate its cognitive benefits and transformative nature, identify pedagogical considerations, and provide recommendations for optimization. The study employed a qualitative research design, with data collected from five private schools in Iligan City. A purposive sampling procedure was used to select 20 participants who engaged in interviews, focus group discussions, and thematic analysis. The results revealed that TBI positively influenced language proficiency, cognitive development, learner autonomy, intercultural competence, and pedagogical considerations. Participants reported enhanced language skills and increased confidence in real-life language use. They also highlighted the development of critical thinking, problem-solving, and decision-making skills through engaging in challenging tasks. TBI was found to empower learners by promoting autonomy, ownership, and self-directed learning. Additionally, it cultivated intercultural communicative competence and fostered appreciation for diverse perspectives. Pedagogical considerations included task design, clear instructions, scaffolding, and feedback, while recommendations focused on optimizing TBI, integrating technology-enhanced learning, and supporting professional development for educators. This research contributes to the growing body of literature on TBI in tertiary language education and underscores its potential for creating transformative learning experiences. The findings provide valuable insights for educators, curriculum designers, and policymakers in enhancing language education practices in the Philippines and beyond.
IXL Implementation Fidelity and Usage Recommendations
Author: An, Xiaozhu
Date: 2022-09-00
Type: Reports - Research
Subjects: Program Implementation,Fidelity,Elementary School Students,Skill Development,Academic Achievement,Achievement Tests,Mathematics Achievement,Language Arts,Computer Uses in Education,Instructional Effectiveness,Scores

Program exposure is a key element of implementation fidelity and refers to the amount of an intervention received by participants. For students using IXL, setting a target program exposure (i.e., an IXL usage goal) both allows monitoring of implementation fidelity and enhances students' motivational and learning outcomes. IXL's proposed optimal usage guideline for students to strive to reach proficiency in at least two skills per week (2 SP/week) is based on a comprehensive analysis of various usage levels and associated outcomes (An, 2021a). This 2 SP/week implementation and usage goal encompasses a number of important characteristics (e.g., specificity, proximity, and appropriate difficulty) that are tied to achieving better learning outcomes as suggested by the literature. This document provides an overview of the theoretical background for setting this specific usage goal and summarizes the empirical evidence for the added value of reaching proficiency in at least two skills per week over typical IXL usage.
&quot;Reading Recovery&quot;®. Intervention Brief. English Language Arts Topic Area. WWC 2023-006
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Reading Skills,Writing Skills,Grade 1,Elementary School Students,Reading Improvement,Writing Improvement,Low Achievement,Tutoring,Intervention,Outcomes of Education,Program Implementation,Foreign Countries,Academic Achievement

Identifying and supporting students in early elementary grades with low literacy achievement is critical to help them achieve grade-level proficiency and stay on track academically. &quot;Reading Recovery&quot;® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims to improve student reading and writing skills by providing one-on-one tutoring, tailoring the content of each lesson to each student based on observations and analyses of the student strengths and weaknesses from prior lessons. This Intervention Brief provides an overview of the full Intervention Report, which summarizes the available evidence on the effects of &quot;Reading Recovery&quot;® on student achievement in elementary school. [For the Intervention Report, see ED629013.]
&quot;Reading Recovery&quot;®. Intervention Report. English Language Arts Topic Area. WWC 2023-006
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Reading Skills,Writing Skills,Grade 1,Elementary School Students,Reading Improvement,Writing Improvement,Low Achievement,Tutoring,Intervention,Outcomes of Education,Foreign Countries,Program Implementation,Costs,Academic Achievement

Identifying and supporting students in early elementary grades with low literacy achievement is critical to help them achieve grade-level proficiency and stay on track academically. &quot;Reading Recovery&quot;® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims to improve student reading and writing skills by providing one-on-one tutoring, tailoring the content of each lesson to each student based on observations and analyses of the student strengths and weaknesses from prior lessons. Trained &quot;Reading Recovery&quot;® teachers deliver tutoring daily in 30-minute one-on-one sessions over the course of 12 to 20 weeks. &quot;Reading Recovery&quot;® teachers incorporate instruction in topics such as phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, oral language, and motivation depending on student needs. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;Reading Recovery&quot;® on student achievement in elementary school. [For the Intervention Brief, see ED629012.]
Locating and Re-Engaging Secondary Students with Disabilities
Author: Smith, RaQuaam
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,COVID-19,Pandemics,Distance Education,At Risk Students,Dropouts,High School Students,Data Analysis,Attendance,Outreach Programs,School Community Relationship,Reentry Students,Student Needs,Educational Environment,Family Involvement,Cultural Capital,Access to Education,Learner Engagement,Dropout Prevention

This set of resources organizes evidence-based strategies for re-engaging and supporting students with disabilities and their families through school completion. This document is comprised of three related quick references--Part 1: Identify Who Is Missing; Part 2: Re-Engaging Students; and Part 3: Continuing Ongoing Dropout Prevention. Each section includes research-based guiding steps, a deeper dive into additional information, and an opportunity for users to identify their own next steps. The steps and additional information reflect culturally responsive and sustaining practices, critical to working with the populations of most concern. The purpose is to support school- and district-level practitioners, families, and administrators in efforts to reclaim successful educational experiences for secondary students with disabilities and their families most negatively impacted by events since 2020.
Enduring Synergy of Values Integration, Critical Thinking, and Moral Reasoning in Language and Literature Education
Author: Eslit, Edgar R.
Date: 2023-05-17
Type: Information Analyses
Subjects: Moral Values,Critical Thinking,Abstract Reasoning,Ethics,Native Language Instruction,Literature Appreciation,Teaching Methods,Ethical Instruction,Learning Activities

In today's complex and rapidly changing world, integrating values, critical thinking, and moral reasoning in language and literature education is crucial for equipping students with the skills to navigate multifaceted ethical dilemmas and become responsible global citizens. This article highlights the connection between language, literature, critical thinking, moral reasoning, and values integration in education. Through language and literature, teachers can incorporate values education in their classroom, which can benefit not only individual students but also society as a whole. Theoretical frameworks such as character education, moral education, and values education provide the basis for this approach. The researcher recommends strategies for incorporating values integration in language and literature curricula, including the use of literary texts that promote critical thinking and moral reasoning skills. The limitations of this approach, including the challenges in assessing the effectiveness of values integration and potential resistance from some stakeholders, are also discussed. Ultimately, this article aims to call on educators to take a proactive role in promoting values integration in language and literature education, guided by the principles of Jesus Christ and the belief that education is not only about acquiring knowledge but developing character as well. Moreover, this concept has a significant and lasting impact on students' overall development that highlights the importance of values and moral reasoning needed to live a better life.
State Compensatory Education Update, 2011-2012 and 2012-2013. DRE Publication No. 12.84 RB
Author: Schmitt, Lisa N. T.
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: School Districts,At Risk Students,Expenditures,Compensatory Education,English Language Learners,Dropout Prevention,Low Achievement,Grade Repetition,Academic Failure,Homeless People,Nontraditional Education,Pregnancy,Dropouts,Delinquency,Expulsion,Truancy,Attendance,Child Care,Evening Programs,Academic Support Services,Health Services,Social Services,Resource Allocation,Discipline,Academic Achievement,Graduation Rate,Dropout Rate

This report describes the AISD at-risk student population and expenditures for 2012-2013, results from program evaluations conducted in 2011-2012 and 2012-2013, and the longitudinal disparity between performance of at-risk and not-at-risk students.
Results of the 2013 Student Substance Use and Safety Survey. High School and Middle School Report. Publication # 12.85 C
Author: Naik, Reetu
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: School Districts,Student Surveys,Student Attitudes,Substance Abuse,Safety,Student Behavior,High School Students,Middle School Students,Team Sports,Extracurricular Activities,Student Participation,Bullying,Aggression,Violence,Drinking,Smoking,Weapons,Delinquency,Drug Abuse,Marijuana,School Safety,Health Education,Science Education,Drug Education,Alcohol Education,Information Sources,Racial Relations,Juvenile Gangs,Attendance,Teacher Student Relationship,Classroom Techniques,Behavior Problems,Inhalants,School Personnel

The Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues. This report summarizes district results for Spring 2013.
AISD REACH Program Update 2012-2013: Peer Observation. Publication 12.89
Author: Schmitt, Lisa N. T.
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: School Districts,Peer Evaluation,Observation,Teacher Attitudes,Teacher Evaluation,Elementary School Teachers,Middle School Teachers,High School Teachers,Scores,Teacher Effectiveness,Teaching Methods,Teaching Experience,Academic Achievement,Self Efficacy,Feedback (Response),Educational Environment,Job Satisfaction,Teacher Persistence,Beginning Teachers,Experienced Teachers

This report summarizes 2012-2013 AISD REACH peer observation scores, the stability of scores overtime, teachers' perceptions of peer observation, the relationship between peer observation and other measures of teaching, and the program cost.
AISD REACH Program Update: Mentoring and Beginning Teacher Effectiveness and Retention. DRE Publication 12.90
Author: Cornetto, Karen M.
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Mentors,Beginning Teachers,Teacher Effectiveness,Teacher Persistence,Program Evaluation,Feedback (Response),Interpersonal Relationship,Program Effectiveness

This report provides a longitudinal overview of the AISD REACH mentoring program and its relationship to beginning teacher effectiveness and retention.
Class of 2013 High School Exit Survey. Austin Independent School District. DRE Publication 12.87
Author: Neal, Micki
Date: 2013-11-00
Type: Reports - Research
Subjects: High School Students,Student Surveys,Student Attitudes,Educational Experience,Planning,Self Efficacy,Educational Environment,Intention,College Bound Students,Military Personnel,Parent Child Relationship,Extracurricular Activities,After School Programs,Student Employment,Student Behavior,Knowledge Level,College Choice,Educational Counseling

The purpose of this survey is to monitor Austin Independent School District (AISD) seniors' perceptions of their high school experience. Results are used to improve campus environments and program supports for students. This report summarizes results from AISD's Class of 2013.