ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding Access, Improving Quality: How Local Education Agencies and Charter Schools Can Equitably Provide High-Quality School Choice Options to All Students with Disabilities in Colorado
Author: Dutta, Kathleen
Date: 2022-02-00
Type: Reports - Research
Subjects: Students with Disabilities,Access to Education,Equal Education,School Districts,Charter Schools,Student Needs,Special Education,Inclusion,Governance,Educational Finance,Educational Quality,Compliance (Legal),Accountability,School Responsibility,Public Education,Enrollment Trends,Special Classes,Barriers,Transportation,Educational Policy,Individualized Education Programs,Racial Bias,African American Students,Males,Disproportionate Representation,Educational Legislation,Federal Legislation

The discussion of enrollment of students with disabilities in charter schools focuses on fundamental questions related to equal access and has not typically explored the quality of special education programming available. However, absent quality support and services, access to charter schools is essentially a hollow promise. This report examines how school districts and charter schools in Colorado provide access to school choice and specialized programming to students with disabilities who require moderate to significant support. In this report, students who require moderate to significant support are defined as roughly 18% of students with disabilities (or an estimated 2.5% of all students) eligible for more extensive and specialized services. These students are often educated in the regular classroom less than 40% of the school day. Findings embedded in this report are based on 31 interviews with key stakeholders, a focus group with charter school educators representing four schools, a meeting of a special education working group hosted by the Colorado Association of Charter School Authorizers (CACSA), an examination of the policies, structures, and practices that impact students with disabilities in Colorado, and a quantitative analysis of student enrollment in Denver Public Schools. [The authors received assistance for this report from assistance from Kaci Coats, Alex Medler, and Lauren Morando Rhim. This report was made possible under a contract with the Colorado Association of Charter School Authorizers.]
Early Collegiate Marketing Education in the U.S.
Author: Applegate, Edd
Date: 2022-01-18
Type: Reports - Descriptive
Subjects: Marketing,Professional Education,Program Descriptions,Educational History,Professional Associations,Higher Education,College Faculty,Publications,Business Administration Education

This paper discusses the earliest collegiate academic programs that offered courses in marketing in the United States. These academic programs differed (1) in size based on the number of courses offered and (2) in name. The paper also discusses the founding of the American Marketing Association.
The First Correspondence Schools That Offered Advertising
Author: Applegate, Edd
Date: 2021-03-10
Type: Reports - Descriptive
Subjects: Correspondence Schools,Advertising,Academic Standards,Educational History,Correspondence Study

This paper examines several correspondence schools that developed courses in advertising for young men and women who were interested in learning about the subject but who were not necessarily interested in attending a college or university. In addition, the paper discusses the founding of the National Home Study Council, which developed standards for correspondence schools.
Empowering Girls through the Development of Critical Thinking Skills in Science by Kolb&apos;s Experiential Learning Technique
Author: R., Remya V.
Date: 2022-01-30
Type: Reports - Research
Subjects: Females,Empowerment,Critical Thinking,Thinking Skills,Secondary School Students,Secondary School Science,Experiential Learning,Pretests Posttests,Science Education,Indians,Instructional Effectiveness,Teaching Methods,Foreign Countries,Science Tests

This study aims to investigate how girl students can be empowered through development of critical thinking skills in science. The researcher was interested in studying the effectiveness of Kolb's experiential learning in developing critical thinking skills of secondary school girl students. One group pretest-posttest design was used for this study. The tool used for this study was a test for measuring critical thinking skills in science which was constructed by the researcher. The sample of the study consisted of 40 girl students selected from a school in Maharashtra, India. The data of pretest and post-test were analysed through paired sample t test. The results of the study shows that the treatment was very effective in developing the critical thinking skills of girl students of secondary schools.
Online-Merge-Offline Jamboard Application as an Innovation in Teaching Word Problems among Grade 4 Learners
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Grade 4,Elementary School Students,Word Problems (Mathematics),Problem Solving,Reliability,Validity,Comparative Analysis,Instructional Effectiveness,Scores,Computer Software,Computer Assisted Instruction,Foreign Countries,Mathematics Tests,Pretests Posttests

This study assessed the effectiveness of an online-merge-offline Jamboard application as an innovation in teaching word problems to Grade 4 learners was evaluated in this study. The research evaluates a learner's level of mathematical word problem skills in terms of understanding, devising a plan, solving a problem, and interpreting, as well as improving learners' knowledge of the online-merge-offline Jamboard application as an invention. The study employed a one-group pretest-posttest research design to test the viability of the online-merge-offline Jamboard application as an innovation in teaching word problem solving that will be utilized to Grade 4 learners for their improvement in mathematical skills. The adoption of a Table of Specification (TOS) was required by the Curriculum Guide provided by the Department of Education to ensure its reliability and validity. The findings revealed that the learners showed outstanding as exposed to online-merge-offline Jamboard application had a positive effect on teaching word problems. The significantly higher mean in the post-test than in the pretest shows that the online-merge-offline classroom strategy had a positive effect on teaching word problems among Grade 4 learners. The pretest and posttest scores of learners who were exposed to the online-merge-offline Jamboard application as an innovation in teaching word problem-solving were significantly different. Additionally, the findings of this study will benefit Math teachers by providing information on the effectiveness of using the Jamboard application as an innovation in teaching word problems to Grade 4 learners.
Interactive Scaffolding Collaborative Learning Approach to Improve Learners&apos; Reading Comprehension, Attitudes, and Engagement in English 7
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Cooperative Learning,Reading Improvement,Reading Comprehension,Reading Skills,Reading Attitudes,Student Evaluation,Reading Instruction,Instructional Innovation

This aim of this study is on the learners' reading skills under the implementation of interactive scaffolding collaborative learning approach (ISCLA). This study provides ample evidence on how pedagogical innovation may serve as a steppingstone to ameliorate students' poor reading comprehension, attitude, and engagement. The goal of this action research is to investigate or assess the efficacy of an interactive scaffolding collaborative learning approach (ISCLA) in improving learners' reading comprehension, attitude, and engagement. The researchers used the pre-test and post-test, as well as the likert scale, in data collection procedures, which resulted in satisfactory results after the implementation, in which twenty (20) students were assessed under the supervision of the chosen master teachers, as well as the use of lesson exemplar approved by the faculty of teachers.
Gamification as an Innovative &quot;Strategy&quot; to Improve Learners&apos; Writing Skills
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Game Based Learning,Writing Instruction,Writing Skills,Writing Improvement,Instructional Effectiveness,Elementary School Students,Grade 3,Instructional Innovation,Foreign Countries

In summary, many students struggle to comprehend and interpret printed symbols; even more struggle with complex oral and written assignments. This situation has an impact on their academic success and happiness. Furthermore, they are unable to fully or sufficiently, if not outstandingly, cope with their readings. Students can write, but they can't write at a high degree of skill, ability, or complexity. Some pupils have the ability to write writing that is well-defined, appealing, and intelligible. Only around a quarter of students can write persuasive, detailed responses using engaging language. The primary goal of this research project is to actualize and assess the efficacy of gamification platforms, particularly in terms of improving the learner's overall writing capacities and skills. Furthermore, another goal of the research is to investigate and determine the positive and useful characteristics of modern pedagogy techniques while educators are aware of their various objectives and uses. The key topic of the research will be on Gamification as an Innovative Strategy to Improve Grade 3 Learners' Writing Skills in Mary Josette Academy in the SY 2021-2022. The study is limited to a certain number of participants, which is estimated to be in the region of 30. Furthermore, the researcher concentrates on the viewpoint and experiences of Grade 3 students. An interview will be done to acquire the relevant data and information about the study's main topic and goal. As a result, the researchers will determine the effectiveness and differing perspectives of Grade 3 learners when asked about a structured set of questions, leading to an assessment of the current application of gamification as a modern and efficient key to enhancing the learner's writing skills
STEM Clubs: The Promising Space to Foster Students&apos; Creativity
Author: Van Anh, Nguyen Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Clubs,STEM Education,Creativity,Foreign Countries,High School Students,Engineering,Design,Program Effectiveness

The rapid developments of Science and Technology call for individuals to have strong academic knowledge and creativity. Research shows that students acquire creativity after either curricular or extracurricular activities in subject matters. However, there is not much research examining students' creativity through integrative learning activities, such as STEM activities. In this current study, we examine the potential of STEM clubs in terms of fostering students' creativity. We used the survey method to assess students' creativity in engineering design. We collected the data from 244 Vietnamese students, including members and non-members in STEM clubs. The quantitative analysis was performed to examine the differences between members' creativity and non-members' creativity. The results show that STEM club members have significantly more creativity than non-members. The results also show that STEM club members have significantly more creativity than non-members. Based on the results, STEM clubs demonstrate a significant impact on students' creativity. Consequently, STEM clubs should be implemented in high school to enhance students' creativity.
Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis
Author: Sebastian, James
Date: 2019-09-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Leadership Qualities,Academic Achievement,Elementary School Students,Urban Schools,School Culture,Educational Environment,School Safety,Parent Teacher Cooperation,Trust (Psychology)

Background: Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study: In this study, we use moderated mediation analysis to examine how change in the principal leadership relates to achievement growth, mediated via change in multiple organizational processes -- parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design: We apply moderated mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions: Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership, and regardless of whether schools initially had safe or unsafe school climates. [This article was published in &quot;Teachers College Record&quot; (EJ1225416).]
Text as Data Methods for Education Research
Author: Fesler, Lily
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Content Analysis,Research Methodology,Data Analysis,Discourse Analysis,Computer Mediated Communication,Online Courses,Coding,Man Machine Systems,Lexicology,Dictionaries,Gender Differences

Recent advances in computational linguistics and the social sciences have created new opportunities for the education research community to analyze relevant large-scale text data. However, the take-up of these advances in education research is still nascent. In this article, we review the recent automated text methods relevant to educational processes and determinants. We discuss both lexical-based and supervised methods, which expand the scale of text that researchers can analyze, as well as unsupervised methods, which allow researchers to discover new themes in their data. To illustrate these methods, we analyze the text interactions from a field experiment in the discussion forums of online classes. Our application shows that respondents provide less assistance and discuss slightly different topics with the randomized female posters, but respond with similar levels of positive and negative sentiment. These results demonstrate that combining qualitative coding with machine learning techniques can provide for a rich understanding of text-based interactions. [This article was published in &quot;Journal of Research on Educational Effectiveness&quot; (EJ1236533).]
Learning in Second-Chance Schools during COVID-19 Case Study: Legal Framework and Distance Learning Platforms in Greek Prisons
Author: Giannoulis, Athanasios
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Education,Correctional Education,Correctional Institutions,Institutionalized Persons,COVID-19,Pandemics,Open Source Technology,Distance Education,Asynchronous Communication,Integrated Learning Systems,Information Security,Synchronous Communication

In this research paper we focus on the problems concerning inmates' access to education through Second Chance Schools operating within penitentiaries due to the COVID-19 pandemic. A specially encrypted platform has been created through open-source software that can provide distance learning and does not allow access to any part of the internet other than the learning process.
The Use of New Information and Communication Technologies in the Learning Process: A Case Study of Secondary Education in the Prefecture of Aitoloakarnania
Author: Leonidas, Theodorakopoulos
Date: 2018-11-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Teaching Methods,Learning Processes,Secondary School Teachers,Social Change,Teacher Attitudes,Teacher Certification,Technological Literacy,Faculty Development,Pedagogical Content Knowledge,Case Studies,Foreign Countries

Not only in the field of education but also in many other forms of social expression and action, a period of fundamental changes can be observed due to the incorporation of new data imposed by the technological revolution. However, the process of integrating Information and Communication Technologies (ICT) in the learning process requires coordination, system change and radical transformations. These changes should be incorporated into curricula, while active teachers should have ongoing training on new technologies. In such a context, this paper comes to explore the views of secondary education teachers on the use of information and communication technologies in the learning process. In particular, a sample survey was conducted to determine the degree of utilization of new information and communication technologies in the learning process, especially in secondary school teachers in the Prefecture of Aitoloakarnania. The statistical software SPSS 23 was used to analyze the data obtained from the questionnaires. Tools and methods of descriptive and inductive statistics were used. The results highlight the low percentage of teachers who have received Level B certification and demonstrate the low level of ICT use by teachers, identifying at the same time all the factors affecting negatively their use and application.
Creativity: It&apos;s Components Relative to Intelligence
Author: Shaughnessy, Michael F.
Date: 2021-12-00
Type: Journal Articles
Subjects: Creativity,Intelligence,Intelligence Quotient,Intelligence Tests,Creative Development

In this article, the author discusses and reviews the relevant needed aspects of intelligence relative to creativity, the creative process and the creative product. Further, there are elements of personality which also need to be examined. Some suggestions for future research are described.
Impact Assessment and Clients&apos; Feedback towards MATHEMATICS Project Implementation
Author: Pentang, Jupeth Toriano
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Program Implementation,Extension Education,Program Evaluation,Feedback (Response),Mentors,Student Satisfaction,Learner Engagement,Partnerships in Education,Secondary School Students

The Western Philippines University - College of Education's Project MATHEMATICS (Mathematics Enhanced Mentoring, Assistance, and Training to In-need and Challenged Students) was implemented as part of the Adopt-a-School Program to address the mathematical needs of Laura Vicuña Center - Palawan youths. To evaluate the extent of the project implementation, the study assessed its impact through the feedback gathered from the clients served. It specifically described the quality of project implementation, determined the attainment of project objectives, and enumerated client feedback. A concurrent triangulation mixed-method research design was used with 32 clientele samples selected purposively. The study utilized a survey, problem set test, and focus-grouped interview to obtain data pertinent to the study's objectives. The findings revealed an aspirational quality of the implemented project, improved mathematical performance, and the client's desire for ongoing mentoring. The implications and limitations of the study are discussed, along with recommendations for future extension projects, monitoring and evaluation, and re-planning activities.
School Boards, Organizational Culture and the Ontario Leadership Framework
Author: McDonnell, Kristy
Date: 2021-11-01
Type: Information Analyses
Subjects: Foreign Countries,Boards of Education,Organizational Culture,Educational Policy,Educational Practices,Governance,Instructional Leadership,Leadership Qualities,Diversity,Equal Education,Inclusion,Special Education

This literature review examines the existing research on how school boards influence the organizational culture of the school system. This paper specifically addresses the areas how the Ontario Leadership Framework influences both policy and practice to influence the educational culture of Ontario's school system. The cornerstone of seminal work was the development of the Ontario Leadership Framework by Kennith Leithwood which is widely accepted in the Ontario education system. The Ontario Leadership Framework (OLF) is a centralized way of governing educational leadership practices through the formalized process outlining organizational values, expectations and norms and for identifying leadership qualities, expectations and promotion of leaders within the context of the Ontario system. A great deal of research suggests that the OLF is an influential tool based on best organizational practices. Further consideration or future research should be focused on how diversity, equity and inclusion can be woven throughout the framework.
Values Affirmation Intervention to Promote Enhanced Goal Setting among Students
Author: Fotuhi, Omid
Date: 2021-12-22
Type: Reports - Research
Subjects: Values,Intervention,Goal Orientation,Academic Achievement,Psychological Patterns,Barriers,Student Attitudes,Student Behavior,Anxiety,Learner Engagement,College Students,Program Effectiveness

Students often experience psychological barriers that negatively impact their academic performance. For example, students may experience motivated disengagement and limited access to manageable and actionable strategies when needed. Past research has shown that scientifically informed interventions can mitigate such barriers and improve success outcomes. In the current project, we explored the utility of a values affirmation in mitigating an additional psychological barrier that students may experience--feelings of anxiety and threat that limit students' ability to use their cognitive and environmental resources to reach their maximum potential. We crafted a thoughtful intervention by combining a values affirmation and goal-setting activity and assessed students goal-related beliefs and behaviors, as well as success outcomes. Though we did not find strong evidence that the values affirmation positively affected students' goal beliefs and behaviors, we did find evidence that students greatly benefitted from the goal-setting activity and that students from under-represented groups in particularly benefitted most. We also found evidence that the goal-setting activity did activate threat and feelings of stress and anxiety, at least from some students. Implications and suggestions for future work exploring threat activation from goal-setting and the utility of interventions in mitigating threat are discussed.