ethanporcaro/eric-fulltext-meta huggingface dataset:
Chicago Schools Grind into Action: Lessons from Chicago Public Schools&apos; COVID-19 Response Spring 2020
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Public Schools,Pandemics,COVID-19,School Districts,School Closing,Preschool Education,Elementary Secondary Education,Access to Education,Administrative Organization,Politics of Education,Distance Education,Online Courses,Access to Computers,Barriers

Chicago, the third-largest school district in the country with 355,000 students and 638 schools, was forced to close its buildings on March 17 due to the COVID-19 pandemic. At that time, COVID caseloads were growing rapidly in the city, especially among its low-income populations and residents of color. District leaders spent the first few weeks of the shutdown preparing paper handout lessons for all students, arranging for families to pick up food at school sites, obtaining laptops and wifi hotspots, and developing a remote learning strategy. These efforts to meet basic needs and ensure that students received at least some instruction continued throughout the spring, with continual improvements in coordination, resources, and guidance available to schools. Chicago's decentralized system was able to quickly respond to some aspects of COVID, but like school districts across the country, the central office has had to learn and adapt its strategy as the crisis deepened and a state-mandated monthlong closure extended through the end of the school year. [For the full report, &quot;Lessons from Remote Learning in Six School Systems,&quot; see ED608269.]
Rationalising VET Qualifications: Selected International Approaches
Author: Wibrow, Bridget
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocational Education,Foreign Countries,Competence,Job Skills,Employment Qualifications,Cultural Differences,Job Training,Occupations

Reducing the number of vocational qualifications available is a current or recent priority area of many VET [vocational education and training] systems internationally, but what is the best way to achieve this and is there anything that needs to be considered? Focusing on cases studies on New Zealand, England, Finland and the Netherlands, this research summary explores approaches taken to rationalise VET qualifications, such as occupational clustering, and how they might be applied in the Australian context. [For the supporting document &quot;International Models to Rationalise VET Qualifications, Including Occupational Clusters: Case Studies -- Support Document,&quot; see ED608326.]
Doing Something Together: Lessons from Green Dot Public Schools&apos; COVID-19 Response Spring 2020
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Student Needs,School Closing,Online Courses,Distance Education,Educational Technology,Public Schools,Leadership Responsibility,Access to Computers,Faculty Development,Cooperation

Like schools across the country, Green Dot Public Schools California closed its campuses in mid-March and kept them closed for the rest of the school year. Early in the crisis, the network focused on distributing food, Chromebooks, and hotspots to its roughly 11,000 students. It conducted wellness checks by phone with all of its families. Over the next six weeks, Green Dot officials said they distributed over 500,000 meals, 8,000 computers, and 1,300 hotspots. By mid-April, Green Dot launched a remote learning program to provide students access to instruction. The program, according to Green Dot's CEO, was designed to stand up virtual schools &quot;where the adults had a common understanding of what kids need, how they were going to start each class, how they were going to structure the lesson.&quot; As school systems elsewhere carry out remote learning this fall, Green Dot's experience structuring remote learning last spring highlights three important lessons for building a coherent remote learning experience for teachers and students. [For the full report, &quot;Lessons from Remote Learning in Six School Systems,&quot; see ED608269.]
Our Families Need Us. This Is What We Do: Lessons from LEARN Charter School Network&apos;s COVID-19 Response Spring 2020
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Charter Schools,COVID-19,Pandemics,Distance Education,Family School Relationship,Virtual Classrooms,Social Support Groups,Peer Relationship,Teacher Student Relationship,Wellness,Needs Assessment,Family Needs,Virtual Schools

After Illinois Governor J.B. Pritzker issued a temporary school closure last March because of COVID-19, leaders at the LEARN Charter School Network got busy thinking about what remote learning would look like; they had a track record of performance to safeguard. Pre-COVID, the 20-year-old Chicago-area charter school network of 10 college-prep K-8 schools consistently outperformed nearby neighborhood public schools. But translating LEARN's academic program to remote learning wasn't the network's first or only agenda item last spring. It was also focused on ensuring the well-being of its students and families during a period of uncertainty and turmoil. As school districts across the country considered the prospect of a school year dominated by remote learning, LEARN's experience last spring shows how even small systems can support and connect with families and students during unprecedented and unpredictable times. Social workers, special education staff, and staff as a whole banded together to attend to students' social-emotional well-being and ensure that their basic needs were being met. These supports also helped the network address technical and communication challenges it faced with its families. The network connected students to services and supports, marshaled new resources to support families, and created systems to streamline parent communication. As a result, LEARN strengthened its connections as a community during the pandemic. [For the full report, &quot;Lessons from Remote Learning in Six School Systems,&quot; see ED608269.]
International Models to Rationalise VET Qualifications, Including Occupational Clusters: Case Studies -- Support Document
Author: Wibrow, Bridget
Date: 2020-00-00
Type: Information Analyses
Subjects: Vocational Education,Qualifications,Occupational Clusters,Foreign Countries,Educational Change,Secondary Education,Postsecondary Education,Educational Development

Recent vocational education and training (VET) reforms in many countries have focused on reducing the number of VET qualifications available and restructuring qualifications so that they better meet the needs of working life. This literature review provides examples of how VET qualifications have been rationalised in various countries and briefly explores the impact on qualification development. [For the research summary &quot;Rationalising VET Qualifications: Selected International Approaches,&quot; see ED608323.]
Keeping Learning on Track in a Crisis: Lessons from Roaring Fork School District&apos;s COVID-19 Response Spring 2020
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,School Districts,Access to Education,Online Courses,Educational Technology,Family Needs,Administrator Role,Rural Schools,Teaching Methods

The Roaring Fork School District stretches along a river of the same name in the Rocky Mountains. Its 13 schools are nestled in valleys about an hour's drive from two of Colorado's high-end resort towns--Aspen and Vail--where many parents work seasonal jobs. The COVID-19 pandemic forced officials to shut down ski slopes and empty hotels and restaurants, leaving many households without income. By late summer, almost 2,000 residents in these counties had tested positive for COVID-19, which, given their small size, makes these counties among the hardest-hit in the state of Colorado. When the governor closed the state's schools to fight the pandemic, Roaring Fork focused on meeting the needs of families first, but never lost sight of the instruction students could not afford to miss. The district started by reaching out to ensure families had their basic needs covered and students had the tools they needed to start learning. Meanwhile, the instructional team focused on building centralized units of study, which reduced the burden on teachers who were now expected to deliver instruction differently, and the potential for variation across teachers and schools. This helped district leaders ensure all students would cover material they needed to start the next school year on track, and also created structures for collaboration that leaders hope to hold onto after the pandemic passes. [For the full report, &quot;Lessons from Remote Learning in Six School Systems,&quot; see ED608269.]
2019 State of College Admission
Author: Clinedinst, Melissa
Date: 2019-00-00
Type: Reports - Research
Subjects: College Admission,Student Recruitment,College Applicants,College Freshmen,College Transfer Students,Foreign Students,School Counseling,School Counselors,Counselor Role,Secondary Schools,Admission Criteria,Educational Counseling

The &quot;2019 State of College Admission&quot; report provides up-to-date information on a number of issues that impact students' transition from high school to postsecondary education. The report covers the recruitment strategies that colleges use to attract prospective students and the process by which candidates are evaluated for admission. Information about application volume and admission rates are provided for first-time domestic freshmen, as well as transfer and international students. The report also includes a chapter dedicated to school counseling in US secondary schools, given the integral role school counselors play in putting students on the path to postsecondary success. The report is divided into four chapters: (1) College Applications; (2) Recruitment and Yield Strategies; (3) Factors in Admission Decisions; and (4) Secondary School Counseling.
A Meta-Analysis on the Effects of STEM Education on Students&apos; Abilities
Author: Zeng, Zhaobing
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Instructional Effectiveness,Thinking Skills,Skill Development,Problem Solving,Critical Thinking,Science Process Skills,Educational Research,Teaching Methods,Student Experience,Elementary School Students

Does STEM education improve students' higher-level thinking and cognitive abilities? So far, empirical research has not yielded consistent conclusions. As such, this study applied the method of meta-analysis to synthesize quantitatively existing research to better understand STEM and its effects on students' abilities associated with learning. The study found that STEM education is conducive to improving students' higher-order thinking and cognitive ability levels with an effect size of (d = 0.798). The results indicate that teaching methods and student experiences in STEM education have a positive effect on student learning.
Equity Guidance for Continuous Learning 2020
Author: Kansas State Department of Education
Date: 2020-04-08
Type: Guides - General
Subjects: Equal Education,English Language Learners,Health Programs,Food Service,Low Income Students,Special Education,Students with Disabilities,COVID-19,Pandemics,Distance Education,Individualized Education Programs

The purpose of this guidance is to provide clarity to schools and districts regarding expectations and considerations for equitable learning opportunities for all students during this time of Continuous Learning. Equity starts with educators checking their assumptions and biases. Educators can review outgoing language, materials, images and resources for cultural responsiveness, inclusivity and diverse representation. Reflect on what stereotypes and biases might be presented to learners. When educators simplify curriculum, students may lose important representation of racially and socially diverse perspectives. What singular stories are being told and who is being centered in the learning? Educators should create and maintain norms that honor, value and respect diverse perspectives and voices during live virtual learning sessions, chat functions and collaborative activities. Utilize the expertise of staff who are familiar with regulations and best practices for working with special populations. Liaisons, advocates and paraprofessionals can assist teachers in delivering continuous learning. This guidance document is divided into the following parts: (1) Equitable Continuous Learning Plans for English Learner (EL) Programming; (2) English Learner Programming and Equity; (3) Questions to Consider for Identified English Learners; (4) Continuous Learning Challenges; (5) Equitable Meal Distribution; (6) Equitable Continuous Learning Plans for Students with Exceptionalities; (7) Equity and Learning for Students with Exceptionalities; and (8) Questions to Consider for Students with Exceptionalities.
Fostering Faculty Diversity by Supporting Access to Graduate Study in Education
Author: Henderson, Lora
Date: 2020-00-00
Type: Reports - Research
Subjects: Diversity (Faculty),Access to Education,Graduate Study,Postsecondary Education as a Field of Study,Program Effectiveness,Pretests Posttests,Disproportionate Representation,Student Research,Summer Programs,Self Esteem,Undergraduate Students

The Summer Undergraduate Research Program (SURP) at the University of Virginia (UVA) attempts to address inequalities in the pipeline to graduate education and faculty careers by preparing underrepresented students for graduate study in education research. To assess program effectiveness, pre- and post-program data were gathered from 60 of 62 SURP interns who were both racially and socio-economically diverse. Paired samples t-tests showed that interns' confidence in their research competencies improved in nine out of 11 domains, indicating greater knowledge and skills upon completion of the program. We recommend that institutions enact the SURP theory of change developed at UVA to implement comprehensive programming to increase the number of students from underrepresented backgrounds attending graduate school and ultimately seeking faculty careers. [This paper was published in the &quot;Journal of College Student Development&quot; 2020.]
National Examination in SMPN 2 Palopo: A Case Study on Students&apos; Readiness in English Test
Author: Jaya, Faradiba Ade Iswara
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,National Competency Tests,Junior High School Students,Grade 9,Readiness,English (Second Language),Language Tests,Scores

The research aims to investigate whether Students' Readiness toward National Examination (A Case Study in SMPN 2 Palopo). The problem statement of the research was, &quot;How are their readiness in facing national examination?&quot; This research used the Descriptive Quantitative Method. The population of this research was 167 students from the ninth grade students of Junior High School Number 2 Palopo. The total numbers of the students are ten students. The researcher took five students from each class as the sample. The sample was selected using a purposive sampling technique. The researcher used this technique based on their consideration. The result of the analysis can explain that the researcher analyzed the result to measure the students' readiness in facing national examination. The researcher has conducted the result of the test showed their readiness to face the national examination. The result categorized into average classification. The highest score is 74, the middle score is 66, the lowest score is 60, and the mean score is 67.
Understanding the Learning Models Design for Indonesian Teacher
Author: Irviana, Ira
Date: 2020-09-00
Type: Journal Articles
Subjects: Models,Instructional Design,Teaching Methods,Learning Processes,Educational Resources,Moral Development,Values Education,Personality Traits,Religious Education,Moral Values,Foreign Countries,Lesson Plans

This paper aims to provide an understanding of how a teacher designs a learning model. Many writings discuss learning models, but they cannot be applied in a learning process. This paper is expected to provide experience for teachers in planning and developing learning through development models. Planning is essential because it is a managerial process in determining what to do and how to do it, and in it, the goals that will be achieved and work programs are developed to achieve goals. Therefore, learning planning is a decision-making process as a result of reasoning about specific learning goals and objectives, namely changes in behavior and a series of activities that must be carried out to achieve these goals by utilizing all existing potential and learning resources. In integrating a study, one can see the types of material that have a relationship with one another, for example, learning characters and morals, which, if studied, will lead to one point, namely a good personality. More generally, if the integration of fields of study, such as the field of religious education and character, which is integrated with the field of civic education, there are moral and character values. The material in learning to integrated several types of development models can be selected, including ASSURE, ADDIE, Jerold E. Kamp, et al., Dick &amp; Carey, and Gerlach &amp; Ely.
Improving EFL Students&apos; Higher Order Thinking Skills through Collaborative Strategic Reading in Indonesia
Author: Susanti, Arik
Date: 2020-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Thinking Skills,Critical Thinking,Skill Development,Job Skills,Cooperative Learning,Reading Strategies,Reading Comprehension,Instructional Effectiveness,Public Schools,Vocational High Schools,High School Students,Grade 11,Foreign Countries

The study aims to investigate whether collaborative strategic reading (CSR) strategies can improve higher-order thinking skills (HOTS) of students. It is an experimental design using pre-test and post-test as an instrument. Research data was obtained by giving a reading test in one of the public vocational high schools in Surabaya, Indonesia. These test data were analyzed using independent sample T-test and paired sample T-test in SPSS. Results showed that Collaborative Strategic Reading (CSR) could improve higher-order thinking skills for students. Based on data analysis results, t count was found to be larger than t table. Moreover, the result of the paired-sample t-test also indicated a significant [Sig.] difference between pre-test and post-test scores of experimental students. Sig. Sig. (2-tailed) equals 0.000. To sum up, the strategy benefits students in enhancing higher-order thinking skills for students.
The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students&apos; Skills in 21st Century
Author: Nurhayati, Eris
Date: 2020-09-00
Type: Journal Articles
Subjects: Correlation,Technological Literacy,Influence of Technology,STEM Education,21st Century Skills,Skill Development,Competence,Educational Research,Foreign Countries

This article aims to discuss issues related to how to improve the ability of teachers and students to master 21st-century skills? Also, what extent is the role of digital literacy and STEM integration in improving 21st-century skills? This article using literature literacy methods sourced from international and national journals, books, and other relevant sources. Based on the study, it concluded that digital competence is not an absolute determinant of the development of 21st-century skills in students. Digital ability is a supporting factor for mastering 21st-century skills that should have been introduced and taught through schools. STEM learning with multidisciplinary mastery of science needs to be optimized in schools in Indonesia so that the expected learning objectives are in line with the demands of the 21st-century.
Educational Policy Understanding Tri Pusat Pendidikan (Education Centers) as Efforts to Reach Educational Objectives
Author: Musbaing
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Policy,Foreign Countries,Informal Education,Nonformal Education,Role of Education,Family Role,School Role,Educational Quality,Equal Education,Continuing Education,Educational Objectives

This paper seeks to offer an interpretation of the significance of the core of education in an attempt to achieve public policy goals. Some publications addressing approaches, techniques, and models of learning as a means of understanding the ideal education, but there are still deficiencies attributable to educators or adults who do not see the environment as a place of training. The paper aims to provide parents, teachers, and the community with knowledge so that education is a joint obligation so that cooperation in the education system is complete. &quot;Tri Pusat Pendidikan&quot; are three critical elements that play an essential role in learning and become the center of educational activities, namely family education (informal education), school training (formal education), and social education (non-formal culture). The &quot;Tri Pusat Pendidikan&quot; idea means that learning can be done anywhere and at any time, being a mutual obligation. This principle says the society and family have a balanced responsibility for the success of education offenders, and that it is not just schools that are made and regulated as organizations that have a great (full) responsibility for the success of individuals in their educational cycle.
Learning Evaluation Management Improving the Quality of Graduates in State Islamic Institute of Palopo
Author: J. H., Sabri
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Outcomes Assessment,Educational Improvement,Public Colleges,College Students,Program Implementation,Planning,Testing Programs,Barriers

The purpose of this study was to determine the implementation of learning evaluation management in improving the quality of graduates at the Palopo State Islamic Institute. This type of research is descriptive qualitative, with pedagogical, juridical, and sociological approaches. The objects in the study were academic implementers and students, and the instruments used were observation guidelines, interview guidelines, and documentation. The results showed that the learning evaluation management at IAIN Palopo consisted of planning, organizing, implementing, and evaluating programs. At the planning stage, the academic side prepares every need for learning evaluation, then holds the schedule by referring to the academic calendar and arranges the place for lectures, at the evaluation stage, the UTS and UAS are supervised by a lecturer or lecturer who teaches the subject in question. Constraints in learning evaluation management include; the incomplete several course material so that it affects planning; besides that, some students who have not received a score in the previous semester (comprehensive examination), in the organizational aspect, some lecturers are late in entering exam questions. Some have even tested the material but did not provide information to the study program/faculty, aspects of the facilities that have less influence on organizing learning evaluation. Obstacles in the implementation of the evaluation are the lack of student preparation in facing exams, the existence of cheating by students during the exam, and the constraints on program evaluation, namely the absence of a set time in evaluating the program