ethanporcaro/eric-fulltext-meta huggingface dataset:
Crisis Breeds Innovation: Pandemic Pods and the Future of Education
Author: Jochim, Ashley
Date: 2022-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Educational Change,Futures (of Society),Educational Innovation,Nontraditional Education,Access to Education,Home Schooling,School Size,Community Cooperation,Family Attitudes,Teacher Attitudes,One Teacher Schools,Child Care

In the summer of 2020, it became clear to growing numbers of families and community organizations that COVID-19's unprecedented disruptions to public education would not subside in time for the coming school year. Facing the prospect of continued school closures and uncertain public health safeguards, families were forced to make new childcare arrangements, often at the expense of their employment, and had to navigate the stress of dislocation and isolation with little support from the institutions they had long relied upon. Across the country, some families devised their own solution: the pandemic pod. They brought together small groups of students and enlisted adults--hired instructors, or groups of parent volunteers--to supervise students and support their learning. In partnership with their funders, the Center on Reinventing Public Education launched a national initiative that brought together researchers from around the country to track and analyze the pandemic pod movement. Their goal was simple: to learn from the families, educators, and community-based organizations who stepped in during the crisis to solve urgent challenges and, along the way, invented educational solutions that could outlast the pandemic. This report is one part of that larger effort. It offers the first in-depth look at families' and educators' experiences with pandemic pods, drawing upon a national survey of 152 parents and 101 instructors who participated in a pod during the pandemic, and follow-up interviews with 62 survey respondents. The findings suggest that families and educators can carve new, promising paths forward when freed from the rules around how school is supposed to work. At the same time, some of pods' flexibility arose because they were disconnected from the rules and routines that typically govern school systems. While this could yield benefits for students and freed educators to work in ways they found fulfilling, it also meant that students and educators in pods were cut off from critical forms of support.
Student Achievement Surges after Sioux City Doubles Down on Balanced Leadership®
Author: McREL International
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Leadership,Educational Change,School Districts,Leadership Styles,Elementary Secondary Education,Professional Development

Paul Gausman, superintendent of the Sioux City, Iowa, school district, is a fan of his state's school reform plan. But when he realized in 2015 that a piece was missing, he did not just fire off an email and move on. He did what effective leaders do: assembled a team to push reality in the direction he thought it needed to go. McREL had already been to Sioux City, 10 years earlier, to deliver a three-day Balanced Leadership (BL) workshop to district administrators on the 21 leadership responsibilities that research shows have the strongest connections to higher levels of student success. But Gausman and associate superintendent Kim Buryanek said there had not been adequate follow-through last time around and, now, three of their schools had landed in the lowest of three state achievement tiers. Knowing they could not keep bringing McREL experts to Sioux City forever, Buryanek and three other administrators got additional training to become authorized to deliver BL training and coaching themselves, building internal capacity to sustain the effort long-term. The two leaders thought a renewed focus on BL would be a great complement to Iowa's plan. Gausman and Buryanek have become BL champions, sharing their success--and what they perceive to be the reasons for it--with other district leadership teams around Iowa.
Insights for Delivering VET Online
Author: Cox, Deniese
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Electronic Learning,Vocational Education Teachers,Teacher Student Relationship,Video Technology,Educational Technology,Student Participation,Foreign Countries

In recent years, elements of the vocational education and training (VET) sector have been moving towards the use of more online and blended models of teaching (Griffin &amp; Mihelic 2019; NCVER 2020). The COVID-19 pandemic has necessitated an accelerated and wide-ranging shift to online education, and research has found that many educators may not completely return to their pre-pandemic approaches (Hume &amp; Griffin 2021). This means that VET delivery must adopt proven strategies to ensure that quality learning opportunities are available for students who are accessing their learning online. This publication offers insights for educators, organisations and institutions to consider when designing and implementing training that is fully or partially online.
Student Mobility during School Year Detrimental for Houston Area Students&apos; Achievement and Attainment
Author: Stroub, Kori
Date: 2021-11-00
Type: Reports - Research
Subjects: Student Mobility,Academic Achievement,Educational Attainment,Elementary Secondary Education,State Programs,Testing Programs,Standardized Tests,Dropout Rate,Grade Repetition,Graduation Rate

Tens of thousands of students in the Houston area switched schools during the school year annually. In moving from one school to another, students often experienced disruptions to their education. This study examined what this mobility meant for students' performance on state accountability tests, high school grade retention, high school dropout, and high school graduation. In the state of Texas, students who changed schools during the school year saw a decline in their State of Texas Assessments of Academic Readiness (STAAR) scores. Student mobility also increased the chances a student was retained during their freshman year of high school. Finally, students who changed schools were at a higher risk of dropping out of high school and were less likely to graduate on-time (i.e., within four years).
Changes in Time Allocation during the COVID-19 Pandemic for Full-Time Faculty in Physics and Astronomy. Focus On
Author: Walsh, Courtney
Date: 2021-12-00
Type: Reports - Research
Subjects: College Faculty,Science Teachers,Physics,Astronomy,COVID-19,Pandemics,Time Management,Departments,Teacher Responsibility,Academic Degrees

Like many workers in the United States, physics and astronomy faculty members' careers and work situations have been affected by the COVID-19 pandemic. During the spring semester of 2021, AIP's Statistical Research Center surveyed a sample of faculty members regarding their experiences during the pandemic, and this Focus On outlines how faculty members have reallocated their time during compared to before the pandemic. The majority of full-time physics and astronomy faculty members indicated that they allocated more time to teaching and advising and less time to research and scholarship activities. Despite similarities across department types, faculty in bachelor's and master's degree-granting departments reported more changes in time allocation compared to faculty in PhD-granting departments.
Internationalizing Honors. National Collegiate Honors Council Monograph Series
Author: Klein, Kim, Ed.
Date: 2020-00-00
Type: Books
Subjects: International Education,Honors Curriculum,Case Studies,Models,Undergraduate Students,Holistic Approach,College Faculty,Teacher Role,Educational Opportunities,Faculty Development,Global Approach,Cultural Awareness,Intercultural Communication,Foreign Students,Partnerships in Education,Study Abroad,Foreign Countries,Alumni,Service Learning,Educational Administration,Transformative Learning,Health Sciences,Multicampus Colleges

Internationalization of honors programs and colleges enriches students' undergraduate education and expands their post-graduate options, opening doors to a new world of experiences and opportunities. This monograph takes a holistic approach to internationalization. The monograph highlights how honors programs and colleges have gone beyond providing often one-time, short-term international experiences for their students and made global issues and experiences central features of their honors curricular and co-curricular programming. It presents case studies that can serve as models for honors programs and colleges seeking to initiate and further their internationalization efforts and highlights the latest research on the impact of internationalization on students, campuses, and communities. Specifically, it underscores the importance of faculty in internationalization efforts as the American Council on Education's Center for Internationalization and Globalization Engagement (CIGE) does. The monograph chapters were written by dedicated honors faculty and may serve as a faculty development tool for campuses wishing to address internationalization more strategically and intentionally by highlighting varied on-campus efforts, by exploring appropriate international partnerships (another step encouraged by CIGE), and by offering models for assessment of internationalization efforts.
The Demonstrable Value of Honors Education: New Research Evidence. National Collegiate Honors Council Monograph Series
Author: Cognard-Black, Andrew J., Ed.
Date: 2019-00-00
Type: Books
Subjects: Honors Curriculum,Outcomes of Education,Value Added Models,College Curriculum,Community Colleges,Educational History,Academic Achievement,College Students,School Holding Power,Student Recruitment,Graduation Rate,Grade Point Average

The contributions in this collection provide important answers and compelling evidence that honors programming does contribute something above and beyond what honors students themselves bring to the educational experience. While many of the chapters rely on analytic methods that are more widely used in some fields than in others, authors have endeavored to include definitions and more explanation of statistical terms than one might typically find in a disciplinary journal where readers and writers share a common analytic frame and vocabulary. The collection features a variety of formal research contributions that make use of rigorous multivariate and other research methods designed to isolate the unique effects of honors program participation on student success, bolstering the accumulation of evidence on the question of the value added from honors education.
Summary of the 2020 Review of the &quot;Disability Standards for Education 2005&quot;
Author: Australian Government Department of Education, Skills and Employment
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Students with Disabilities,Standards,Access to Education,Early Childhood Education,Elementary Secondary Education,Higher Education,Vocational Education,Federal Legislation,Educational Legislation,Indigenous Populations,Student Empowerment,Capacity Building,Accountability,Disability Discrimination

In 2020 the Australian Government reviewed the &quot;Disability Standards for Education 2005&quot; (the Standards). The Standards help to make sure students with disability can access and participate in education and training on the same basis as students without disability. This includes preschool, school, vocational education and training, and higher education. The Standards explain the responsibilities education providers have under the &quot;Disability Discrimination Act 1992.&quot; During the 2020 Review of the Standards students with disabilities were heard from, as well as their parents and carers, disability advocacy groups, educators, and education providers. The Review had a focus on the experiences of Aboriginal and Torres Strait Islander students and their families. It was found that some parts of the Standards need to be changed and that more people need to know about and understand the Standards. Four areas where changes will be made are highlighted in this summary. [For the full report, see ED617747.]
Identification and Remediation of Students&apos; Disadvantages Due to COVID-19
Author: Garcia Laborda, Jesus
Date: 2021-02-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Foreign Countries,Access to Computers,Electronic Learning,School Closing,Language Skill Attrition,Achievement Gap,Socioeconomic Status,Mathematics Skills,Internet,Students,Employment

The coronavirus disease 2019 (COVID-19) pandemic has led to a number of problems of which the implications for the future are not minor. The main consequence of the COVID-19 breakout was that almost 100% of the Spanish population had to be confined from March to June. Despite the progressive normalisation of learning, the effects of the pandemic are expected to last for many years. This paper suggests the implications of those side effects that will require not few efforts to become overcome through a descriptive methodology. These effects are not only educational but may also have, according to several studies hereby addressed, an economic effect on the youth. The paper concludes that remedial measures should include additional teaching staff to increase the number of teaching hours in the academic year 2021-2022. [This paper was published in: &quot;New Trends and Issues Proceedings on Humanities and Social Sciences.&quot; Volume 8, Issue 3, pp 30-36, 2021.]
A Cross-Sectional Study Exploring the Impact of Hurricane Harvey on Student Outcomes and School Finance in Houston ISD and Surrounding School Districts. Evaluation Report
Author: Holmes, Venita R.
Date: 2022-00-00
Type: Reports - Research
Subjects: Natural Disasters,Elementary Secondary Education,Preschool Education,Enrollment Trends,Geographic Location,Racial Differences,Ethnicity,Minority Group Students,Homeless People,White Students,School Districts,Expenditure per Student,Academic Achievement,Correlation,Reading Achievement,Mathematics Achievement,Attendance,Students with Disabilities,English Language Learners

Recurrent catastrophic weather events on the Texas Gulf Coast led to the need to explore how Hurricane Harvey affected PK-12 education in the geographical area. Consequently, changes in student demographic characteristics and academic outcomes were correlated with 2018-2019 NERD$ finance data for Houston ISD and surrounding school districts. The study found that enrollment decreased at 10 out of the 21 school districts included in this evaluation pre-to-post Hurricane Harvey. The highest negative change occurred in Pasadena ISD (-5.3%) and the highest positive change was evident in Tomball ISD (+13.6%). While enrollment of Black, Hispanic, and homeless students did not increase significantly, there was a statistically significant decrease in the mean number of White students enrolled in the targeted school districts over time (M = 8565.05 vs. M = 8355.57, t = 2.330; Mean diff. = 209.476, p. = 0.030). No significant associations were found between per-pupil expenditures and academic outcomes; however, there was a strong, positive association between the change in reading and math passing rates, r = 0.863, n = 21, p &lt; 0.000, pre-to post Hurricane Harvey. Houston ISD served as a proxy to analyze the data at the campus level. Pearson correlation found that the higher the campus average per-pupil expenditure for Houston ISD, the lower the change in enrollment and attendance (strong, negative association). Linear regression indicated that change in the attendance rate pre-to- post Hurricane Harvey made the strongest unique contribution toward explaining per-pupil expenditures in Houston ISD, R2 = 0.219, F(6, 215) = 9.795, p &lt; 0.0001. Logistic regression revealed the odds that changes occurred in student enrollment, attendance, and the percentage of economically-disadvantaged students was less likely for Houston ISD campuses with per-pupil expenditures at or above the district average. [This report was co-produced by Houston Independent School District, Department of Grant Development.]
Consistency in Campus Student Mobility: Predicting Campus Mobility at Houston Area Public Schools
Author: Sanchez-Soto, Gabriela
Date: 2021-11-00
Type: Reports - Research
Subjects: Student Mobility,Public Schools,Predictor Variables,Student Characteristics,Institutional Characteristics,Neighborhoods,Charter Schools,Private Schools,Elementary Secondary Education

A campus's mobility rate from one year was the best predictor of its mobility rate in the next year. This study used five years of data (school years 2012-13 through 2016-17) from across the Houston area to look at what predicted the amount of school year mobility taking place on a campus. Several predictors were considered, including the type of students on a campus (student body characteristics), the type of neighborhood a school was located in (neighborhood features), the grade level served and other characteristics about the school (campus attributes), as well as the availability of other schools nearby (alternative options). Many things predicted the amount of school year mobility taking place on a campus, but far and away the strongest predictor was prior mobility. Districts can use this finding to efficiently target resources to campuses in support of mobile students, their classmates, and teachers.
Breaking Barriers in Teaching and Learning. National Collegiate Honors Council Teaching and Learning Monograph III
Author: Ford, James, Ed.
Date: 2018-00-00
Type: Books
Subjects: Teaching Methods,Honors Curriculum,Institutional Mission,Educational Philosophy,Learning Experience,Barriers,Instructional Design,Faculty Development,College Faculty,Tenure,Communities of Practice,Writing Instruction,College Students,Self Concept,Educational Improvement

The Teaching and Learning Committee of the National Collegiate Honors Council has long recognized that the fundamental mission of honors education centers on the power of excellence in teaching and learning in all endeavors inside and outside the classroom. What they deem as vital dimensions of the honors enterprise--both philosophical and practical--should be the imperatives that drive all teaching, all courses and programs, and all students' learning experiences. The essays in this volume have wider application beyond the honors classroom or program, and the Council hopes that readers--within and outside of honors--will adapt and use the various ideas, practical approaches, experiences, and models shared in the various chapters
Authoring Intelligent Tutoring Systems Using Human Computation: Designing for Intrinsic Motivation
Author: Olney, Andrew M.
Date: 2015-07-07
Type: Reports - Descriptive
Subjects: Programming,Intelligent Tutoring Systems,Computation,Design,Self Determination,Motivation,Natural Language Processing,Reading Comprehension

This paper proposes a methodology for authoring of intelligent tutoring systems using human computation. The methodology embeds authoring tasks in existing educational tasks to avoid the need for monetary authoring incentives. Because not all educational tasks are equally motivating, there is a tension between designing the human computation task to be optimally efficient in the short term and optimally motivating to foster participation in the long term. In order to enhance intrinsic motivation for participation, the methodology proposes designing the interaction to promote user autonomy, competence, and relatedness as defined by Self-Determination Theory. This design has implications for learning during authoring. [This document was published in: &quot;Foundations of Augmented Cognition,&quot; edited by D. D. Schmorrow and C. M. Fidopiastis, vol. 9183, Springer International Publishing, 2015, pp. 628-639.]
Occupy Honors Education. National Collegiate Honors Council Monograph Series
Author: Coleman, Lisa L., Ed.
Date: 2017-00-00
Type: Books
Subjects: Honors Curriculum,Activism,Advantaged,Access to Education,Diversity,Inclusion,Democracy,Decision Making,Equal Education,Social Responsibility,Immigrants,Global Approach,Citizenship Education,Asian American Students,Family Relationship,American Indians,Social Change,Social Justice,Educational Change,Higher Education,Diversity (Institutional)

The title of this monograph, &quot;Occupy Honors Education,&quot; refers to the Occupy Movement that originated in the United States in New York's Zuccotti Park in 2011 and to the principles that informed the movement and its resistance to an economic status quo benefitting the top one percent in America. Importantly, however, the editors encourage readers to note that the concerns articulated by the Occupy Movement about diversity, access, and inclusion parallel the formulation provided earlier by Finnie D. Coleman in &quot;The Problem with Diversity: Moving Past the Numbers,&quot; the closing chapter of the first National Collegiate Honors Council (NCHC) diversity monograph, &quot;Setting the Table for Diversity,&quot; edited by Lisa L. Coleman and Jonathan D. Kotinek, and published in 2010 (see ED566710). The editors of this volume conceived of education generally, and honors education specifically, to be bound up with preparing graduates to engage the democratic process productively. The questions of who is represented in that educated population, whether or not there are differences in access, and who is included in decision-making processes are integral to the honors mission. The Occupy Movement articulated principles for action that highlight how traditional structures in US culture are inadequate to address these concerns. The voices highlighted in this monograph add depth and value to the conversation about diversity in honors and provide a vision for how honors can lead the way in achieving inclusive excellence.
Partners in the Parks: Field Guide to an Experiential Program in the National Parks. Second Edition. National Collegiate Honors Council Monograph Series
Author: Thiessen-Reily, Heather, Ed.
Date: 2016-00-00
Type: Books
Subjects: Parks,Experiential Learning,Partnerships in Education,Honors Curriculum,College Programs,Outdoor Education,Recreational Activities

The partnership that the National Collegiate Honors Council (NCHC) entered into with the National Park Service (NPS) almost a decade ago, when the Partners in the Parks (PITP) program was created, has immeasurably enriched the lives of undergraduate honors students and faculty from throughout the United States and abroad. This second edition of NCHC's &quot;Partners in the Parks: Field Guide to an Experiential Program in the National Parks&quot; records the pedagogy, relationships, anecdotes, photographs, journal entries, essays, poetic expressions, and intellectual and ethical development that have emerged from this educational partnership and the PITP experience. It reflects NCHC's appreciation for all that a host of NPS rangers and other staff members have done to welcome honors students and faculty into this nation's national parks and to assist with and enrich these Partners in the Parks adventures. [This book was written with Melissa Antinori, Bill Atwill, Kristy Biolsi, Emily Blair, James P. Clarke, Dalton Dorrell, Anjelica Harlow, Laura Harrington, Brook Kelly, Kathleen King, Josh LaMore, Johnny MacLean, Chloé Margulis, Kathleen Nolan, Dana Reid, Connie Rudd, Alysia Schmidt, Brian White, and Alison Mills Willis. For the first edition (2010), see ED566738.]