ethanporcaro/eric-fulltext-meta huggingface dataset:
Videoconferencing for Segregated University Campuses in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2005-06-00
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Distance Education,Multicampus Colleges,Single Sex Colleges,Females,Males,Interaction,Student Attitudes,Teacher Attitudes,Educational Equipment,Lecture Method,Learning Laboratories,Barriers,Affordances,Graduate Students,College Faculty,Foreign Countries

Male and female college students in Saudi Arabia study and work in a segregated (gender-based) environment. King Saud University (KSU) has 50,000 students on 3 campuses each of which is 35 kms away (Diri'ya Male-Students, Campus, Olaysha Female-Students Campus and Malaz Female-students Campus). Due to increasing student enrolment, all departments for female students are understaffed. The three campuses (Diri'ya, Olaysha and Malaz) were upgraded and are now connected through fibre optics with a LAN. The Olaysha campus, hosting women's colleges of Education, Arts, Administrative Science, Languages, and Graduate college, has installed a new videoconferencing (distance education) lab and two large-lecture halls (auditoriums). Through these, female students and instructors can attend conferences, classes, meetings, thesis defenses, workshops, and other university live events simultaneously with men. However, the videoconferencing facilities are not optimally used. This article gives a description of the infrastructure of the distance learning lab and videoconferencing halls at KSU, their setup, equipment, applications/software, capacity, hours of use per semester; how graduate and undergraduate lectures, conferences, presentations by invited speakers, graduation ceremonies are broadcast; how workshops and thesis defenses are conducted; and how interaction takes place; limitations of videoconferences; what problems are solved by the videoconferencing technology. The uses, causes of under-use, and male and female students and faculty's views on the benefits and limitations of the videoconferencing technology used, and effect of videoconferencing on student-instructor and student-student interaction are reported.
Impact of a Continuous Improvement-Focused Family Engagement Intervention on Ninth Grade Attendance and Course Passing
Author: Mac Iver, Martha Abele
Date: 2021-04-00
Type: Speeches/Meeting Papers
Subjects: Program Effectiveness,Family Involvement,Grade 9,Attendance,Urban Schools,Middle School Students,High School Students,Transitional Programs,Teamwork,Communities of Practice,Cooperative Planning,Program Implementation,Middle Schools,High Schools,Grades (Scholastic),Student Characteristics,Grade 8,Institutional Characteristics,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Graduation Rate,Credits,Gender Differences,Students with Disabilities

This study used comparative interrupted times series analyses to assess the impact of a continuous improvement-focused family engagement intervention on ninth grade attendance and course passing rates. The intervention, conducted in an urban district, sought to improve middle and high school family engagement practices during the transition to high school. The initiative created a networked learning community of school teams that received training and coaching in applying the continuous improvement process to family engagement planning and implementation. After four years of implementation, there was no evidence of a significant positive effect on ninth grade student outcomes. Lack of positive effects could be due both to implementation issues and to other ninth grade interventions in the comparison district.
Using Bloom&apos;s Taxonomy in Arabic Learning Media to Elevate Students&apos; Writing in COVID-19 Situation
Author: Arifin, Zainul
Date: 2021-06-00
Type: Journal Articles
Subjects: Taxonomy,Semitic Languages,Writing Skills,Writing Instruction,COVID-19,Pandemics,Electronic Learning,Social Media,Creative Thinking,Critical Thinking,Writing Improvement,Teaching Methods

Learning Arabic writing skills in the Pandemic Era is confronted with complex problems. One of complex problems is the minimal interaction of the limitations in learning process that has an impact on students' learning outcomes. This study aims to explore various Arabic learning media to support learners' writing skills that can be implemented during the COVID-19 situation. The research used a qualitative approach with the case study design. The informants of the study are those who write using online-based writing learning media. The data were collected through observations and documentation. The findings showed that learning Arabic media based on developing taxonomy can be divided into five basic classifications according to the evolving taxonomy; media understanding stage; YouTube, Facebook, Google search, Twitter, Media application stage: Quick Voice, Animation Creation, Google Doc, media analysis; Mind map, Numbers page, evaluation media; Edmodo, Skype, Google search, WhatsApp, creative media; WordPress, iMovie, YouTube, Creative Books, Instagram. The findings of this study indicated that the process of using online media is an effort to improve creative and critical thinking processes in improving learners' Arabic writing skills. This study examines research to test each of the media used during the COVID-19 situation.
Internationalization of Tertiary Education in the Middle East and North Africa
Author: Marchesini, Giulia
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Global Approach,Postsecondary Education,Study Abroad,Foreign Students,Student Mobility,Foreign Countries,Multicampus Colleges,Comparative Education,Educational Quality,Enrollment,Educational Trends,Refugees,Migrants,COVID-19,Pandemics

Conceived in order to provide a crucial baseline in research on internationalization in MENA, this report draws on available data to respond to both a real need for regional analysis and a direct demand from stakeholders, including tertiary education institutions in the region. Encouraging internationalization to be mainstreamed throughout MENA is the objective that this report seeks to achieve by way of stimulating regional policy dialogue on the subject. The report presents some global trends in internationalization and details its main benefits, before providing an overview of the current status of internationalization in the MENA region, including an in-depth analysis of student mobility. In its reflections on the way forward for the region, the report situates its recommendations in the context of COVID-19, within which, despite serious challenges due to a lack of attractiveness of the region, MENA may find a key opportunity. It suggests that adapting to the &quot;new normal&quot; through the deeper implementation of internationalization &quot;at home&quot; -- a dimension that does not require physical mobility and, being implemented within domestic environments, has a much wider reach -- may help enable the region to make strides towards catching up on the internationalization agenda. [This report was written with contributions from Consultants Lise Barbotte, Paul Cahu, Aurelia Hoffmann, Holly Johnstone, Mirna Mehrez and Marco Pasqualini.]
The State of Ohio Higher Education: 2020 Year in Review
Author: Ohio Department of Higher Education
Date: 2021-01-14
Type: Reports - Descriptive
Subjects: Higher Education,Educational Benefits,Educational Attainment,Income,Education Work Relationship,Employment Opportunities,COVID-19,Pandemics,Student Costs,Public Colleges,Tuition,State Aid,Student Financial Aid,Economic Development,Labor Force Development,Private Colleges,Community Colleges,Students with Disabilities,Research,College Administration,College Presidents

It has been two years since Mike DeWine was sworn in to serve as Ohio's 70th governor, joined by Jon Husted as lieutenant governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to change Ohio. In 2019, Chancellor Randy Gardner began an extensive outreach effort to listen to students, higher education leaders, faculty, members of college and university boards of trustees, and Ohio's business community. Chancellor Gardner visited a total of 74 college and university campuses in addition to a number of Ohio Technical Centers and career centers throughout 2019. In sharp contrast, the year 2020 marked an unprecedented time of anxiety, uncertainty, and crisis as the COVID-19 pandemic struck the nation. However, despite the strange circumstances and difficult challenges, elevating higher education remained a priority in Ohio. This document provides a brief summary of what the DeWine-Husted Administration -- and the Department of Higher Education -- has accomplished in its first two years leading the state.
The Effects of Need &amp; Merit Grant Aid on Graduation Rates: A Regression Discontinuity Analysis. Policy Brief
Author: Villarreal, Michael U.
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Merit Scholarships,Grants,Student Financial Aid,Graduation Rate,Public Colleges,College Students,Program Effectiveness,State Aid,Tuition,Student Needs,Academic Persistence,Enrollment,Student Employment,Bachelors Degrees,Time to Degree,Graduate Study,Student Loan Programs,Wages,Income,Probability

Over the previous two decades, state lawmakers have made two fundamental changes to how they finance their public universities. They have shifted more of the costs of higher education to students and their families through higher tuition rates; and created new grant programs that are not solely based on financial need but require prior demonstration of college readiness. It is known from prior evaluations of these new state-created grant programs that grant aid has a positive effect on graduation rates. However, no existing study has yet to offer a definitive estimate of effect size on graduation rates using data that best reflects the new normal of high tuition rates at public universities. The purpose of this evaluation is to fill this void by performing a regression discontinuity analysis that measures the effect of a need and merit-based grant program in 31 Texas public universities for student cohorts that entered college from 2004 to 2009. This study finds that receiving grant aid causes 4-year graduation rates to increase by 6% points and 6-year graduation rates to increase by 14 to 24% points. The results suggest that during times of austere public budgets states may be able to significantly increase graduation rates by targeting their financial aid dollars to students who demonstrate both financial need and academic preparation.
Accelerated Developmental Reading and Writing Coursework and Student Preparedness for College-Level Reading-Intensive and Writing-Intensive Courses in Texas Community Colleges. Policy Brief
Author: Paulson, Eric J.
Date: 2018-02-00
Type: Reports - Research
Subjects: Acceleration (Education),Developmental Studies Programs,College Preparation,Reading Instruction,Writing Instruction,Community Colleges,Two Year College Students,Program Effectiveness,Outcomes of Education,Integrated Curriculum

This project examined the effects of a state-wide curricular shift in developmental education course offerings on student success in college-level courses at public community colleges in Texas. Specifically, it evaluated the efficacy of accelerated developmental integrated reading and writing (INRW) courses compared to non-accelerated, separate developmental reading and developmental writing courses in terms of the key metric of students passing their first reading- or writing-intensive college-level course. While results varied according to sampling strategy, the trend in the overall outcomes did not favor the accelerated reading and writing structure. The more precise the sampling strategy and analysis that were employed in this project, the more the results indicated that students who completed the accelerated INRW course were less likely to pass their first college-level reading-intensive or writing-intensive course than students who completed the non-accelerated, separate developmental reading course and/or the non-accelerated, separate developmental writing course. The rigorous methods employed in this study provide robust results that colleges may want to consider. While accelerated programs can deliver students to their first college-level courses faster than non-accelerated sequences, colleges may want to weigh the cost of having students arriving in those courses less likely to pass them.
Novice Principal Burnout: Exploring Secondary Trauma, Working Conditions, and Coping Strategies in an Urban District. Publication
Author: DeMatthews, David E.
Date: 2021-02-00
Type: Reports - Research
Subjects: Novices,Principals,School Administration,Burnout,Trauma,Empathy,Fatigue (Biology),Emotional Response,Stress Variables,Work Environment,Organizational Climate,Coping,Urban Schools,Low Income Students,Minority Group Students,School Districts,Predictor Variables,Measures (Individuals)

Steady school leadership can support student achievement and equity-related outcomes, but the principalship is becoming more stressful with increasing demands, duties, and expectations. Burnout is one of several factors that contribute to principal turnover which often destabilizes a school community. Individual and organizational factors contribute to principal burnout, but remain relatively unexamined. The purpose of this mixed-methods study was to analyze the factors that contribute to burnout among novice principals in one large urban school district in the Southwestern U.S. Findings highlight the impact of secondary trauma, working conditions, and coping strategies on principal burnout.
The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students with and without Disabilities
Author: Swanson, Elizabeth
Date: 2021-00-00
Type: Reports - Research
Subjects: Grade 4,Students with Disabilities,Reading Comprehension,Reading Skills,Faculty Development,Program Effectiveness,Reading Instruction,Vocabulary Development,Social Studies,Knowledge Level,Content Area Reading,Elementary School Students,Elementary School Teachers,Teacher Competencies,Program Implementation,Fidelity

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs. [This is the online version of an article published in &quot;Exceptional Children.&quot;]
Building a Knowledge Base: Predicting Self-Derivation through Integration in 6- to 10-Year-Olds
Author: Esposito, Alena G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning,Children,Predictor Variables,Logical Thinking,Executive Function,Comprehension,Learning Processes,Long Term Memory,Cognitive Ability

Self-derivation of new factual knowledge through integration of separate episodes of learning is one means by which children build knowledge. Content generated in this manner becomes incorporated into the knowledge base and is retained over time; successful self-derivation predicts academic achievement. Yet the component processes on which self-derivation through integration depends are as yet unknown. In parallel studies with 6- and 8-year-olds (N = 41; Experiment 1) and 8- and 10-year-olds (N = 40; Experiment 2), we tested a number of predictors related to other productive processes and learning (reasoning, executive functions, verbal comprehension, and long-term retrieval). Across studies, with different methods, only verbal comprehension, a measure of accumulated semantic knowledge, accounted for unique variance in self-derivation through integration performance. The results indicate that self-derivation through integration of separate episodes relates to accumulation of knowledge and the ability to recruit the knowledge in the service of specific task demands. Implications for cognitive training and transfer are discussed.
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2019
Author: Tennessee Department of Education
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education,School Districts,Counties,Federal Aid

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for fiscal year 2018-2019, provides an array of information providing the public with statistics about education in Tennessee. Sections include: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical and Financial Tables Public Schools Grades K-12. [For the 2018 report, see ED599488.]
Minnesota Early Childhood Risk &amp; Reach Report: Key Indicators of Early Childhood Development in Minnesota, County by County
Author: Chase, Richard
Date: 2015-09-00
Type: Reports - Research
Subjects: Child Development,Child Health,Well Being,Young Children,Children,Adolescents,Individual Characteristics,Birth,Early Parenthood,Prenatal Care,Access to Health Care,Body Weight,Educational Attainment,Infant Mortality,Health Insurance,Mobility,Child Abuse,Foster Care,At Risk Persons,Poverty,Federal Programs,Nutrition,Home Visits,State Programs,Child Care,Welfare Services,Mental Health,Screening Tests,Early Intervention,Counties,Disabilities,Educational Legislation,Equal Education,Federal Legislation,American Indians,Asian Americans,African Americans,Hispanic Americans,Multiracial Persons,Economic Factors,Family Influence,Access to Education,Attachment Behavior,Resilience (Psychology),Interpersonal Relationship,Early Childhood Education,Special Education

The physical, social, and economic health and wellbeing of adults and society are strongly influenced by both positive and negative experiences in early childhood. The most cost-efficient time to build foundational skills, to assure the healthy development of all young children, to break the cycle of disadvantage for vulnerable children, and to prevent achievement and health inequities is in the very early stages of development. This report describes potential risks to the healthy development of young children and the extent of coverage of publicly-funded services to meet their early learning, health, and basic needs. It is intended to be a resource for all early childhood stakeholders in order to guide and inform resource allocation and policy. One benefit of compiling data in such a format is that these indicators can be periodically assessed for continuity, change, and integration over time. [For the summary, see ED612383.]
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2020
Author: Tennessee Department of Education
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education,School Districts,Counties,Federal Aid

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for fiscal year 2019-2020, provides an array of information providing statistics about the public school systems in Tennessee. Sections include: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical and Financial Tables Public Schools Grades K-12. [For the 2019 report, see ED612380.]
Minnesota Early Childhood Risk &amp; Reach: Summary of Key Indicators of Early Childhood Development in Minnesota, County by County
Author: Chase, Richard
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Child Development,Child Health,Well Being,Young Children,Individual Characteristics,Birth,Early Parenthood,Prenatal Care,Access to Health Care,Body Weight,Infant Mortality,Health Insurance,Mobility,Child Abuse,Foster Care,At Risk Persons,Poverty,Federal Programs,Nutrition,Home Visits,State Programs,Child Care,Welfare Services,Mental Health,Screening Tests,Early Intervention,Counties,American Indians,Economic Factors,Family Influence,Access to Education,Racial Differences,Special Education,Early Childhood Education

This summary provides highlights from a report that describes potential risks to the healthy development of young children and the extent of coverage of publicly-funded services to meet their early learning, health, and basic needs. The report is the first attempt in Minnesota to describe indicators of early childhood development county by county. Differences and disparities by income and race/ethnicity, highlighted in other state level reports, however, are not available for every Minnesota county. The full report describes the methods in more detail, including limitations, and recommends possible improvements for future reports. [For the full report, see ED612381.]