ethanporcaro/eric-fulltext-meta huggingface dataset:
Safeguarding the Future and Right to Education of Children with Disabilities in Nigeria
Author: Adiela, Obraori Nmabunwa Peters
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Access to Education,Student Rights,Students with Disabilities,Barriers,Social Attitudes,Accessibility (for Disabled),Educational Legislation,Civil Rights Legislation,Childrens Rights,Educational Facilities,Teacher Competencies,International Law,Treaties,Civil Rights

Children, just like every human, are entitled to rights which have been described by some as fundamental and inalienable to human existence. The right to education is one of such rights and is essential in the development of man and his society. Disability stands as a major hindrance in the actualization of the right to education of children in Nigeria. This paper examines the plights of Nigerian children with disabilities as it relates to their right to education. It highlights the physical, social and attitudinal barriers children with disabilities face which negate and hamper their right to education. The discussion in this paper is hinged on the legal regime that affects the right to education of the Nigerian child with disabilities which include: Nigeria's Constitution; Nigeria's Child's Right Act; the Convention on the Rights of the Child; Universal Declaration of Human Rights; and the African Charter on Human and Peoples Right. It posits that attitudinal change and need for the adoption of best practice are the panacea for the protection of the right of education of Nigerian children with disabilities. [For the complete Volume 19 proceedings, see ED613922.]
Quality Education and the Nigerian Dilemma: Imperatives for Counselling
Author: Oparaduru, John Onyemauche
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Counselor Attitudes,Educational Quality,School Counselors,Teacher Competencies,Teacher Characteristics,Financial Support,Compensation (Remuneration),Curriculum,Barriers,Educational Finance,Educational Facilities,Educational Resources,Educational Environment

In this paper the researcher aimed to investigate the counsellors' perceptions towards the quality of education and the Nigerian dilemma as well as its imperatives for counselling. The qualitative analysis of the answers followed to identify the aspects that represent the content of formal education, quality of teaching, curriculum, and personal characteristics of the teacher, funding, staff remuneration, control and evaluation/examination. This also cuts across the educational implications of the essentialist theory, the progressivism as well as the reconstructionism. Another aspect centered on the counselling as a necessity for quality education to thrive. The paper concluded by suggesting that counselling should be seen as a tool to make the quality of education to thrive by giving it all supports by all educational stakeholders and ensures that adequately trained counselors should be posted to all levels of our educational institutions that will stand in the gap of the rising challenges in our educational system. [For the complete Volume 19 proceedings, see ED613922.]
Multicultural Music Education in the Context of Higher Education
Author: Dobrota, Snježana
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Multicultural Education,Music Education,College Students,Foreign Countries,Global Approach,Music

The paper has explored the influence of age/year of study, high school education, additional music education, engaging in music in leisure time and frequency of going to the theatre and classical music concerts on students' world music preferences, and the relationship between world music preferences and familiarity of music. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of two parts: &quot;The Sociodemographic Questionnaire&quot; and &quot;The Music Preferences Questionnaire.&quot; The results do not confirm the influence of the type of high school education or age/year of study on students' world music preferences. Furthermore, the influence of additional music education, engaging in music activities in leisure time or the frequency of going to the theatre/classical music concerts on students' world music preferences has not been confirmed. The existence of a relationship between familiarity of music and students' world music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. [For the complete Volume 19 proceedings, see ED613922.]
Ensuring the Continuation of School Feeding Programmes during COVID-19 Pandemic: A Case of &quot;New Normal&quot; Management
Author: Kwatubana, Siphokazi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,School Closing,Nutrition,Barriers,Administrator Role,Leadership Responsibility,Child Health,Foreign Countries,Food,Poverty,At Risk Students

The issue of school feeding is placed at the top of global agenda currently more than ever before. Challenges imposed by COVID-19 have created an opportunity to broaden and deepen debates focusing around the significance of school feeding programmes internationally. Throughout the duration of the lockdown period, billions of learners worldwide were no longer receiving school meals regularly, thus negatively impacting their health and wellbeing. The aims of this paper were to highlight: challenges that school leaders were faced with, in ensuring that learners were fed during the pandemic and the type of management that would enable them to continue feeding learners even during the crisis. The &quot;new normal&quot; management emerged as three modalities that were introduced by the Department of Basic Education and were implemented to ensure continuity of school feeding. The adaptive and situational leadership approach seemed to be more suitable, as the traditional way of managing was no longer adequate in meeting the demands of feeding learners in a crisis situation. [For the complete Volume 19 proceedings, see ED613922.]
The True Returns to the Choice of Occupation and Education. Discussion Paper No. 1746
Author: Clark, Andrew E.
Date: 2021-02-00
Type: Reports - Research
Subjects: Well Being,Occupations,Foreign Countries,Income,Rewards,Outcomes of Education,Gender Differences,Ethnicity,Educational Attainment,Surveys,Secondary Education,Higher Education

Which occupations are best for wellbeing? There is a large literature on earnings differentials, but less attention has been paid to occupational differences in non-pecuniary rewards. However, information on both types of rewards is needed to understand the dispersion of wellbeing across occupations. We analyse subjective wellbeing in a large representative sample of UK workers to construct a measure of &quot;full earnings&quot;, the sum of earnings and the value of non-pecuniary rewards, in 90 different occupations. We first find that the dispersion of earnings underestimates the extent of inequality in the labour market: the dispersion of full earnings is one-third larger than the dispersion of earnings. Equally, the gender and ethnic gaps in the labour market are larger than data on earnings alone would suggest, and the true returns to completed secondary education (though not to a degree) are underestimated by earnings differences on their own. Finally, we show that our main results are similar, and stronger, for a representative sample of US workers. [Funding for this report was provided by an Écoles Universitaires de Recherche, EUR (University Research Schools, EUR) grant.]
Two Decades of 21st Century Community Learning Centers: Providing Afterschool and Summer Opportunities to Millions of Young People and Families. Issue Brief No. 78
Author: Afterschool Alliance
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Community Programs,After School Programs,Summer Programs,Poverty,Disadvantaged Youth,Achievement Gap,Experiential Learning,Enrichment Activities,Family Needs,At Risk Students,Academic Achievement,Academic Support Services,Federal Aid,Educational Legislation,Federal Legislation,Grants,Elementary Secondary Education,Health Promotion,Students with Disabilities,English Language Learners,Social Emotional Learning,Minority Group Students,STEM Education,Partnerships in Education,College Readiness,Career Readiness

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to supporting local afterschool, before-school, and summer learning programs. Over the years, the program has evolved to become a local afterschool model -- serving students attending high-poverty, low-performing schools in an effort to help address the opportunity and achievement gaps present in these communities. 21st CCLC programs engage students in hands-on learning activities aimed at supporting their academic growth; provide a variety of enrichment activities (ranging from service learning to physical fitness and health) to complement school day learning; and offer educational and support services to the families of participating children. As a national initiative with state leadership focusing on quality and professional development and built-in local flexibility to meet community needs, the infrastructure of 21st CCLC serves as a model that leverages federal, state, and local efforts. This brief looks at the evolution of the 21st Century Community Learning Centers (21st CCLC) initiative, including purpose, focus, funding, and evaluation.
A Better Way to Place Students: What Colleges Need to Know about Multiple Measures Assessments
Author: Cullinan, Dan
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: College Students,Student Placement,Developmental Studies Programs,High Stakes Tests,College Credits,Time to Degree,Evaluation Methods,Two Year Colleges,Mathematics Instruction,English Instruction,State Colleges,Success,Program Effectiveness,Grade Point Average

How should colleges determine whether students are placed into developmental or college-level courses? Each year, colleges place millions of students into developmental math and English courses upon enrollment. To do so, colleges most often use a high-stakes placement test, which numerous research studies have shown to be highly inaccurate in determining how well students are prepared for college. As a result, these tests &quot;underplace&quot; many students into developmental education classes who would have been successful immediately if they had taken college credit-bearing courses instead. Developmental education courses are designed to give students the skills they need for success in college-level courses, but they also delay students' enrollment in credit-bearing coursework, lengthen the time it takes them to earn a degree, and may decrease the chances they will ever graduate. Colleges could boost incoming students' college-level course pass rates by improving the assessment tools they use to place those students, with the goal of minimizing underplacement and increasing the number of students taking college-level courses. Using more than one measure to assess students' skills--a strategy known as a multiple measures assessment (MMA)--can be an excellent way to achieve this goal. This brief summarizes the findings from a study of the impacts of two MMA models at seven 2-year state colleges in New York and at four 2-year state colleges in Minnesota as an alternative to the high-stakes testing that colleges typically use to make placement decisions. The study found that students who are placed into college-level courses using MMA are more likely to complete gatekeeper courses--basic introductory or prerequisite college-level courses--than their counterparts who are placed into developmental courses using placement tests. These findings held for placements in math and English courses in the first semester and after three semesters. The study also found that student success rates can improve when MMA is applied and students who would have otherwise been placed into developmental education courses are instead referred to college-level courses.
Advising for Opportunity: Perspectives and Considerations for Supporting Movement across Workforce and Academic Programs in Community Colleges
Author: Rutschow, Elizabeth Zachry
Date: 2021-02-00
Type: Reports - Research
Subjects: Community Colleges,Credentials,Vocational Education,Education Work Relationship,Noncredit Courses,Barriers,College Credits,Academic Advising,Student Recruitment,Two Year College Students

As the wages of high school graduates plummet, postsecondary education and training has become critical to obtaining a living-wage job. Obtaining an associate's degree or higher has the greatest potential to produce long-lasting increases in individual earnings. However, recent studies have shown that shorter-term credentials, which may take only a few months to earn, can also help people enter the labor force with higher earning potential, particularly in certain high-tech career fields like information technology and advanced manufacturing. Career and technical education (CTE) and workforce programs have long been important avenues for community colleges to respond to labor market and employer needs. Additionally, the shorter time commitment that these programs demand is particularly attractive to those who are already working or who want or need to enter the labor force quickly and do not have the time to earn a college degree--a fact that is borne out by the large populations of older and displaced workers who enter these programs. While shorter-term credentialing and training programs have promise, many also present challenges for schools and students. Because these programs operate under a different system of governance from colleges' academic programs and have traditionally been divorced from those pathways, students encounter challenges applying their noncredit training toward academic degrees. Although short-term credentialing programs can be beneficial, there might also be ways to improve them so that they can create pathways for longer-term success. Recently, some practitioners and policymakers have begun developing promising linkages across colleges' noncredit CTE training and their academic pathways. Traditionally, individuals who take noncredit courses or earn a credential through a noncredit pathway have been unable to count those courses toward the credits needed for an academic degree and often must take similar academic courses to earn the credits they need to graduate. Many colleges, policymakers, and community college networks have begun advocating for new policies and systems to help students overcome barriers between the academic and nonacademic sectors.
The World Universities&apos; Response to COVID-19: Remote Online Language Teaching
Author: Radic, Nebojša, Ed.
Date: 2021-05-24
Type: Books
Subjects: COVID-19,Pandemics,Case Studies,Diversity (Institutional),Teaching Methods,Crisis Management,Educational Change,Educational Strategies,Language Teachers,College Students,Cross Cultural Studies,Barriers,Online Courses,Distance Education,English (Second Language),Semitic Languages,Foreign Countries,Universities,Videoconferencing,Teacher Education,Translation,Italian,Russian

This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Maryland
Author: Edwards, Bethany
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Teacher Education Programs,Student Teaching,Teacher Educators,Academic Degrees,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,English Language Learners,Higher Education,Program Content,Teacher Characteristics,Teacher Attitudes,Articulation (Education)

This report describes the early childhood degree programs offered in Maryland, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as the extent to which Maryland early care and education (ECE) higher education programs are incorporating early math, family engagement, and working with dual language learners. This report is part of our Early Childhood Higher Education Inventory. The Early Childhood Higher Education Inventory, administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state's early childhood degree program offerings, at the associate, bachelor's, master's, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time. [For the highlights, see ED614010. For the technical report, see ED614014.]
Classroom Age Composition and Preschoolers&apos; School Readiness: The Implications of Classroom Quality and Teacher Qualifications
Author: Purtell, Kelly M.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Entrance Age,School Readiness,Preschool Children,Educational Quality,Teacher Qualifications,Children,Early Intervention,Experience,Family (Sociological Unit),Preschool Education,Age Differences,Academic Ability,Mixed Age Grouping,Educational Attainment,Teacher Characteristics,Academic Achievement,Student Characteristics,Teaching Experience

Recent research has shown that the age composition of preschool classrooms influences children's early learning. Building on prior research, this study examines whether the association between classroom age composition and children's learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children's academic skills was dependent on classroom quality and that classroom quality was less predictive of children's skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children. [This article was published in &quot;AERA Open&quot; (EJ1194180).]
Dialogue Facilitation: Learning to Listen
Author: Helm, Francesca
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Interpersonal Communication,Dialogs (Language),Second Language Learning,International Cooperation,Program Effectiveness,Teaching Methods,Intergroup Relations,Foreign Countries,Computer Mediated Communication,Listening,COVID-19,Pandemics,Online Courses

This chapter discusses a form of intergroup dialogue, that is dialogue as a method of communication that can be used to explore shared issues between groups from diverse backgrounds, dialogue that highlights the importance of people's lived experiences. For language learners, this kind of dialogue is an opportunity to communicate about themselves and their local identities, interests, and values and learn about others. Intergroup dialogue is led by trained facilitators who are multi-partial leaders of a group process. This chapter describes an example of online facilitated dialogue that engages language learners across Europe and Southern Mediterranean countries. It then discusses the benefits and potential drawbacks of implementing facilitated dialogue in language learning classrooms. [For the complete volume, see ED612143.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Maryland. Highlights
Author: Edwards, Bethany
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Teacher Education Programs,Student Teaching,Teacher Educators,Academic Degrees,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,English Language Learners,Higher Education,Program Content,Teacher Characteristics,Teacher Attitudes,Articulation (Education)

Maryland is home to more than 430,000 children under the age of six; 73 percent of these young children have all available parents in the labor force and thus potentially need child care. Stakeholders and advocates in Maryland are committed to advancing strategies that improve early care and education (ECE) services, including workforce preparation and development in order to ensure that early educators have what they need to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. This document highlights findings from the &quot;Maryland Early Childhood Higher Education Inventory&quot; and the extent to which ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. The full narrative report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Maryland,&quot; and the accompanying technical report present the full findings. [For the full report, see ED614007. For the technical report, see ED614014.]