ethanporcaro/eric-fulltext-meta huggingface dataset:
Outside the Prepared Environment: How Montessori Teacher Training Influences Practitioner Attitudes to Technology
Author: Andell, Stacy
Date: 2022-02-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Montessori Method,Teacher Education,Educational Technology,Technology Uses in Education,Early Childhood Teachers,COVID-19,Pandemics,Teacher Attitudes,Computer Attitudes,Online Courses,Blended Learning,Conventional Instruction,Technology Integration,Distance Education,Early Childhood Education,Constructivism (Learning),Technological Literacy,Pedagogical Content Knowledge

This quantitative causal-comparative research study addresses the question of whether a teacher's training background is related to a difference in their attitude toward educational technology. This study specifically targeted Montessori Early Childhood Educators during the COVID-19 pandemic and compared their scores on each of nine subscales on the Teacher Attitudes to Computers (TAC) and Teacher Attitudes to Technology (TAT) survey instruments. Participants were recruited from Montessori-specific Facebook groups and were grouped by their own training background, namely face-to-face, blended, and online. In the study, 214 participants took part of which 76 were trained face-to-face, 63 were trained in a blended format, and 64 were trained in an online format. Differences were analyzed using a one-way ANOVA between pairings of each of the three training backgrounds. Differences were found among each of the three groups in terms of their scores on each of the nine subscales of the TAC/TAT, with the widest gap between those who experienced face-to-face training and those who experienced online training. Further research is needed to gain more insight into the specific experiences of Montessori Early Childhood Educators in reference to their attitudes toward technology and their impact on practice during the COVID-19 pandemic and beyond.
Progress of IBSA Countries towards Universal Primary Education: A Comparative Analysis
Author: Kaur, Sarabjit
Date: 2020-11-00
Type: Journal Articles
Subjects: Access to Education,Equal Education,Sustainable Development,Objectives,Civil Rights,Elementary Education,Compulsory Education,Global Approach,Developing Nations,International Organizations,International Cooperation,Educational Attainment,Educational Quality,Barriers,Foreign Countries,Comparative Education,Literacy,Dropout Rate,Enrollment Trends,Cross Cultural Studies,Educational Policy

Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent decades and the global trends in enrolment rates across the developing world have attested this fact. However, many developing countries, such as India, Brazil and South Africa (IBSA), are still struggling with the goal of quality primary education for all. The IBSA countries are emerging economies and very proactive in addressing past inequalities prevalent in their countries. With the cooperation of international organizations, national policy planning and other initiatives, these countries have performed quite well in the educational attainment. But even today, these countries have not achieved the goal of quality primary education for all. This paper reviews the attainment of free and compulsory primary education in these countries, along with the challenges faced in the achievement of universal primary education. These challenges may hinder the progress of these countries towards the achievement of Sustainable Development Goal.
Dinaric Perspectives on TIMSS 2019: Teaching and Learning Mathematics and Science in South-Eastern Europe. IEA Research for Education. Volume 13
Author: Pavešic, Barbara Japelj, Ed.
Date: 2022-00-00
Type: Books
Subjects: Foreign Countries,Elementary Secondary Education,Science Achievement,International Assessment,Mathematics Tests,Achievement Tests,Mathematics Achievement,Science Tests,Educational Trends,Mathematics Education,Science Education,Grade 4,Grade 8,Geographic Regions,Teaching Methods,Early Childhood Education,Elementary Education,Secondary Education,Quality Assurance,Student Interests,Student Motivation,Self Concept,Numeracy,Predictor Variables,Educational Environment,Sense of Community,Teacher Effectiveness,Teacher Background,Principals,Student Characteristics,High Achievement,Low Achievement,Rural Urban Differences,Achievement Gap

This open access book brings together national experts from across the Dinaric region to rigorously review IEA's Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo, Albania, and North Macedonia. IEA's TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [For Volume 12, see ED615192.]
The State of Higher Education for Black Californians: Examining Disparities in College Opportunity by Gender for Black Californians
Author: Campbell, Tylar
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: African American Students,Access to Education,College Role,Equal Education,College Readiness,Racial Differences,Gender Differences,Graduation Rate,Community Colleges,Associate Degrees,Bachelors Degrees,Time to Degree,Institutional Characteristics,College Transfer Students

California has long been a destination of opportunity--and challenge--for Black Californians. Known for its innovation and economic prosperity, California's higher education institutions play a critical role for social and economic mobility for Black residents. In &quot;The State of Higher Education for Black Californians,&quot; published in February 2021, we found that Black students in California have made substantial gains. These gains include significant increases in access to college-level coursework in high schools, rising numbers of Black students taking and passing transfer-level coursework in their first year at a community college, and major growth in associate and bachelor's degrees awarded to Black Californians. While a growing number of Black Californians have a college education, however, stark gaps continue to persist. For example, 36 percent of Black men ages 25-64 have a college degree compared to 56 percent of white men. Forty-one percent of Black women have a college degree compared to 59 percent of white women, a gap of 18 percentage points. In addition, a third of all Black men and women have some college but no degree. Both the earlier report and this report find troubling gaps in access to opportunity and success in higher education for Black students with disturbing and pronounced inequities by gender. In this report, we share additional findings by gender, exploring the graduation rates among California's Black men and women in the California Community Colleges (CCC), the California State University (CSU), and the University of California (UC). [For &quot;The State of Higher Education for Black Californians,&quot; see ED611571.]
Howard Gardner&apos;s Multiple Intelligences Theory and His Ideas on Promoting Creativity
Author: Morgan, Hani
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Multiple Intelligences,Learning Theories,Creativity,Cognitive Style,Teaching Methods,Criticism,Sociocultural Patterns,Child Development,Educational Philosophy

This book chapter highlights Howard Gardner's contributions to the areas of education and creativity. It includes an introductory section on his background and accomplishments. The chapter focuses on his theory of multiple intelligences, Gardner's best-known theory, and provides details on how he got the idea for this theory. It offers an explanation of this theory and the implications it has for educators. His theory of human intelligence contradicts the view that there is one type of intelligence that could be measured by standardized tests. Gardner first described seven intelligences and later added an eighth. The chapter also focuses on Gardner's ideas on creativity and offers information on how teachers can implement the kind of teaching that promotes creativity. [This chapter was published in: &quot;Celebrating Giants and Trailblazers: A-Z of Who's Who in Creativity Research and Related Fields,&quot; edited by F. Reisman, KIE Publications, 2021, pp. 124-141.]
Immigrant Students: Your Rights to Free Public Education = Estudiantes inmigrantes: Su derecho a la educación pública gratuita = Studenci imigranci: Twoje prawa do bezplatnej edukacji publicznej = [Arabic characters omitted] = Élèves Immigrants: Vos droits à l&apos;éducation publique gratuite = Mga Imigranteng Estudyante: Ang Mga Karapatan Mo sa Libreng Pampublikong Edukasyon = [Urdu characters omitted] = [Chinese characters omitted]
Author: Illinois State Board of Education
Date: 2019-08-00
Type: Multilingual/Bilingual Materials
Subjects: Immigrants,Minority Group Students,Public Education,Student Rights,Residence Requirements

The legal immigration status of a parent or child has no bearing on the rights of the student to enroll in a public school. The laws of Illinois and the United States guarantee all students equal access to a free public education through grade twelve until the age of 21, regardless of legal immigrant status. Every school is required to guarantee all students equal access to the full range of programs, services, and resources available. This multilingual brief explains that school policies cannot require families to reveal immigration status; schools cannot require a social security number, Visa, Green Card, or driver's license for enrollment or participation in any program; and schools do not have the right or obligation to enforce immigration laws. School districts may ask a student if they are a newly arrived immigrant in order to secure additional funding. Lastly, supports and services available for English learners are briefly discussed. [This report also includes translations in Filipino and Urdu.]
The Impact of the COVID-19 Pandemic on Education: International Evidence from the Responses to Educational Disruption Survey (REDS)
Author: Meinck, Sabine, Ed.
Date: 2022-00-00
Type: Books
Subjects: Surveys,Cross Cultural Studies,COVID-19,Pandemics,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Principals,Secondary School Teachers,Secondary School Students,Educational Experience,Teaching Methods,Learning Processes,Educational Policy,Educational Change,Crisis Management,Well Being,School Closing,Academic Achievement,Access to Education,Data Analysis,Equal Education,Teacher Student Relationship,Foreign Countries

The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. The Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the health crisis, and how education stakeholders responded to the educational disruption across and within countries. The study aimed to provide a systemic, multi-perspective, and comparative picture of the situation at the secondary education level (grade eight) in 11 countries spanning Africa, Asia, Arab region, Europe, and Latin America. While many other efforts exist that collect and provide similar information, they are mostly derived from non-representative rapid surveys and lack internationally comparable information from schools, collected in a systematic and scientific manner. The REDS International Report presents unique data, collected from countries, schools, teachers, and students for the first time, in chapters that cover several themes on which data were collected which include student and teacher well-being, students' academic progress during the school closures, and the measures countries have implemented to keep all children learning. Initial findings provide evidence for better orienting and tailoring policy responses to crisis and provide invaluable information on what may be required to accelerate education, recover from crisis, and to strengthen the resilience of education systems in the future. [Foreword written by Stefania Giannini and Dirk Hastedt. For &quot;Responses to Educational Disruption Survey [REDS]: User Guide for the International Database,&quot; see ED618544.]
Patterns in Reporting and Participant Inclusion Related to Race and Ethnicity in Autism Intervention Literature: Data from a Large-Scale Systematic Review of Evidence-Based Practices
Author: Steinbrenner, Jessica R.
Date: 2022-00-00
Type: Information Analyses
Subjects: Autism,Pervasive Developmental Disorders,Racial Differences,Ethnicity,Intervention,Racial Bias,Research Design,Access to Health Care,Access to Education,Disproportionate Representation,Research Methodology

There are marked racial and ethnic disparities in diagnosis and services for individuals on the autism spectrum, yet race and ethnicity are underreported and underexamined in autism research. The current study examines the reporting of race and ethnicity and the inclusion of participants across racial and ethnic groups in studies included in a large-scale systematic review of autism intervention research (1990-2017). Trained research assistants reviewed 1013 articles and extracted data on the reporting of race and ethnicity data and the inclusion of participants from different racial and ethnic categories from each article. Only 25% of the articles reported any data on race and ethnicity and reporting over time has slowly increased across the 28 years of the review. Descriptive statistics suggest that race and ethnicity reporting varied by study design, intervention, and outcomes. In studies with reported data, White participants had the highest rate of participation (64.8%), with a large gap between the next highest rates of participation, which were among Hispanic/Latino (9.4%), Black (7.7%), and Asian (6.4%) participants. The lack of reporting and the limited inclusion of participants across minoritized racial and ethnic groups are concerning and suggest a need to examine practices in autism research from planning to dissemination. [This is the online version of an article published in &quot;Autism.&quot;]
Responses to Educational Disruption Survey [REDS]: User Guide for the International Database
Author: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Learning Processes,Principals,Administrator Attitudes,Cross Cultural Studies,Educational Change,COVID-19,Pandemics,Databases,Academic Achievement,Guides,Foreign Countries,Grade 8,Teacher Attitudes,Educational Experience,Student Attitudes,Surveys,School Closing,Data Analysis,Secondary School Teachers,Secondary School Students

The Responses to Educational Disruption Survey (REDS), conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how teaching and learning were affected by the disruptions caused by COVID-19 and aimed to paint a picture of national responses to the global pandemic. REDS was based on the premise that current, robust data were needed to measure the impacts of implemented measures on education systems both across and within countries. REDS collected data from 21,063 Grade 8 (or equivalent students, 15,004 teachers, and 1,581 school principals from 11 countries. The REDS International Database (IDB) offers researchers and analysts a rich and innovative environment for examining responses to the SARS-CoV-2 pandemic in an international context. This user guide describes the organization, content, and use of the international database from a practical perspective. It is recommended to be used in conjunction with the REDS International Report (ED618542), which provides a comprehensive account of the conceptual, methodological, and analytical implementation of the study. Using both publications in combination will allow analysts to understand and confidently replicate the procedures used, as well as to correctly undertake new analyses in areas of special interest.
Education during COVID-19 Era: Readiness of Students in a Less-Economically Developed Country for E-Learning
Author: Clemen, Ilvica Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Educational Technology,Electronic Learning,Readiness,Developing Nations,Costs,College Students,Age Differences,Gender Differences,Socioeconomic Status,Institutional Characteristics,Place of Residence,Family Income,Foreign Countries,Rural Urban Differences

The outbreak of Corona Virus Disease-2019 (COVID-19) has forced higher education institutions (HEIs) worldwide to adopt electronic learning (e-learning), the delivery of learning through digital resources. As e-learning is growing, HEIs have become more interested in knowing students' readiness to adapt to the new learning environment, use new technologies, and be involved in self-directed learning. However, HEIs in less-economically developed countries like the Philippines, are challenged in the transition to e-learning due to the financial capabilities of the students and teachers. This study was conducted to determine the readiness of students for e-learning during the COVID-19 era and its association with demographic variables. A quantitative approach based on survey method was used to collect data from 880 students from HEIs in Northern Mindanao, Philippines, through an online questionnaire. Findings revealed that majority of the respondents scored low in the Online Learner Readiness Self-Assessment (OLRS). Respondents who have low readiness scores in OLRS were more likely younger, female, and in the low-income class, rural area, and private HEI. Age, sex, family income class, and living area of the students were associated with low readiness scores in OLRS. This study provides some implications based on the findings.
VUCA Approach to Adapting Presidents&apos; Leadership Styles in China&apos;s Application-Oriented Higher Education Institutions
Author: Liu, Jun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Presidents,Leadership Styles,Social Influences,Leadership Effectiveness

The concept of application-oriented higher education institutions (A-HEI) in China has something in common with that of cooperative education or dual education institutions. The changes in education system have led to more challenges of volatility, uncertainty, complexity, and ambiguity (VUCA) in the present situation. Based on synergistic leadership theory and the VUCA approach, this paper synthesizes a framework of situation analysis and solution strategies. Applying this synthesized framework, together with the situational leadership theory, this paper analyzes the situation of developing China's A-HEI, including the synergistic leadership factors and the VUCA challenges, and provides essential solutions. Presidents may adapt leadership styles by applying corresponding strategies to address VUCA challenges in the present situation of China's A-HEI. This paper also offers references and implications to further research on the educational leadership in China's A-HEI.
Factors Associated with Licensure Examination Performance of Radiologic Technology Graduates
Author: Talaroc, Franz Roi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Licensing Examinations (Professions),Radiology,Allied Health Personnel,College Graduates,College Entrance Examinations,Scores,Internship Programs

The purpose of this study is to investigate the factors influencing the licensure examination performance of Radiologic Technology (RT) graduates in a private higher education institution (HEI) in Northern Mindanao, Philippines. A retrospective study was conducted in which the academic records of 181 RT graduates in HEI under study who took the licensure examination during the 2015-2019 period, were analyzed. Nine academic and non-academic factors were examined, and their impact on the licensure examination performance was tested using simple and multiple linear regression analyses. Results revealed that Student Internship Grade (SIG), College Admission Test (CAT), and Terminal Competency Assessment (TCA) scores were the significant factors affecting the licensure examination performance of the RT graduates. This study concludes the need for the administrators and educators of HEI under study to be aware of the role that SIG, CAT, and TCA play in the licensure examination. These factors should be included in the college admission and retention policies, as well as in the formulation of education intervention programs, in order to improve RT graduates' performance in the licensure examination.
2017-2018 Autism Spectrum Disorder Research. Portfolio Analysis Report
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Research,Financial Support,Federal Aid,Private Financial Support,Foreign Countries,Clinical Diagnosis,Biology,Risk,Intervention,Services,Therapy,Research and Development,Theory Practice Relationship,Youth,Adults,Racial Differences,Ethnicity

This report provides the Interagency Autism Coordinating Committee (IACC) with comprehensive information about the status of autism research funding among federal agencies and private research organizations in the U.S. This edition of the report features analysis of funding trends in autism research from 2008-2018, the first breakdown of the Lifespan Issues category (Question 6) into subcategories, and an analysis of projects focused on racial and ethnic disparities in autism spectrum disorder (ASD) research. [For the &quot;2016 IACC Autism Spectrum Disorder Research. Portfolio Analysis Report,&quot; see ED594157.]
Teacher Comfort and Preparedness for Teaching Diverse Students: Setting the Foundation for Equitable Classroom Practices
Author: Duncan, Teresa Garcia
Date: 2022-04-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Readiness,Faculty Development,Scores,Student Diversity

Comfort and preparedness are dispositions that along with teacher knowledge, comprise teacher quality (cf. Clarke &amp; Hollingsworth, 2002). Professional development programs that help teachers understand and respond to individual students' strengths and needs can support equity in the classroom by building teachers' preparedness and comfort, which enhances the likelihood of teachers' engaging in differentiated instruction to support all students. This paper draws from two randomized controlled trials (RCTs) of &quot;Math for All,&quot; which show consistent, positive results of the professional development (PD) program on elementary school teachers' reports of comfort and preparedness to teach mathematics to diverse students. We found comfort and preparedness to be modestly but consistently related to self-reported mathematical instructional practices across both studies. The fact that the results were similar across the two RCTs even though the modes of delivery differed (PD led by developers in RCT #1; by local staff developers and teacher leaders in RCT #2) also speaks to the scalability of the &quot;Math for All&quot; program.