ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Digital Learning Solutions to Improve Educational Outcomes: A Review of the Evidence
Author: United Nations Children's Fund (UNICEF)
Date: 2021-04-01
Type: Information Analyses
Subjects: Instructional Effectiveness,Electronic Learning,Outcomes of Education,Developing Nations,Foreign Countries,Teaching Methods,Educational Practices,Blended Learning,Basic Skills,STEM Education,Assistive Technology,Inclusion,Emergency Programs

Low- and lower-middle-income countries (LMICs) are currently facing a myriad of challenges in education; from large increases in school enrolments putting pressure on already strained school resources, to having millions of children out of school, with a sizable proportion of those in school learning poor. Education stakeholders in high- and low-income countries alike have tried innovative ways to counter these challenges. Digital learning offers a solution to many of the above challenges. A growing number of studies have documented digital learning solutions' effectiveness to improve learning outcomes with varying results. The question of whether digital learning solutions have any impact on learning outcomes has become much more important to inform policymakers. This evidence brief summarizes the existing literature's key findings on the application of digital learning solutions in low- and high-income countries. It examines literature specifically on the role of technology in improving learning outcomes from early childhood education to secondary education. The brief reviews 53 publications by government agencies, academic researchers, NGOs and independent research organizations.
5th Global Report on Adult Learning and Education: Citizenship Education--Empowering Adults for Change. Executive Summary
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Adult Education,Citizenship Education,Empowerment,Educational Change,Educational Policy,Governance,Educational Finance,Participation,Inclusion,Equal Education,Educational Quality,COVID-19,Pandemics,Foreign Countries

The aim of the five &quot;Global Report on Adult Learning and Education&quot; (&quot;GRALE&quot;) reports compiled since 2009 has been to provide baseline data on the state of adult learning and education globally for policy-makers, professionals and the public. The first report (see ED540497) was designed to inform discussion during the sixth International Conference on Adult Education (CONFINTEA VI) in 2009. That conference produced the Belém Framework for Action (BFA), which set out an agenda for the future monitoring of five key aspects of adult learning and education: policy, governance, financing, participation and quality. The collection of data for this fifth report coincided with the start of the pandemic. Since the &quot;GRALE 5&quot; survey focused on developments since the previous report in 2019 (see ED612532), it was not possible to explore the immense changes in adult learning and education (ALE) provision that occurred in response to the pandemic. However, the survey included some questions designed to gauge the pandemic's early impact on ALE. Most countries reported rapid transitions to online/digital and distance learning (including television, radio and telephone) or modification of in-person learning arrangements. Some countries adopted new policies and regulations to support this process or made adjustments to quality standards, curricula and assessment. The pandemic also exposed the digital divide that prevented many people from continuing their studies as physical learning spaces closed. The purpose of &quot;GRALE 5&quot; is three-fold: it serves as a monitoring mechanism; it opens up in-depth discussions of key themes in adult education; and it lays the groundwork for CONFINTEA VII, which will take place in Marrakech, Morocco, in June 2022. This executive summary highlights the key findings and themes generated from the &quot;GRALE 5&quot; report. [For the full report, &quot;5th Global Report on Adult Learning and Education: Citizenship Education--Empowering Adults for Change,&quot; see ED624443.]
Exploring the Relationship between Student Learning Location and Student Outcomes in MSAP-Funded Schools during the COVID-19 Pandemic. CRESST Report 869
Author: Wang, Jia
Date: 2022-07-00
Type: Reports - Research
Subjects: Teaching Models,Distance Education,Blended Learning,Outcomes of Education,Educational Assessment,Attendance,COVID-19,Pandemics,Middle School Students,Mathematics Achievement,Language Arts,Grade 11,College Entrance Examinations,Achievement Gains

The current quasi-experimental design study explored how students' choice of learning location model (either predominantly remote or hybrid) impacted their outcomes on academic assessments, school day attendance, and chronic absence in the 2020-2021 school year in the midst of the COVID-19 pandemic. Analyzing the student sample across three middle schools, we found that the predominantly remote students scored significantly lower in math assessments than the hybrid students. These predominantly remote students scored similarly to their hybrid comparison students in English language arts (ELA) and had similar attendance rates and chronic absence rates. For the Grade 11 students at the one high school, no statistically significant differences were found between the predominantly remote and the hybrid students on SAT ELA or math assessments, school attendance rates, or chronic absence rates. [This report was supported by the LEARN Regional Educational Service Center.]
Winners and Losers? The Effect of Gaining and Losing Access to Selective Colleges on Education and Labor Market Outcomes. Policy Brief
Author: Black, Sandra E.
Date: 2022-04-00
Type: Reports - Research
Subjects: Access to Education,Employment Potential,Outcomes of Education,College Admission,Public Schools,Program Effectiveness

This paper examines the effects of the Top Ten Percent policy, which guaranteed students in the top ten percent of their high school graduating class admission to Texas Public Universities. As a result of the policy, the composition of the student body changed, particularly at the University of Texas at Austin (UTA). This paper asks, what were the educational and labor market effects of this policy change for both the students who gained access (referred to as &quot;Pulled In&quot; students), and students who lost access to UTA (referred to as &quot;Pushed Out&quot; students). Pulled In students were more likely to attend public universities in Texas and more likely to attend UTA. Pulled in students also were more likely to graduate with a bachelor's degree, and there is some evidence that they had higher earnings. Pushed out students were less likely to attend UTA but were no less likely to attend public colleges and universities in Texas; they also saw no declines in college graduation or earnings.
Peer Group Mediation Sessions as an Assessment Tool in Teletandem
Author: Elstermann, Anna-Katharina
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Peer Mediation,Information Networks,College Students,Second Language Learning,Videoconferencing,Intercultural Communication,Intergroup Education,Multicultural Education,Learning Strategies,Personal Autonomy,Educational Assessment,Foreign Countries

The purpose of this chapter is to present peer group mediation as one of the assessment practices within Teletandem Brasil, a Virtual Exchange (VE) project which uses tandem practice between university students of different countries for foreign language learning, carried out through videoconferencing tools. Peer group mediation sessions are regular meetings, in addition to the teletandem practice, and aim at promoting reflection on telecollaborative, intercultural, and language learning, and individual learning processes. Assessment is seen here as a practice by students, mediators, and peers that seeks to reflect upon and respond to information from dialogue, demonstration, and observation in ways that enhance ongoing learning. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Teaching and Learning at 31 Schools during the COVID-19 Pandemic. CRESST Report 870
Author: Wang, Jia
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Public Schools,Teacher Attitudes,Student Attitudes,School Closing,Educational Technology,Online Courses,Blended Learning,In Person Learning,Learning Activities,After School Programs,Self Efficacy,Study Habits,Expectation,Barriers,Learner Engagement,Internet,Student Motivation,Student Diversity,Race,Ethnicity,Racism,Faculty Development,Teacher Collaboration,Weekend Programs

COVID-19 changed the experiences of K-12 students and teachers in ways that are not yet well-documented. This report provides initial insights into teaching and learning during the pandemic from the perspectives of teachers and students at 31 public schools in three states. The analyses indicate that about two thirds of the teachers surveyed thought their students learned less than they had prior to the pandemic. In contrast, the majority of the students surveyed reported that they learned as much as or more than before the pandemic, except for students at one school. Additional analyses should provide valuable information for policymakers and educators on successes and challenges experienced by teachers and students in magnet schools during the pandemic. [Support for this report was provided by Capitol Region Education Council, LEARN Regional Educational Service Center, the School District of Lee County, Napa Valley Unified School District, New Haven Public Schools, and Pasadena Unified School District.]
Is Personal Innovativeness Decisive in Preservice Teachers&apos; ICT Competencies?
Author: Mumcu, Filiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Innovation,Technological Literacy,Teacher Competencies,Correlation,Risk,Teacher Attitudes,Resistance to Change,Foreign Countries,Technology Integration

This study is associational research conducted to investigate whether the preservice teachers' individual innovativeness is decisive in their ICT competencies, one of their innovative teaching competencies. A convenience sampling method was used in sampling. 422 preservice teachers were students of the education faculties of six universities in Turkey, participated voluntarily in the study. Preservice Teachers' ICT Competencies Scale developed by Tondeur et al. (2017) and Innovativeness Scale developed by Hurt et al. (1977) were used to collect the data. Data were analyzed by descriptive statistics, ANOVA, and correlation analysis. The individual innovativeness levels of the majority of preservice teachers are low. More than half of the preservice teachers were at the early majority level. Preservice teachers with low innovativeness levels had low ICTC-ID and ICTC-PU competencies, and those with high levels were higher. A significant and positive correlation was found between preservice teachers' innovativeness levels and ICTC-PU and ICTC-ID competencies. There was a significant and positive relationship between sub-dimensions of innovativeness scale, risk-taking, openness to experience, and opinion-leading and ICTC-PU and ICTC-ID competencies. There was no relationship between the resistance to change, one of the innovativeness scale sub-dimensions, and ICT competencies. As the innovativeness levels of preservice teachers increased, their ICT competencies also increased. Therefore, the individual innovativeness variable appears to be an important factor in developing preservice teachers' ICT competencies.
The Effects of Charter School Entry on the Supply of Teachers from University-Based Education Programs. Technical Report
Author: Harris, Douglas N.
Date: 2022-10-26
Type: Reports - Research
Subjects: Charter Schools,Teacher Supply and Demand,Teacher Education Programs,College Programs,Education Majors,School Districts,Beginning Teachers,Urban Schools,Elementary School Teachers,Special Education Teachers,Mathematics Teachers,School Location,Bachelors Degrees,Blacks,African American Teachers

Research on charter schools tends to focus on direct and immediate effects on student outcomes. However, there may be unintended indirect effects on, for example, the teacher labor market. Charter schools tend to hire younger, less experienced teachers with fewer traditional teaching credentials, which may reduce the equilibrium quantity of teachers who have traditional credentials and seek to make teaching a career. We test whether charter entry reduces the supply of university-trained teacher education majors, exploiting cross-district variation in the timing of charter school entry in districts containing college teacher preparation programs. Applying a matched difference-indifference model, we find evidence that, for example, a 10 percent increase in charter market share decreases the supply of traditionally prepared teachers by 13.5 to 15.2 percent on average. This effect is concentrated in metropolitan areas and for elementary, special education, and math education degrees. [For the corresponding brief, &quot;How Do Charter Schools Affect the Supply of Teachers from University-Based Education Programs? Policy Brief,&quot; see ED624454.]
How Do Charter Schools Affect the Supply of Teachers from University-Based Education Programs? Policy Brief
Author: Harris, Douglas N.
Date: 2022-10-27
Type: Reports - Research
Subjects: Charter Schools,Teacher Supply and Demand,Teacher Education Programs,College Programs,Education Majors,School Districts,Beginning Teachers,Urban Schools,Elementary School Teachers,Special Education Teachers,Mathematics Teachers,School Location,Bachelors Degrees,Blacks,African American Teachers

Debates about charter schools center on their immediate effects on students who attend them and how charter schools affect nearby traditional public schools. However, as the charter sector has continued to grow, a broader range of possibly unintended effects become relevant. This study is one of the first to examine the possibility that charter schools affect the teacher pipeline. We focus specifically on how charter schools affect the number of traditionally prepared teachers who receive a bachelor's in education. Using data from 290 school districts with at least one commuter college nearby, the authors analyze the effect on the traditional teacher pipeline from schools of education. This brief draws the following conclusions: (1) Increasing district charter school enrollment by 10% decreases the supply of teachers traditionally prepared with a bachelor's in education by 13.5-15.2% on average; (2) Charter-driven reductions in the supply of traditionally prepared teachers are most apparent in elementary, special education, and math education degrees. This is consistent with the fact that charter schools mostly serve elementary grades, express interest in subject matter experts (e.g., math majors), and are less likely to assign students to special education; and (3) These charter-driven reductions are concentrated in metropolitan areas and are largest among Black teachers. Given how central teachers are to the educational process, any effect on the teacher pipeline is important. The vast majority of U.S. teachers still come from university-based schools of education, and these teachers stay in the profession longer than those who are not traditionally prepared, which makes these declines noteworthy. A larger point is that charter schools change the entire schooling market in ways we are only beginning to recognize. [For the corresponding report, &quot;The Effects of Charter School Entry on the Supply of Teachers from University-Based Education Programs. Technical Report,&quot; see ED624453.]
Cross-Sectoral Learning in Implementation Research: Harnessing the Potential to Accelerate Results for Children
Author: Lewis, Jane
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Program Implementation,Evidence Based Practice,Definitions,Financial Support,Research Methodology,Improvement,Research,Cooperation,Research Design,Theory Practice Relationship

By illuminating why and how interventions work in real world settings, Implementation Research (IR) is a powerful tool for increasing the likelihood that evidence-based interventions, programmes and policies are successfully implemented. The insights that IR generates help bridge the 'know-do gap'--the gap between what we know works and what actually happens on the ground when we try to put a policy or intervention into place. IR is a means for increasing the likelihood of successful outcomes, reducing the risk of wastage and failure and accelerating programme and system improvements to reduce inequities and achieve desired results. This paper, prepared by the Centre for Evidence and Implementation in collaboration with UNICEF, aims to promote a shared understanding of IR and its relevance to UNICEF's work. [This paper was prepared by the Centre for Evidence and Implementation, Norwegian University of Science and Technology (NTNU), and CHAIN--Centre for Global Health Inequalities Research.]
Estimates of Internet Access for Children in Ethiopia, Kenya, Namibia, Uganda and the United Republic of Tanzania. UNICEF Innocenti Research Brief 2022-11
Author: Kardefelt-Winther, Daniel
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Children,Internet,Access to Computers,Computer Use,Barriers,Disadvantaged,Power Structure,Cultural Influences,Context Effect,Influence of Technology

The COVID-19 pandemic transformed internet connectivity from an important asset to an essential piece of infrastructure. Yet two thirds of the world's school-aged children still have no fixed internet connection at home. This lack of connectivity limits their ability to go online; prevents them from participating and competing in the modern economy; and risks isolating them from the world. This research brief presents new data on children's internet access in five countries in Eastern and Southern Africa. It provides estimates of the frequency with which children use the internet and assesses the most common barriers they face. Finally, it explores the potential consequences of leaving these bottlenecks unaddressed. [This publication was financially supported by The Saudi Esports Federation.]
Data Must Speak: Unpacking Factors Influencing School Performance in Nepal
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,School Effectiveness,Data Use,Influences,Student Promotion,Dropouts,Grade Repetition,Grants,Educational Finance

Joint efforts by the Government of Nepal, development partners and key stakeholders to achieve SDG 4 by 2030 have improved education access, participation and retention. However, learning outcomes in Nepal remain stagnant. What resources and contextual factors are associated with good school performance in Nepal? By merging and analyzing existing administrative datasets in Nepal, this report helps to identify positive deviant schools -- those that outperform other schools despite sharing similar contexts and resources. Data Must Speak -- a global initiative implemented since 2014 -- aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance Research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about 'what works', 'why' and 'how' to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently being implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People's Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia. [The Data Must Speak (DMS) Positive Deviance research in Nepal is a collaborative effort made possible by the commitment of the Nepal Ministry of Education, Science and Technology (MoEST), UNICEF Nepal, UNICEF Office of Research - Innocenti and key partners from Nepal's education sector.]
Return on Knowledge: How International Development Agencies Are Collaborating to Deliver Impact through Knowledge, Learning, Research and Evidence
Author: Bocock, Piers
Date: 2022-00-00
Type: Books
Subjects: Knowledge Management,Agency Cooperation,Organizational Learning,Global Approach,International Cooperation,COVID-19,Pandemics,International Programs,Economic Development,Change Strategies,Intervention,Social Change,Ethics,Evidence Based Practice,Social Problems

Effective collaboration around knowledge management and organizational learning is a key contributor to improving the impact of international development work for the world's most vulnerable people. But how can it be proven? With only 10 years from the target date for the Sustainable Development Goals, nine of the world's most influential agencies set out to show to the connection between the use of evidence, knowledge and learning and a better quality of human life. This book -- a synthesis of stories, examples and insights that demonstrate where and how these practices have made a positive impact on development programming -- is the result of the Multi-Donor Learning Partnership (MDLP), a collective effort to record the ways each of these organizations have leveraged intentional, systematic and resourced approaches to knowledge management and organizational learning in their work. [This publication was prepared by members of the Multi-Donor Learning Partnership, which includes the Foreign, Commonwealth &amp; Development Office (UK) and Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH (GIZ).]
Global Survey Report: The Contribution of Higher Education Institutions to Lifelong Learning
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2022-00-00
Type: Reports - Research
Subjects: Higher Education,Lifelong Learning,Educational Policy,Educational Legislation,Educational Strategies,Program Implementation,Access to Education,Student Participation

This report presents the results of a global survey administered by the UNESCO Institute for Lifelong Learning (UIL) on the contribution of universities and other higher education institutions (HEIs) to lifelong learning (LLL). It was conducted with the aim of developing a knowledge base on how and to what extent HEIs contribute to the implementation of LLL. The survey included questions on the following areas: general information and institutional profile; lifelong learning strategies and planning; funding and organisational structures for lifelong learning; lifelong learning provision and participants; flexible learning pathways; and community engagement. Overall, the survey shows that HEIs are invested in and committed to LLL, despite variations in the extent to which it is operationalised. [Presented to the UNESCO World Higher Education Conference (WHEC2022).]