ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing the Fun and Educative Module in Plant Morphology and Anatomy Learning for Tenth Graders
Author: Suciati, Alfi
Date: 2018-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Educational Games,Models,Student Attitudes,Program Effectiveness,Plants (Botany),Anatomy,Grade 10,High School Students,Program Design,Program Development,Program Implementation,Program Evaluation,Educational Technology,Technology Uses in Education,High School Teachers,Teacher Attitudes,Foreign Countries

This research aims to examine the eligibility of and responses from expert media, expert material, practitioners and students' on the 'Fun and Educative' biology module. The module was developed in a fun and educative way presenting various educative games. The research development model is using ADDIE model that consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. The data collection technique employed examination of learning media experts, material experts, practitioners (biology teachers), and students. The data of research was analyzed in descriptive-qualitative and descriptive-qualitative ways. The results of evaluation on the module's eligibility convey that the learning media expert gave 87.69% with the category of 'highly eligible', the material expert gave 86.00% with the category of 'highly eligible', and the practitioners gave 83.68% with the category of 'eligible'. The students' responses to questionnaires given related to the developed module gave 90.00% with the category of 'highly interesting'. Based on the results of examination by the media expert, material expert, practitioners, and students, conclude that the module has fulfilled the criteria of good and eligible learning material and can be used for studying biology.
All Learning Counts: State Policy Toolkit
Author: Research for Action
Date: 2021-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Policy,Educational Policy,College Credits,Universities,Two Year Colleges,Credentials,Articulation (Education),Equal Education,Accountability,Educational Quality,Paying for College,Barriers,Educational Change,Adult Learning,Nontraditional Students,Transfer Policy,Common Core State Standards,Alignment (Education),Informal Education,State Legislation,Educational Legislation

Every year millions of Americans gain valuable college credit-worthy learning through workplace training, the military, apprenticeships, &amp; professional certifications. Nearly all of this learning goes unrecognized by colleges &amp; universities. Without a consistent way to recognize, reward, and transfer this learning, many people are left with postsecondary-level skills and abilities but no credit to show for it. The shortcomings of our current system disproportionately affect individuals whose learning occurs in a variety of non-classroom settings. Most degree and credential pathways reward traditional in-class learning, privileging students who take more traditional paths while reinforcing barriers for those historically not well served by postsecondary institutions. The result is persistent inequities and lower educational attainment for many--especially adult learners, first generation students, veterans, and Black, Latinx, and Native American learners. This policy toolkit seeks to support states in ensuring all college-level learning is applied to college credentials. Such efforts promise to expand opportunities for academic and career advancement, meet growing demand for jobs in new sectors, and dismantle barriers to economic and social mobility. This toolkit includes: (1) State policy priorities and must-haves that detail how states can support credentialing out-of-classroom learning through improved data, statewide transfer and articulation, uniform learning recognition, transparent credential pathways and supportive policy infrastructure. Each policy priority area outlines &quot;must-have&quot; elements to ensure policies are comprehensive and center equity, accountability, quality, and affordability; (2) State policy exemplars that provide examples of innovative statewide policies that support a system to recognize all learning. Particular attention is paid to promoting equity, accountability, quality, and affordability in the design of policies; (3) Barriers and solutions that explain common barriers to adopting an ALC statewide agenda and provides examples and strategies for overcoming challenges; and (4) No Time to Waste: Standards for Statewide Crosswalks That Ensure All Learning Counts, a report that clarifies how states can create clear and comprehensive crosswalks that show how learning from multiple providers can be combined to put people closer to a degree or credential of value.
2021 Effective Practices for Student Success, Retention, and Completion Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: School Holding Power,Academic Achievement,Academic Persistence,Graduation,Undergraduate Students,Private Colleges,Public Colleges,Two Year Colleges,Program Effectiveness,Educational Strategies,Graduation Rate,Educational Finance,Technology Uses in Education,College Administration,Planning,Administrators,Committees

Data in this report reflect responses from 296 four-year and two-year colleges and universities that collectively enroll approximately 1,700,000 undergraduate students (according to data reported to IPEDS). Respondents participated in the Ruffalo Noel Levitz (RNL) national electronic poll of Effective Practices for Student Success, Retention, and Completion between March 8 and April 8, 2021. The poll was emailed to student affairs, academic affairs, and retention officers at accredited, degree-granting institutions across the United States. Respondents to the poll included 132 four-year private institutions, 93 four-year public institutions, and 71 two-year institutions. To report the findings as accurately as possible, the rankings of effectiveness were based only on the relative effectiveness options that were given to respondents: &quot;very effective,&quot; &quot;somewhat effective,&quot; and &quot;minimally effective,&quot; and do not include the fourth response, &quot;practice not used.&quot; The findings are relayed in the following sections: (1) Most Widely Used Strategies and Tactics for Student Success, Retention, and Completion; (2) Top Programs and Strategies Targeted to Specific Populations to Increase Student Success, Retention, and Completion; (3) Management Practices for Optimizing Student Success, Retention, and Completion; (4) Technology; (5) New Strategies; (6) General Trend of Cohort Graduation Rate; (7) What Guides Retention Planning Efforts?; (8) Student Success, Retention, and Completion Committee; (9) Chief Retention Officer; and (10) Influence of Performance-Based Funding?. [For &quot;2019 Effective Practices for Student Success, Retention, and Completion Report,&quot; see ED606629.]
Examining the Structural and External Validity of the Adult Concentration Inventory for Assessing Sluggish Cognitive Tempo in Adults
Author: Fredrick, Joseph W.
Date: 2021-00-00
Type: Reports - Research
Subjects: Conceptual Tempo,Adults,Test Validity,Executive Function,Sleep,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Measures (Individuals)

The Adult Concentration Inventory (ACI) is an adult self-report measure of sluggish cognitive tempo (SCT) developed following a meta-analysis identifying items distinguishing SCT from ADHD inattention. To date, only one study conducted in college students has examined the structural and external validity of the ACI. The current study evaluated the convergent and discriminative validity of the ACI in a community sample of adults, in addition to testing unique associations with internalizing symptoms, daily life executive functions, and sleep. Adults (N = 286; M[subscript age] = 44.45; 83.6% female) completed ratings of SCT, ADHD symptom dimensions, and external correlates. An a priori two-factor model with cross-loadings found 10 of the 16 SCT items to have high loadings on the SCT factor and low loadings on the ADHD inattention factor. SCT was uniquely associated with higher internalizing symptoms, time management and self-organization difficulties, poorer sleep quality, shorter sleep duration, lower sleep efficiency, and more daytime sleepiness. These findings replicate and extend support for the ACI in assessing SCT in adults. [This paper will be published in &quot;Assessment.&quot;]
The Effects of Anapanasati Meditation on Emotional Quotient of Students in Buddhist University
Author: Aphipanyo, Phrapalad Soravit
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Emotional Intelligence,Program Effectiveness,Undergraduate Students,Buddhism,Instructional Program Divisions,Age Differences,Student Characteristics,Intellectual Disciplines,Experience,Foreign Countries

The objectives of this research are: 1) to study the effect of meditation practice on the emotional quotient (EQ) of students in Mahachulalongkornrajavidyalaya University; 2) to compare EQ of students before and after meditation practice of the students. The 217 sample students in the Faculty of Education were selected by Stratified Random Sampling, from a total number of populations of 515, based on a sample size calculation of Toro Yamane Formula. The participants were undergraduate students majoring in Social Studies, Teaching Thai Language, Teaching English, and Teaching Buddhism and Psychological Guidance. The research results revealed that (1) before practicing Anapanasati meditation (or mindfulness of in-and out-breathing), the students had a low level of EQ ([x-bar] = 2.50, S.D.= 0.287) while their EQ after the meditation practice increased to the high level ([x-bar]= 2.98, S.D.= 0.351); (2) the results of the comparison of students' EQ before and after the Anapanasati meditation practice, classified by their personal factors suggested that the student's years of study and age had affected the students' EQ indifferently; however, differences in grade levels, fields of study and experience of meditation had differently affected EQ with the statistical significance level of 0.05.
Assessing Sluggish Cognitive Tempo and ADHD Inattention in Elementary Students: Empirical Differentiation, Invariance across Sex and Grade, and Measurement Precision
Author: Becker, Stephen P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Conceptual Tempo,Attention Deficit Hyperactivity Disorder,Attention,Elementary School Students,Behavior Rating Scales,Test Validity,Test Reliability,Elementary School Teachers,Grade 2,Grade 3,Grade 4,Grade 5,Gender Differences,Student Behavior

To advance the research examining the sluggish cognitive tempo (SCT) construct, a key priority has been to develop assessment tools that are reliable and valid. The current study builds upon existing work by conducting the most thorough psychometric evaluation to date of the teacher-reported Child and Adolescent Behavior Inventory (CABI) SCT and attention-deficit/hyperactivity disorder inattention (ADHD-IN) modules in a large sample of elementary students. Participants were 7,613 students (grades 2-5; 50.3% boys) attending 24 elementary schools in three school districts. Teachers (N = 398) provided ratings of SCT, ADHD-IN, academic impairment, and social impairment. An a priori two-factor model with cross-loadings found the SCT items to demonstrate excellent structural validity with ADHD-IN items. The measurement properties of the SCT and ADHD-IN constructs were also invariant across sex and grade. SCT and ADHD-IN were both uniquely associated with academic and social impairment. Graded response item response theory analysis indicated that the SCT and ADHD-IN scales provided a high level of information and precision. The current study replicates and extends previous research and provides the strongest psychometric evidence to date of teacher-rated SCT using the CABI. The teacher-report CABI may be especially useful in the school-based screening of SCT and ADHD-IN. [This paper was published in &quot;Psychological Assessment&quot; v32 p1047-1056 2020.]
Editorial Perspective: Perils and Promise for Child and Adolescent Sleep and Associated Psychopathology during the COVID-19 Pandemic
Author: Becker, Stephen P.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Sleep,Anxiety,Depression (Psychology),Child Health,Adolescents,Children,Neurological Impairments,At Risk Persons,Psychopathology,Stress Variables

It is anticipated that the novel coronavirus disease 2019 (COVID-19) pandemic and associated societal response will have wide-ranging impacts on youth development and mental health. Sleep is crucial for child and adolescent health and well-being, and the potential for sleep problems to emerge or worsen during and following the pandemic is high. This may be particularly true for children and adolescents who are at heightened risk for the onset of sleep and mental health disturbances and for those whom developmental changes impacting sleep are rapidly occurring. Youth with pre-existing psychopathologies (including anxiety and depression) and neurodevelopmental conditions (including attention-deficit/hyperactivity disorder and autism spectrum disorder) could be especially vulnerable to disturbed sleep during this period of change and uncertainty. It is thus imperative that sleep considerations be part of research and clinical initiatives aimed at understanding and mitigating the impact of the COVID-19 pandemic in children and adolescents. This article considers ways in which the pandemic may impact sleep, including research and clinical implications. [This paper was published in &quot;Journal of Child Psychology and Psychiatry&quot; v61 p757-759 2020.]
ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships
Author: Becker, Stephen P.
Date: 2020-00-00
Type: Opinion Papers
Subjects: Attention Deficit Hyperactivity Disorder,Intervention,Interpersonal Competence,Resilience (Psychology),Adolescents,Adolescent Attitudes,Barriers,Evaluation Methods,Educational Environment,Teaching Methods,Decision Making,Risk,Social Bias,Self Concept,Self Evaluation (Individuals),Symptoms (Individual Disorders)

Adolescence is a developmental period that affords both risk as well as enormous opportunity. Ripple effects can extend far and wide and speak to the nuance and complexity in understanding and treating ADHD during the adolescent period. The studies in this special issue provide novel and important insights into the lives of adolescents with ADHD, and they collectively point to important areas for both research and clinical attention. Further, each of the studies underscore the importance of soliciting the perspective of adolescents with ADHD. In this commentary, I consider the value of self-report when working with adolescents with ADHD, the possibility of a self-perception bias in youth with ADHD, challenges in assessing social functioning in adolescence, and implications for school-based assessments and interventions. For treatment specifically, I raise the possibility of a modular intervention approach for adolescents with ADHD and shared decision making that solicits and incorporates the adolescent perspective. The voices of adolescents with ADHD may be crucial for understanding how to lower risk, promote resilience, reduce stigma, and improve our assessments and interventions. [This paper was published in &quot;Canadian Journal of School Psychology&quot; v35 p311-322 2020 (EJ1272591).]
Low School Support Exacerbates the Association between Peer Difficulties and Sluggish Cognitive Tempo in Adolescents
Author: Fredrick, Joseph W.
Date: 2021-00-00
Type: Reports - Research
Subjects: Adolescents,Peer Relationship,Conceptual Tempo,Environmental Influences,Victims,Interpersonal Competence,Attention Deficit Hyperactivity Disorder,Educational Environment,Symptoms (Individual Disorders),Parent Attitudes,Student Attitudes,Cognitive Processes,Self Concept,School Role

Objective: Although peer difficulties and sluggish cognitive tempo (SCT) are related, studies have yet to examine environmental factors that may advance further understanding this association. The current study tested whether peer difficulties, specifically social competence and peer victimization, interacted with school support, a component of school climate, in relation to adolescents' SCT symptoms. Further, we explored whether these relations would be differentially associated with SCT in adolescents with and without attention-deficit/hyperactivity disorder (ADHD). Method: Adolescents (N = 288; M[subscript age] = 14.08, 45% female, 82.6% White; 52% with ADHD) completed measures of social competence, peer victimization, school climate support, and SCT and ADHD inattentive (IN) symptoms. Parents also reported on adolescents' social competence, SCT, and ADHD-IN symptoms. Results: Results indicated that adolescent and parent ratings of lower social competence were both associated with higher adolescent-reported SCT symptoms in the context of low, but not high, school support. Relational and non-physical victimization were associated with higher self-reported SCT symptoms in the context of low school support. Lower adolescent- and parent-reported social competence were also related to higher parent-reported SCT symptoms, with these associations not moderated by school support. These results remained after controlling for demographics and ADHD-IN symptoms and were similar across adolescents with and without ADHD. Conclusions: Findings from the current study are the first to provide evidence that peer difficulties and school climate are jointly related to adolescents' self-reported SCT and underscore the importance of continued research investigating social adversity and environmental factors in relation to SCT. [This paper will be published in the &quot;Journal of Clinical Child &amp; Adolescent Psychology.&quot;]
Finding Ordinary Magic in Extraordinary Times: Child and Adolescent Resilience during the COVID-19 Pandemic
Author: Dvorsky, Melissa R.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Resilience (Psychology),Coping,COVID-19,Pandemics,School Closing,Social Isolation,Adjustment (to Environment),Children,Adolescents,Child Health,Anxiety,Depression (Psychology),Mental Health,Foreign Countries

The coronavirus disease 2019 (COVID-19) pandemic presents tremendous challenges to child and adolescent health. It is expected that the COVID-19 crisis, including the disease and prolonged social distancing, will have a major impact on youth well-being. It is easy to envision how COVID-19 will be the impetus for a host of lingering negative outcomes. Schools are closed, businesses are shuttered, and families are adjusting to 24/7 interaction, while caregivers simultaneously navigate parenting, financial, and professional challenges and uncertainties. As Zhou and colleagues recently reported in this journal, Chinese adolescents have experienced very high rates of anxiety and depression during the COVID-19 outbreak. Risk is real and warrants attention. And yet a sole focus on risk will miss resilience processes that can advance science, services, education, and policy aimed at understanding how children and adolescents respond to crisis. As such, we appreciate that Zhou and colleagues also examined factors that may reduce risk for psychological distress. As Masten observed two decades ago, &quot;resilience does not come from rare or special qualities, but from the everyday magic of the ordinary, normative human resources in… children, in their families and relationships, and in their communities&quot;. This ordinary magic in children, families, and communities has a crucial role in the scientific and public health response to COVID-19. [This paper will be published in &quot;European Child and Adolescent Psychiatry.&quot;]
Students Experiencing Homelessness in Allegheny County
Author: Shaw-Amoah, Anna
Date: 2021-05-00
Type: Reports - Research-practitioner Partnerships
Subjects: Homeless People,Federal Legislation,At Risk Students,Access to Education,Equal Education,Poverty,COVID-19,Pandemics,Minority Group Students,LGBTQ People,English Language Learners,Refugees,Public Schools,Identification,School Districts,Barriers,Enrollment Trends,Students with Disabilities,Immigrants

Close to 3,000 students in Allegheny County public schools were identified as experiencing homelessness during the 2018-19 school year, or 2.0% of the total student population. Meanwhile, homelessness rates have been growing in recent years and lost income due to COVID-19 is likely to bring even more students to the point of housing and educational instability. Students who have experienced homelessness face substantial barriers to receiving the same education as that of their peers living in stable housing, and the first step to alleviating those barriers is identification. By comparing student homeless to overall student poverty, we find that, on average, Allegheny County schools identify students experiencing homelessness at below the national average. Rates of identification vary widely across Allegheny County school districts, with many identifying at less than half the national rate, while others exceeded the national rate. Districts with lower rates of identification can adopt practices of neighboring districts to improve identification of SEH. This brief follows a recent statewide report on &quot;Students Experiencing Homelessness in Pennsylvania: New Evidence of Under-Identification and Inequity&quot; from RFA's PACER series. [For &quot;Students Experiencing Homelessness in Pennsylvania: New Evidence of Under-Identification and Inequity,&quot; see ED611597.]
Resources on Creating High-Quality School Emergency Operations Plans That Address All Threats, Hazards, Settings, and Times. K-12 EOP Development Resource List
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Elementary Secondary Education,Planning,Readiness,School Districts,Guides,Training,Educational Technology,School Role,Board of Education Role,Teamwork,Risk Management

The Readiness and Emergency Management for Schools Technical Assistance Center (REMS) has created a list of their own resources on how K-12 schools can create an Emergency Operations Plan (EOP). It addresses all threats, hazards, settings, and times. The list includes the following categories: (1) Emergency Operations Plan (EOP) Development (Guidance; Tools; Trainings); (2) National Preparedness System; (3) Planning Principles; and (4) Planning Process (Planning Teams; Hazard and Threat Identification; Goals, Objectives, and Courses of Action; Plan Preparation and Review; and Exercises, Drills, and Training.