ethanporcaro/eric-fulltext-meta huggingface dataset:
Socialization Techniques in Online Higher Learning: Creating a Sense of Community, and the Impact on Student Retention
Author: Imran, Seema Taher
Date: 2022-12-00
Type: Reports - Research
Subjects: Graduate Study,Electronic Learning,Distance Education,Synchronous Communication,Socialization,Cooperation,Sense of Community,School Holding Power,Graduate Students,College Faculty,Professional Personnel,Academic Persistence,Adult Learning,Learner Engagement

In the past few years online learning has grown to a point where it was estimated that by 2020, even before the COVID-19 pandemic, five million people would have completed their education online. Going to school outside of a traditional classroom could be more convenient for many learners but may present a barrier to concepts of socialization and collaboration that have long been the hallmarks of higher learning. The purpose of this research is to understand how the use of synchronous techniques can help improve socialization and collaboration in online graduate-level programs. The study also seeks to discover if an increased sense of community could potentially have an impact on student retention in these programs. The study uses qualitative techniques to survey and interview online learners, educators, and higher education professionals to address the issue of student engagement and community which could then help improve student persistence or retention. The research findings show that the sense of community in an online classroom can help create accountability among learners and there is a clear indication from participants of all backgrounds that there is a need for learner interaction and engagement in the online classroom, and that this plays a key role in student retention. The research findings can be shared with programs and institutions that are turning to the online format in an attempt to reach more learners, especially during and after the COVID-19 pandemic. This will help create a robust online learning environment that can come into effect during other unexpected situations, or just aim at catering to the needs of the modern higher education learner.
Racial Equality in the Teacher Workforce: An Analysis of Representation and Progression Opportunities from Initial Teacher Training to Headship. Full Report. Research Report
Author: Worth, Jack
Date: 2022-05-00
Type: Reports - Research
Subjects: Minority Group Teachers,Diversity (Faculty),Disproportionate Representation,Preservice Teacher Education,Teacher Characteristics,Teacher Persistence,Faculty Mobility,Teacher Recruitment,Middle Management,Educational Administration,Principals,Teacher Promotion,Racial Factors,Foreign Countries,Ethnicity

Racial diversity within the school workforce is valuable in 'fostering social cohesion and most importantly, in supporting pupils to grow and develop in an environment of visible, diverse role models' (DfE, 2018c, p.2). A diverse workforce is likely to promote greater cultural understanding and inclusion when educating pupils from diverse ethnic backgrounds, including white. Ensuring there are equal opportunities for people to enter the teaching profession, and progress within it, is a necessary condition for ensuring the profession is representative of society. This requires a shared commitment from many individuals and organizations across the system and a willingness to listen to voices from diverse communities as well as using evidence to bring about improvements in racial equality and ultimately racial equity. There is a substantial and growing base of qualitative evidence exploring the lived experience of teachers and leaders from ethnic minority backgrounds. However, the quantitative evidence base on the extent to which there are equal opportunities within teacher career paths is limited. This NFER research, in partnership with Ambition Institute and Teach First, aims to establish the extent of ethnic disparities and where they occur in the teacher career pathway. Teacher census data is used to explore the representation and career progression opportunities in the teaching profession among people from different ethnic minority backgrounds, from applications to initial teacher training through to headship. This report also analyses differences across regions, training courses and schools. Focusing on the numbers of teachers from different ethnic backgrounds is a necessary, but by no means sufficient, first step towards establishing racial equity. However, understanding more about where ethnic disparities occur within the teacher career pathway and which groups are most affected will support the education system to focus on the areas where action to address them can have the greatest impact. [This report was co-funded by Teach First and Ambition Institute.]
Future Opportunities for Education Technology in England
Author: Vicentini, Letizia
Date: 2022-06-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Educational Policy,Distance Education,Classroom Communication,Personal Autonomy,Digital Literacy,Equal Education,Barriers,Elementary Secondary Education,Universities,Educational Innovation,Teacher Education

In December 2021, the Department for Education (DfE) appointed Ecorys UK to undertake a research project: Future opportunities for education technology in England. The project aimed to provide insights to the future of the EdTech market in England, considering likely developments in digital technology and education policy. This report presents the triangulated findings from work carried out over four months, from December 2021 to March 2022, which comprised of a rapid review of the literature, telephone interviews with policy and industry key stakeholders, workshops with teachers and EdTech sector representatives, and a survey administered with a nationally representative sample of teachers through the Teacher Tapp app. In this report, the authors introduce the background context to the project. They then present the aims and objectives and explain the methods that were deployed, including sampling considerations, data strengths, limitations and caveats. Finally, the authors outline the structure for the remainder of the report.
Investigation of Science Achievement on Transition to High School System (THS) in Terms of Some Variables
Author: Alkan, Muhammet Fatih
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Science Achievement,Student Adjustment,Scores,Gender Differences,Socioeconomic Status,Equal Education,Foreign Countries,Science Education,High Schools,Anxiety,Student Placement,Student Attitudes,Courses,Middle School Students,Graduates,Grade 6,Grade 7,Grade 8,Science Tests

THS is applied to Science High Schools, Social Sciences High Schools, Anatolian Technical Programs of Vocational and Technical Anatolian High Schools and Project schools for student selection. With THS, approximately 10 percent of more than one million students are placed in a secondary education institution based on their preferences. The purpose of this study was to examine the relationship between the success of the THS Science test of the students who have just graduated from middle school and who took the THS exam and their middle school science course scores, gender, and socio-economic level. In this ex post facto research, a total of 101 students were involved in the sample. Majority of the students were male (n=54, 53.5%). Pearson correlation analysis revealed that THS science score of participants were significantly and positively correlated with their 6th, 7th, and 8th grade science scores. The results of independent samples t-test demonstrated that there was no significant difference in THS science scores for male and female participants. Finally, the results of one-way ANOVA indicated that there were significant differences in THS science scores by participants' socio-economic levels. Accordingly, students with high socio-economic level had higher scores from THS science test than students with moderate and low socio-economic levels. Based on this particular finding, policy makers are recommended to reconsider their efforts to provide equality of opportunity in education. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 225-231.]
Promising Practices: Educational Research Applied to the Shared Foundations. A Report of the Class II Research Project
Author: American Library Association (ALA), American Association of School Librarians (AASL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Research,School Libraries,Library Research,Learning Activities,Educational Practices,Elementary Secondary Education,Inquiry,Librarians,Learning,Attribution Theory,Research Methodology,Library Role,Librarian Teacher Cooperation

This report features syntheses of select Causality: School Libraries and Student Success II (CLASS II) research findings as they relate to the Shared Foundations of Inquire, Include, Collaborate, Curate, Explore, and Engage from the The American Association of School Librarians' (AASL) &quot;National School Library Standards for Learners, School Librarians, and School Libraries&quot; (ED585476). Each synthesis includes a brief topical overview, narrative descriptions of relevant research studied, and recommendations for operationalizing research on the topic. Synthesized studies were drawn from the CLASS II Dataset of Educational Research Studies 1985-2016, available. In addition to future research directions, the syntheses are accompanied by research scaffolds: three Shared Foundation syntheses provide reports of field studies that employed causal designs and three Shared Foundation syntheses outline conjecture maps that illustrate how promising findings might be operationalized in a study. [For the executive summary, see ED624355.]
Promising Practices: Educational Research Applied to the Shared Foundations. An Executive Summary of the Class II Research Project
Author: American Library Association (ALA), American Association of School Librarians (AASL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Research,School Libraries,Library Research,Learning Activities,Educational Practices,Elementary Secondary Education,Inquiry,Librarians,Learning,Attribution Theory,Research Methodology,Library Role,Librarian Teacher Cooperation

The American Association of School Librarians' (AASL) Causality: School Libraries and Student Success II (CLASS II) project was the first step in developing a long-term, three-phase school library research agenda to investigate causal relationships between school libraries staffed by professionally prepared school librarians and student learning. This report, designed for school library researchers and practitioners, features: (1) an executive summary of the CLASS II objectives and research process; (2) an overview of select research findings as they relate to the Shared Foundations from AASL's National School Library Standards for Learners, School Librarians, and School Libraries (2018); and (3) recommendations for future research directions. [For the full report, see ED624354.]
A Dataset on the Digital Transformation of University Courses during the COVID-19 Pandemic
Author: Carrión-Tavárez, Ángel
Date: 2021-06-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Teacher Attitudes,Educational Policy,Foreign Countries,Business Schools,Training,Teaching Methods,Evaluation

This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers. [This paper was published in: &quot;Proceedings of IRC 2021 Dortmund International Research Conference, June 24-26, 2021,&quot; Fachhochschule Dortmund, 2021.]
High School Educator Training by Simulation to Address Emotional and Behavioral Concerns in School Settings: A Randomized Study
Author: Albright, Glenn
Date: 2022-03-26
Type: Reports - Research
Subjects: Program Effectiveness,High School Teachers,Faculty Development,Computer Simulation,Role Playing,Student Needs,Mental Health,Active Learning,Communication Skills,Skill Development,Teacher Attitudes,Helping Relationship,Teacher Behavior,Self Efficacy,Readiness,Teacher Student Relationship,Evidence Based Practice,Referral,Health Services,Attitude Change,Teacher Role

The purpose of this study is to examine the impact of an online virtual human role-play simulation in teaching high school educators and staff to identify, talk to, and if necessary, refer students in psychological distress to support services. High school educators (N = 31,144) from 43 US states and 5 American territories completed a baseline survey and then randomly assigned to a wait-list control or treatment group. Participants in the treatment group completed the training simulation which included active learning strategies to teach evidenced-based communication strategies such as motivational interviewing to build skills and shift attitudes. Immediately after the training, treatment group participants completed a post-survey and then a 3-month follow-up survey. Baseline and post-surveys included the validated gatekeeper behavior scale measures which assess attitudinal constructs that predict helping behaviors. Self-reported helping behaviors were collected at baseline from both groups and at the 3-month follow-up for the treatment group. The treatment group participants' post and follow-up data were compared to the control group's baseline measures. The treatment group post-training scores were significantly higher (p &lt; 0.001) than the control group's baseline scores for all gatekeeper behavior scale attitudinal constructs of preparedness, likelihood, and self-efficacy to engage in helping behaviors. A teacher subsample reported significant increases (p &lt; 0.001) in the number of students referred to mental health support services when compared to baseline measures of the control group. Role-play simulations hold promise in teaching educators to become the &quot;eyes and ears&quot; of student mental health by empowering them to identify students in psychological distress, engage them in effective conversations about their concerns, and if necessary, make a referral to behavioral health support services. Future studies need to implement measures that document students entering counseling as a result of self-reported referrals and examine the impact of the training on the overall mental health culture within schools. Such studies could lead to simulations being widely adopted to support public health initiatives that address student mental health and wellness. [This is the online version of an article published in &quot;Journal of Technology and Behavioral Science.&quot;]
Strategies and Approaches for Recruiting Indiana Teachers
Author: Hoffman, Kerry
Date: 2022-05-18
Type: Reports - Research
Subjects: Teacher Recruitment,School Districts,State Departments of Education,Minority Group Teachers,Teacher Shortage,Diversity (Faculty),Incentives,Credentials,Paraprofessional School Personnel,Elementary Secondary Education,Social Networks,Teacher Student Relationship,State Policy,Program Development,School Community Relationship,Career Education

In the fall of 2021, the Indiana Department of Education (IDOE) requested assistance from the Region 8 Comprehensive Center in finding research-based strategies for effectively recruiting teachers, especially teachers of color. This request stemmed from Indiana's growing difficulty in fully staffing schools, especially in high-need areas. This research report provides techniques and approaches to recruiting teachers that IDOE, districts, and schools might consider when planning recruitment efforts, especially those related to diversifying their teacher workforce. These include establishing educator pipelines for high schoolers and paraprofessionals, as well as financial incentives, innovative credentialing programs, and creatively connecting with potential teacher candidates, among others. While districts may not be able to utilize all of these approaches, this report provides information on a wide range of possibilities for teacher recruitment.
Strategic Use of Data to Support Recruitment and Retention. Brief
Author: Region 8 Comprehensive Center
Date: 2022-05-12
Type: Reports - Descriptive
Subjects: Data Use,Teacher Recruitment,Teacher Persistence,Elementary Secondary Education,Public Schools,Data Analysis

Most school and district leaders have a wealth of information available to them before, during, and after the hiring process, but they might not analyze it regularly or use it to inform their recruitment and retention plans. However, using data strategically is key to positively impacting teacher recruitment and retention. This brief discusses different types of recruitment and retention data, potential uses of the data, and questions to help guide data analysis. District talent managers and principals can use this brief to inform their own action planning around recruitment and retention. [Alex Moseman and Lauren Dachille contributed to this brief.]
Trends in the Use of Emergency Credentials in Wisconsin Public Schools
Author: Carl, Bradley
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Alternative Teacher Certification,Emergency Programs,Teacher Shortage,Equal Education,Educational Change,Credentials,Faculty Mobility,Educational Trends

This policy brief, produced by the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison as part of the Region 10 Comprehensive Center, is one in a series examining selected topics related to Wisconsin's educator workforce. The goal of this brief is to summarize key trends in the use of emergency credentials within Wisconsin's public schools in recent years, which is a topic of interest for at least two reasons. A first reason is that increased reliance by Wisconsin school districts on emergency credentials as a strategy for filling vacant positions would serve as a meaningful indicator that widely-reported shortages of educators are worsening. A second policy implication associated with emergency credentials is a potential equity issue. To the extent that emergency credentials are being used by some districts and schools more than others, particularly for teaching positions and by districts and schools with higher shares of traditionally marginalized students, state and local policymakers should question whether additional supports and resources may be necessary to ensure that all students have access to highly-qualified educators.
Building Strong Institutional Partnerships to Support Recruitment and Retention Efforts. Brief
Author: Region 8 Comprehensive Center
Date: 2022-06-03
Type: Reports - Descriptive
Subjects: Partnerships in Education,Teacher Recruitment,Teacher Persistence,Cooperation,Minority Group Teachers,College School Cooperation

What do strategic and collaborative partnerships look like? Hora and Millar (2011) defined three types of partnerships, which are defined in this brief: (1) limited; (2) coordinated; and (3) collaborative. Presented in this brief are the following: (1) Partnership scenarios; (2) Leveraging strategic institutional partnerships to diversify the workforce; (3) Questions and resources for reflection and discussion; and (4) Spotlight on Para Pathway to Teacher Program.
A Decade in the Paranoid World of US Education Research, Part 1: The Scoldings
Author: Phelps, Richard P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Deception,Ethics,Information Dissemination,Bias,Educational Testing,Educational Researchers

If it is not possible for one to critique other research and succeed--or even remain securely employed--in a research profession, how is the profession ever to rid itself of flawed, biased, or fraudulent research? Answer: it will not. Any community that disallows accusations of bad behavior condones bad behavior. Any community that disallows evidence of falsehoods condones falsehoods. In-group leaders can promote falsehoods as truth because a volunteer army of enablers protects them, stamping out any dissident embers as they appear. Most of those who recognize the falsehoods say nothing, given the rational fear of retribution and career stunting. Students, families, and US society as a whole pay the price for US education research's falsehoods, doggedly defended by an aggressive minority in-group, while most education researchers pay no price at all. The falsehoods persist because few of those who know they are false summon the courage to speak up. The implicit pact between the aggressive minority and the passive majority sustains an intellectual monoculture. Frustratingly, the mainstream education press tends to accept what the powerful elites present them at face value, as if US education research were just like that in any other subject field, such as physics or business administration. Indeed, some education reporters casually dismiss reports of censorship, thus ignoring (and supporting) the problem. They seem to assume that such widespread and successful information control could not be possible. (See, for example, Russo 2015.) Should society at large feel OK with this arrangement? In part, Scolding #9 concerned the work of arguably the country's most policy-influential scholar in educational testing. I maintain that his primary contribution to the research literature is not just highly misleading, but fraudulent--he makes claims that he must know are false, yet he recommends basing highly consequential public policies on his work. Yet Scolder #9 talked down his work as a &quot;pet theory&quot; that &quot;he may go overboard on.&quot; In other words, not to worry, we can just hide this under the covers inside the profession's tent. Any effect on the public is no concern of ours. Education research is ours to own and manage as we please, and none of the public's business. Yet, the society of education research professionals also wants the public to believe that they can be trusted as arbiters of truth in education policy, even though, for some, truth ranks among the least of their interests. Outing truth requires free inquiry, open debate, vigorous discussion, and conflict, all anathema to those professionals more concerned with their personal career trajectories, the superficial appearance of decorum, or the preservation of appealing myths.
POINT/CounterPOINT: The View from the Trenches of Education Policy Research
Author: Ballou, Dale
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Standardized Tests,Scores,Rewards,Incentives,Longitudinal Studies,Improvement,Achievement Gains,Educational Change,Hypothesis Testing

The Project on Incentives in Teaching (POINT) was a three-year study testing the hypothesis that rewarding teachers for improved student scores on standardized tests would cause scores to rise. Results, as described in Springer et al. (2010b), did not confirm this hypothesis. In this article we provide additional information on the POINT study that may be of particular interest to researchers contemplating their own studies of similar policies. Our discussion focuses on the policy environment in which POINT was launched, considerations that affected the design of POINT, and a variety of lessons learned from the implementation of the experiment. [This paper was published in &quot;Education Finance and Policy&quot; v7 n2 2012 (EJ971072).]