ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Emergency Remote Teaching: A Case Study in a Private School
Author: Yildirim, Kevser
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Distance Education,Electronic Learning,Elementary Secondary Education,COVID-19,Pandemics,Information Technology,Faculty Development,Educational Quality,Barriers,Educational Technology

The aim of this study, which was designed as an internal case study, is to examine the remote teaching period carried out in a private school because of the COVID-19 pandemic. Data were collected by using a survey which consisted of open and close-ended questions. Data gathered from 176 teachers were analyzed by using quantitative analyses, percentage and frequency, and qualitative analysis, content analysis. According to the quantitative findings, it is seen that teachers generally experienced technological equipment inadequacy problem. IT support solutions and IT staff are found to be adequate and activities conducted for professional development are thought to contribute to the quality of education. According to the frequency density in the qualitative findings, teachers prominently emphasized problems they experienced regarding device, infrastructure, connection, applications, technical issues and students. While mentioning about ways to overcome difficulties, main emphasis is found to be on computer problems and solving problems about technical issues. The expectations of teachers from the R&amp;D (Research and Development) Unit and school administration also focus on the arrangement of technological investments and regulations. It is thought that the results of the study reflecting the experiences of the emergency remote teaching period can be used to prepare for a possible new emergency and/or to increase the quality of distance education at K12 level.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Oregon. Narrative Report
Author: Montoya, Elena
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Teacher Education Programs,Experiential Learning,Program Content,College Faculty,Educational Resources,Child Development,Learning,Teacher Educators,Course Content,Age Groups,Student Characteristics,Practicums,Employment Level,Teacher Characteristics,Teacher Background,Expertise,Teaching Experience,Teacher Attitudes,Faculty Development,Teacher Qualifications,Student Needs,Academic Support Services,Student Personnel Services,Articulation (Education),Barriers,Family Involvement,Mathematics Instruction,Bilingual Students,Required Courses,Departments,Early Childhood Teachers,Academic Degrees

This report describes the early childhood degree programs offered in Oregon, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as the extent to which Oregon ECE higher education programs are incorporating early math, family engagement, and working with dual language learners. This report is part of our Early Childhood Higher Education Inventory. The &quot;Early Childhood Higher Education Inventory,&quot; administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state's early childhood degree program offerings, at the associate, bachelor's, master's, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time. [For the Highlights, see ED614283. For the technical report, see ED614280.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Oregon. Technical Report
Author: Montoya, Elena
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Teacher Education Programs,Experiential Learning,Program Content,College Faculty,Educational Resources,Child Development,Learning,Teacher Educators,Course Content,Age Groups,Student Characteristics,Practicums,Employment Level,Teacher Characteristics,Teacher Background,Expertise,Teaching Experience,Teacher Attitudes,Faculty Development,Teacher Qualifications,Student Needs,Academic Support Services,Student Personnel Services,Articulation (Education),Barriers,Family Involvement,Mathematics Instruction,Bilingual Students,Academic Degrees,Required Courses,Departments,Enrollment,Early Childhood Teachers

Oregon is home to more than 275,000 children under the age of six; about 166,498 of these children potentially need child care. Like many states in recent years, Oregon has committed public and private resources toward multiple efforts to improve early care and education services, including early education degree and certification programs, in order to improve the preparation of their graduates to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are critical to meeting the evolving and increasing demands identified to improve developmental and learning outcomes for the state's young child population. This technical report presents findings from the &quot;Oregon Early Childhood Higher Education Inventory&quot; and the extent to which early care and education (ECE) higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [For the narrative report, see ED614276. For the Highlights, see ED614283.]
Investigating Mathematics Teacher Candidates&apos; Opinions about Using Information &amp; Communication Technologies
Author: Arslan, Selahattin
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Education,Student Attitudes,Positive Attitudes,Technology Integration,Information Technology,Gender Differences,Elementary Education,Secondary Education,Access to Computers,Internet,Correlation,Ownership,Foreign Countries

As it has changed all fields in our lives, technological advancements have also improved education in such a large extent that integrating technology into education is inevitable. For this reason, teachers and teacher candidates are supposed to get acquainted with technology related information and skills. This study was conducted to determine the pre-service mathematics teachers' opinions about information and communication technologies. A questionnaire was applied to 104 mathematics teacher candidates from a university in the Black Sea Region as the data collecting tool. The data was analyzed with statistical software (SPSS 13.0) in terms of average mean, standard deviation and t-tests. Current findings show that mathematics teacher candidates have positive attitude towards applying ICT in classroom settings. Results show no significant difference between the attitudes and owning a computer, using the internet and the department being studied; however there is a significant correlation between attitudes and gender; favoring males.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Oregon. Highlights
Author: Montoya, Elena
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Teacher Education Programs,Experiential Learning,Program Content,College Faculty,Educational Resources,Child Development,Learning,Teacher Educators,Course Content,Age Groups,Student Characteristics,Practicums,Employment Level,Teacher Characteristics,Teacher Background,Expertise,Teaching Experience,Teacher Attitudes,Faculty Development,Teacher Qualifications,Student Needs,Academic Support Services,Student Personnel Services,Articulation (Education),Barriers,Family Involvement,Mathematics Instruction,Bilingual Students,Required Courses,Departments,Early Childhood Teachers,Academic Degrees

Oregon is home to more than 275,000 children under the age of six; about 166,500 of these children potentially need child care. Like many states in recent years, Oregon has committed public and private resources toward multiple efforts to improve early care and education services, including early education degree and certification programs, in order to improve the preparation of their graduates to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are critical to meeting the evolving and increasing demands identified to improve developmental and learning outcomes for the state's young child population. This document highlights findings from the &quot;Oregon Early Childhood Higher Education Inventory&quot; and the extent to which early care and education (ECE) higher education programs offer course content and learning experiences that are associated with effective teacher preparation. The full narrative report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Oregon,&quot; and the accompanying technical report present the full findings. [For the narrative report, see ED614276. For the technical report, see ED614280.]
Unmasking Inequality: STEM Course Experience during the COVID-19 Pandemic
Author: Means, Barbara
Date: 2020-08-00
Type: Reports - Research
Subjects: STEM Education,Educational Experience,Undergraduate Students,COVID-19,Pandemics,Internet,Access to Education,Student Attitudes,Educational Change,Online Courses,Learning Motivation,Barriers,Help Seeking,Information Needs,Family Environment,Gender Differences,Minority Group Students,Race,Ethnicity,Distance Education,Comparative Analysis,Teaching Methods,Student Surveys,Equal Education

This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students' ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Arkansas
Author: Edwards, Bethany
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Early Childhood Teachers,Educational Policy,Academic Degrees,Student Educational Objectives,Program Descriptions,Field Experience Programs,Teacher Educators,Expertise,Course Content,Teacher Characteristics,Faculty Development,Family Involvement,Elementary School Mathematics,Bilingual Students,Bilingual Education,Articulation (Education)

This report describes the early childhood degree programs offered in Arkansas, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as the extent to which Arkansas ECE [early care and education] higher education programs are incorporating early math, family engagement, and working with dual language learners. This report is part of our Early Childhood Higher Education Inventory. The &quot;Early Childhood Higher Education Inventory,&quot; administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state's early childhood degree program offerings, at the associate, bachelor's, master's, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time. [For the Highlights, see ED614286.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Arkansas. Highlights
Author: Edwards, Bethany
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Early Childhood Teachers,Program Descriptions,Course Content,Teacher Characteristics,Field Experience Programs,Faculty Development,Articulation (Education),Family Involvement,Elementary School Mathematics,Bilingual Students,Bilingual Education

The importance of early care and education (ECE) to children's lifelong learning and to the nation's economic well-being is recognized up to the highest levels of government and in businesses, schools, and living rooms across the country. Stakeholders and advocates in Arkansas remain committed to advancing strategies that improve ECE services, including workforce preparation and development in order to ensure that early educators have what they need to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. This document highlights findings from the &quot;Arkansas Early Childhood Higher Education Inventory&quot; and the extent to which ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. The full report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Arkansas&quot; presents the full findings. [For the full report, see ED614285.]
Action Guide: Targeting Resources from the American Rescue Plan to Address the Needs of English Learners
Author: UnidosUS
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: English Language Learners,Federal Legislation,COVID-19,Pandemics,Elementary Secondary Education,Family School Relationship,Acceleration (Education),Pupil Personnel Services,Educational Finance,Financial Support,School Districts

For more than 15 months, students, families, and educators across the country have been adjusting to new ways of teaching and learning while navigating a deadly virus, an economic downturn, and social distancing. But the most challenging effects of these crises were borne by communities that were already underserved and under resourced, including immigrant communities, migrant farm worker communities, refugees, and linguistically diverse families. Through the American Rescue Plan (ARP) Act, Congress has provided almost $130 billion in funding to support K-12 education. ARP specifically requires states and districts to set aside at least 5% and 20% of the funding they receive, respectively, to address interrupted learning for students most affected by COVID-19, including English learners and migrant students, and provides some specific funding to support the needs of students experiencing homelessness and students with disabilities. This guide includes key actions districts can take to: (1) meaningfully engage linguistically diverse families and communities; (2) accelerate student learning with targeted supports for English learners; (3) provide students with social, emotional, physical health, and mental health supports; and (4) build infrastructure to support English learners in the long term. [This report was co-produced by Next100.]
The Growing Diversity in Today&apos;s Classroom. 1 in a Series. Making Learning Personal for All
Author: Digital Promise Global
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Student Diversity,Elementary Secondary Education,Educational Research,Technology Uses in Education

Personalized learning--learning that is connected to each individual's development, background, interests, and experiences--provides an approach that broadly and equitably supports educators' efforts to empower learners as individuals. Personalized learning offers a path to effectively support the growing diversity of the population of students by understanding how individual learners learn best and actively engage, motivate, and inspire them with the right resources at the right time, in the right medium, and at the right pace. Current models that drive personalization remain overly simplistic and are rarely based on research. These over-simplified models risk driving personalization in a way that leaves diverse learners behind. This paper highlights the need for researchers, the education community, and technology developers to implement new models that take personalized learning to the next level.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Washington. Narrative Report
Author: Copeman Petig, Abby
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Program Descriptions,Course Content,Articulation (Education),Field Experience Programs,Teacher Characteristics,Alignment (Education),Expertise,Family Involvement,Academic Degrees,Elementary School Mathematics,Bilingual Students,Bilingual Education

This report describes the early childhood degree programs offered in Washington, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as the extent to which Washington ECE [early care and education] higher education programs are incorporating early math, family engagement, and working with dual language learners. This report is part of our Early Childhood Higher Education Inventory. &quot;The Early Childhood Higher Education Inventory,&quot; administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state's early childhood degree program offerings, at the associate, bachelor's, master's, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time. [For the highlights, see ED614307. For the technical report, see ED614300.]
Designing an Intervention in Reading and Self-Regulation for Students with Significant Reading Difficulties, Including Dyslexia
Author: Denton, Carolyn A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Intervention,Program Development,Reading Skills,Self Management,Reading Difficulties,Dyslexia,Grade 2,Grade 3,Grade 4,Elementary School Students,Elementary School Teachers,Teaching Methods,Program Effectiveness,Reading Strategies,Program Implementation,At Risk Students,Students with Disabilities,Limited English Speaking,Reading Fluency,Word Study Skills,Decoding (Reading),Reading Comprehension

The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4. Student outcomes were compared using a quasi-experimental design; some teachers provided the research intervention (Idea Detectives [ID] group), whereas others provided the reading interventions typically offered in their schools (business-as-usual [BAU] group). Nearly 90% of BAU students received alternate evidence-based interventions. Results showed that student outcomes did not differ between the ID and BAU groups. Observational data indicated that revisions were needed to improve the intervention's feasibility, and qualitative teacher data identified barriers to consistent implementation, as well as strengths and shortcomings of the intervention. Teacher data suggested strong support for the inclusion of self-regulation instruction with reading intervention. This study illustrates the importance of teacher-researcher collaborations for the development of instructional interventions. [This is the online version of an article published in &quot;Learning Disability Quarterly.&quot; For the final published version of this article, see?EJ1304722.]