ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. Department of Education Fiscal Years 2022-2026 Strategic Plan
Author: Department of Education (ED)
Date: 2022-07-08
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Planning,Federal Government,Public Agencies,COVID-19,Pandemics,Equal Education,Access to Education,Student Needs,Social Emotional Learning,Inclusion,Institutional Mission,Minority Group Students,Program Evaluation,Educational Practices,Civil Rights Legislation,Federal Legislation,Educational Legislation,Gender Discrimination,Sex Fairness,Social Discrimination,Diversity (Faculty),Teacher Qualifications,Poverty,Rural Schools,Faculty Development,Multi Tiered Systems of Support,Safety,Bilingual Students,English Language Learners,Postsecondary Education,Elementary Secondary Education,Educational Quality,Federal Aid,Student Financial Aid,Credentials,Information Technology,Labor Force Development,Information Management

The components within this Strategic Plan reflect the Administration's and Department's priorities for the direction of the Department and the future of education in the nation. The priorities, such as improving educational equity and meeting the needs of students, are highlighted and woven throughout this Strategic Plan and require cross-organizational collaboration to achieve successful outcomes. This Strategic Plan also reflects the commitment to and support of the Administration's priorities by placing an emphasis on equity in education opportunities and outcomes for students, especially addressing the needs of those who have been underserved, as well as placing an emphasis on the COVID-19 pandemic response and recovery. Disparities across communities have been exacerbated by the COVID-19 pandemic, and the Department will support programs that aim to provide equitable opportunities for all students that can contribute to enhanced outcomes and improve the lives of students. The Strategic Plan establishes five Strategic Goals: (1) Promote equity in student access to educational resources, opportunities, and inclusive environments; (2) Support a diverse and talented educator workforce and professional growth to strengthen student learning; (3) Meet students' social, emotional, and academic needs; (4) Increase postsecondary value by focusing on equity-conscious strategies to address access to high-quality institutions, affordability, completion, post-enrollment success, and support for inclusive institutions; and (5) Enhance the Department's internal capacity to optimize the delivery of its mission.
Delivery of VET: Emerging Trends in Response to the COVID-19 Pandemic
Author: Hume, Sheila
Date: 2022-00-00
Type: Reports - Research
Subjects: Online Courses,Blended Learning,Vocational Education,COVID-19,Pandemics,Professional Training,Training Methods,Foreign Countries,Financial Support,Distance Education,Rural Population

This interactive publication contributes to the growing body of work investigating online and blended training delivery in vocational education and training (VET). It presents the delivery mode of subject-level enrolments in VET for 2019 (pre-pandemic), 2020 and 2021. The aim is to examine whether, and how, training delivery has changed during the pandemic. In addition to overall subject-level enrolment figures, the publication presents delivery mode by jurisdiction, funding source, training provider type, Australian Qualifications Framework (AQF) level and student remoteness. Previous National Centre for Vocational Education Research (NCVER) research explored the increased use of online training delivery during 2020 in response to the COVID-19 pandemic, and highlighted key findings from a survey of registered training organisations (RTOs). This survey indicated that more than 61% of RTOs would be more likely to deliver training via blended delivery modes in the future. The data relating to subjects delivered using blended delivery (that is, online in combination with another delivery mode) examined in this publication largely reflect the proposed training delivery approaches of these RTOs. The intended, and actual, increase in the use of online and blended delivery highlights the importance of future research in informing the use of these delivery modes.
Findings and Lessons from a Synthesis of MDRC&apos;s Postsecondary Education Research
Author: Scrivener, Susan
Date: 2022-12-00
Type: Information Analyses
Subjects: Postsecondary Education,Community Colleges,Graduation Rate,Academic Persistence,Intervention,Outcomes of Education,Part Time Students,Rural Schools,Small Colleges,Racism,Social Justice,Equal Education,Tutoring,Academic Advising,Financial Support,Community College Students

Community colleges provide postsecondary education to millions of students in the United States each year, but their graduation rates are low. Many community colleges have implemented interventions to help students persist in college and earn degrees. MDRC has studied many such interventions; several of them improved students' academic outcomes, but the effects varied. This report synthesizes results from MDRC's studies. The data include findings from 30 studies of 39 interventions at 45 colleges. The interventions included different components designed to help students succeed: enhanced advising; enhanced tutoring; financial support; instructional reform; learning communities (which enroll small groups of students together in two or more courses); promoting full-time enrollment in fall and spring, summer enrollment, or both; and success courses (designed to help new students navigate college and build relevant skills). MDRC conducted a quantitative synthesis of the studies' results to examine the relationship between various intervention features and effects on selected student outcomes. This report draws from the quantitative synthesis and also from detailed information on how the interventions were implemented. The research also points to some areas for further exploration. Those areas include how to support part-time community college students effectively, the implementation and effects of programs targeting students in rural areas and in small colleges, and the potential role of community college interventions in reducing racial inequality in students' academic outcomes.
COVID-19 and Implementation of Online Learning in Ghana: Perspectives of Undergraduate Students in Higher Education Institutions
Author: Tsevi, Linda
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Higher Education,Foreign Countries,Teaching Models,Learner Engagement,Technology Uses in Education,Undergraduate Students,Student Attitudes,Curriculum Development,Distance Education,Electronic Learning,Barriers,Digital Literacy

The COVID-19 pandemic has impacted teaching and learning in higher education institutions globally and Ghana is no exception. Educational institutions have had to adapt to new models of teaching as well as engagement of students through the use of technology with a purpose of enabling continuity in academic work. Using the connectivism learning model and a purposive sample of eighteen undergraduate students from six public and private higher education institutions, this paper explored their perspectives about institutional adaptation of online learning during the COVID-19 pandemic. Data collection procedures included in-person or phone semi-structured interviews. The findings of the study indicate that though the majority of higher education institutions did not have adequate structures to smoothly transition teaching and learning online during the COVID-19 pandemic, they were able to adapt and make do with available technology that suited a majority of students for teaching and learning to continue. Participants revealed challenges encountered during online teaching and learning to include inadequate network bandwidth that was further impacted by one's location, data insufficiency, and inconsistent online scheduling by faculty members which affected student availability. It was also noted that there were variations in the ways higher education institutions implemented online learning to aid student academic engagement, teaching and learning during the COVID-19 pandemic. Ultimately, there is therefore a call for the promulgation of a policy to standardize the delivery of online learning in higher education institutions in Ghana. [For the full proceedings, see ED625421.]
Never Going Back: An Analysis of Parent Sentiment in Education
Author: Veney, Debbie
Date: 2022-08-00
Type: Reports - Research
Subjects: Parents,Parent Attitudes,Voting,Political Attitudes,School Choice,Charter Schools,School Safety,Educational Benefits,Pandemics,COVID-19

In a new report, &quot;Never Going Back: An Analysis of Parent Sentiment on Education,&quot; the National Alliance for Public Charter Schools examines results from a survey of more than 5,000 parents conducted by The Harris Poll in May 2022. Survey results provide deep insights into how parents feel about education, whether and why they've made any changes in how their school-aged children are educated, how their views have changed over the past two years, and the likelihood of their voting decisions being influenced by views on education. Major takeaways from the report: (1) Parents value choice--93% agree one size doesn't fit all in education. More than one in four parents are school-type switchers and 86% of all parents we surveyed want options for their children other than the district school they are zoned for or assigned to attend; (2) Charter schools are a popular choice among parents who switched the type of school their children attend; (3) Safety is a number one priority; (4) Parents who switched school types are happy with the choices they made. Eighty-nine percent of parents whose children made a switch report that they or their child experienced a positive change as a result; (5) More than four in five parents (83%) agree that education has become a more important political issue to them than it was in the past, and 82% are willing to vote outside their party on the issue of education; and (6) Support for charter schools is high. Three in four parents want more public charter school offerings in their area. The National Alliance commissioned this poll as a follow-up to the 2021 report, &quot;Voting with Their Feet: A State-level Analysis of Public Charter School and District Public School Enrollment Trends&quot; [see ED616048], which found that at least 1.4 million students left their district public schools during the first full year of the pandemic. &quot;Never Going Back&quot; answers questions about the movement and motivations of parents who switched schools during and prior to the pandemic. [This report was written with support from Jennifer Diaz and Drew Jacobs. The Harris Poll was commissioned to conduct this survey.]
Understanding Literacy in Duval County. Brief 1 of a Series
Author: Jacksonville Public Education Fund (JPEF)
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Emergent Literacy,Counties,Public Schools,Grade 3,Literacy Education,Parent Attitudes,Educational Change,Culturally Relevant Education,Barriers,Parent Participation,Population Trends,Reading Programs

In 2021, the Jacksonville Public Education Fund convened with Kids Hope Alliance, Duval County Public Schools, READ USA, WJCT, Jacksonville Public Library, and others along with Lectio Consulting to plan out the initial stages of the &quot;READJAX&quot; Campaign, with the goal of improving 3rd grade literacy in Duval County. This brief summarizes available background literature, literacy data, and community data that has informed this campaign. We will continue to track the progress and impact of the campaign. This brief, which is made possible by financial support from The Community Foundation for Northeast Florida, describes how Duval parents, across all demographic categories (such as race, zipcode, and education), share similar beliefs about the importance of early literacy to later success but some are likely facing complicated barriers to being as involved as they want to be. In combination with Duval County student population trends over the past three years becoming increasingly diverse and in economic need, all the data included suggest collective efforts are needed to improve literacy rates across Duval County through systemic change and culturally responsive engagement of students, teachers, and families.
Students Bullied over Mask-Wearing: What Schools Need to Know to Prevent and Address the Problem. Brief
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Hygiene,Bullying,Prevention,Intervention,School Safety,Students with Disabilities,Student Behavior,Educational Environment

After months or years of remote and hybrid learning due to the COVID-19 pandemic, students are benefiting from increased socialization, improved access to services, and a return to their regular routines. For some students, being back in school may mean returning to an environment in which they were bullied. This brief provides an overview of the problem of bullying over mask-wearing, as well as strategies for schools to prevent and intervene in bullying. It explores what educators and administrators might expect as students return to school after their lives were upended by the pandemic, and how to make sure all students return to safe, stable learning environments.
Unpacking and Understanding Part B SPP/APR Indicator 3D
Author: Nagle, Kate
Date: 2022-10-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,State Programs,Individualized Education Programs,Data Interpretation,Data Collection,Special Education,Educational Indicators,Computation

The purpose of this resource is to unpack Part B State Performance Plan/Annual Performance Report (SPP/APR) Indicator 3D to better understand how to use it to improve outcomes for children with individualized education programs (IEPs). Indicator 3D is a new subcomponent of Indicator 3 in the Office of Special Education Programs' (OSEP) FFY 2020-2025 SPP/APR measurement table. This resource guides the reader through an overview of Indicator 3D, including how to calculate it and information on the setting/resetting of its baselines and targets. This resource also offers details about Indicator 3D such as where the data come from, how the APR Tool performs the Indicator 3D proficiency gap calculation, and considerations when analyzing, reporting, and using Indicator 3D data. As an aid to deepen learning, this resource includes examples with fictitious data. This resource will be useful to personnel in a state education agency (SEA) who are responsible for the collection, validation, reporting, analysis, or use of assessment data, including, but not limited to, the SEA director, SPP/APR coordinator, Part B data manager, EDFacts coordinator, and assessment program staff. This guide may also be helpful to those state staff charged with sharing information about Indicator 3D with internal and external stakeholders, including, but not limited to, colleagues at the SEA, parents and families of children with disabilities, members of the State Special Education Advisory Panel, local education agency (LEA) teachers and administrators, and external partners.
Adaptive Resilience and Creativity: Learning Cities Mobilizing COVID Responses, Expanding Networks
Author: Raymer, Annalisa L.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Resilience (Psychology),Creativity,Networks,School Closing,Cooperation,Global Approach,Foreign Countries,Access to Education,Inclusion,Elementary Secondary Education,Postsecondary Education,Lifelong Learning,Sustainable Development,International Cooperation,Information Dissemination

Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in &quot;process work&quot; left little retrievable trace, now artifacts accumulate apace in electronic clouds. What might a little excavation through material collected since the onset of COVID-19 reveal about ways localities and learning city networks mobilized to address the pandemic? For those on the resourced side of the digital divide, openly available content grants access to a gallery of community responses, transnational strategies, and future forecasting. [For the full proceedings, see ED625421.]
Digital Media Educational Processes of Health and Nursing Professionals. Current Developments in Germany
Author: Seltrecht, Astrid
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Nursing,Nursing Education,Information Technology,Artificial Intelligence,Media Adaptation,Technology Integration,Patients,Content Analysis,Continuing Education,Curriculum Development,Laws

In the age of the industrial revolution 4.0 the question arises as to how far digitization, which is taking place in all areas of life and work, can help meet the challenges of caring for patients or relieve the burden on nursing staff. In the health sector, including professional care, digitization is taking place at a rapid pace. In hospitals, digitization means demand-oriented support by means of information technology or artificial intelligence. Nursing staff in Germany, but also in other countries, are required in occupational everyday life to repeatedly engage in the implementation of new digital technologies and to use these appropriately. So, what is needed is digital competence which leads to responsible and independent handling of digital technologies. Due to the rapid digital progress, this digital competence must enable every working person to react to technical innovations in everyday working life. This requirement of a formal education in view of these digital competences leads to the question, to what extent the curriculums in the training and continuing education of nursing staff are already geared toward digital literacy training. The following article describes the results of a document analysis. The documents are a variety of legal and curricular regulations from the area of training and continuing education in the care sector. [For the full proceedings, see ED625421.]
Educational Plan and Fiscal Plan: Elementary and Secondary School Emergency Relief Fund (ESSER)
Author: Hawaii State Department of Education
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Educational Planning,Statewide Planning,Educational Finance,Emergency Programs,Elementary Secondary Education,Federal Aid,Grants,Pandemics,COVID-19,Program Implementation,In Person Learning,Expenditures,Health,Safety,Well Being,Multi Tiered Systems of Support,Social Emotional Learning,Acceleration (Education),Capacity Building

The American Rescue Plan (ARP) Act Elementary and Secondary School Emergency Relief Fund (ESSER III) provides federal relief funds to states and school districts to help safely reopen and sustain the safe operation of schools and to address the impact the Coronavirus Disease 2019 (COVID-19) has had on students. The Department's Educational Plan and Fiscal Plan outline the strategies and use of federal relief funds under ESSER. These two plans are part of a three-part framework that also includes detailed expenditure reporting. The purpose of the three-part framework is to provide statewide direction and guidance for the implementation and use of the federal relief funds while allowing the state and complex areas to leverage funds to the greatest extent possible. Its overall design has been influenced by multiple stakeholders, including School Community Councils, community organizations, student advocacy groups, and students and their families. To ensure student needs are met, the Department will focus on re-engaging students in in-person learning to determine the extent of learning loss; identify social, emotional, and mental health concerns; and address absenteeism. For this important work to be sustainable, the Department will prioritize staff well-being and focus on supporting and caring for employees. The Department will ensure expenditures are appropriate and aligned to the intent of ESSER by supporting and sustaining the reopening and safe operations of schools while meeting students' academic, social, emotional, and mental health needs resulting from the COVID-19 pandemic. The Department will equitably distribute and utilize these funds to collectively emerge as a stronger, healthier, and more committed learning community.
Emotional Abuse and Nontraditional Female Adult Learners: Moving the Needle Forward--A Systematic Review
Author: Truett, Nancy Teresi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Females,Nontraditional Students,Adult Students,Antisocial Behavior,College Students,Coping,Violence,Trauma

This systematic review of the literature on emotional abuse and women's experiences in higher education explored current and foundational literature to gain a better understanding of how nontraditional female adult learners who previously experienced emotional abuse manage their journeys in higher education. No literature was found specifically focused on emotional abuse and how the nontraditional female adult learner who previously experienced emotional abuse manages her journey in higher education. Much literature exists from a multidisciplinary and historical perspective using various language to define different social contexts and forms of abuse. Understanding how emotional abuse is situated in the larger abuse literature was central to this study. An exhaustive systematic review with selected citations was conducted finding a gap specific to emotional abuse and women's experiences in higher education. Challenges exist today for any student in higher education, yet further qualitative research is needed to better understand the narratives of the nontraditional female adult learner who previously experienced emotional abuse. Dominant culture ideology informs both the concept of abuse and our understanding of the nontraditional female student in higher education. [For the full proceedings, see ED625421.]
A Novel Taxonomy to Assess Engineering Students: The Face-It Project
Author: Liotino, Marica
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Taxonomy,Student Evaluation,Engineering Education,Student Projects,Active Learning,Higher Education,College Students,Tests,Testing,Difficulty Level,Test Items,Mastery Learning,Indexing

Formally describing and assessing the difficulty of learning and teaching material is important for quality assurance in university teaching, for aligning teaching and learning activities, and for easing communications among stakeholders such as teachers and students. This paper proposes a novel taxonomy to describe and quantify the difficulty levels of exam questions and exercises encountered in engineering-related contexts. This paper also describes the development and piloting processes of the new taxonomy. The proposed taxonomy consists of two dimensions which describe the difficulty in understanding/explaining and using/applying a content unit. The piloting phase included ten purposefully selected experts in the field of control engineering, external to the project, who tested the performance, utility, ease of use, and clarity of the new taxonomy. The results indicate that the users were able to provide consistent and coherent assessments of the difficulty levels of 15 selected exam questions. The paper further discusses suggestions for improvement voiced by the participants to promote an even more consistent and coherent assessment of engineering students' mastery of the subject. [For the full proceedings, see ED625421.]