ethanporcaro/eric-fulltext-meta huggingface dataset:
Children Experiencing Homelessness Served by Part C Infant and Toddler Intervention -- State Fiscal Year 2021. Report to the Legislature as required by Minnesota Statutes, Section 125A.125
Author: Minnesota Department of Education
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Homeless People,State Departments of Education,Infants,Toddlers,Information Systems,State Legislation,Federal Legislation,Educational Legislation,Elementary Secondary Education,Referral,Special Education,Child Development,Geographic Regions,Early Intervention,Identification

Minnesota Statutes, section 125A.125, requires the Minnesota Department of Education (MDE) to annually report on the number of children experiencing homelessness served by the Part C Infant and Toddler Intervention system. The current report covers the 2020-21 school year. Data for this report came from the Minnesota Automated Reporting Student System (MARSS) data system.
U.S. Department of Education FY 2022 Annual Performance Report and FY 2024 Annual Performance Plan
Author: Department of Education (ED)
Date: 2023-03-31
Type: Reports - Descriptive
Subjects: Federal Government,Public Agencies,Educational Objectives,Strategic Planning,Educational Finance,Program Evaluation,Performance,Federal Legislation,Institutional Mission,Elementary Secondary Education,Postsecondary Education,Educational Strategies,Performance Based Assessment,Access to Education,Access to Information,Data Use,Privacy,Accountability,Organizational Change,Economically Disadvantaged,Students with Disabilities,Equal Education,Civil Rights,Educational Indicators,Budgets

This document includes the &quot;FY 2022 Annual Performance Report&quot; and &quot;FY 2024 Annual Performance Plan.&quot; The &quot;FY 2022 Annual Performance Report&quot; provides narrative and data on the US Department of Education's progress toward the strategic goals and objectives outlined in its &quot;Fiscal Years 2022-2026 Strategic Plan&quot; (ED625432) and the &quot;FY 2024 Annual Performance Plan&quot; details the Department's planned strategies and activities to achieve those strategic goals objectives.
Maryland State Board &amp; Department of Education Strategic Plan. Phase 1
Author: Maryland State Department of Education
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: State Boards of Education,State Departments of Education,Strategic Planning,Educational Planning,Educational Change,Public Education,Elementary Secondary Education,Higher Education,Evidence Based Practice,Decision Making,Resource Allocation,Human Capital,Diversity,Career Readiness,Educational Objectives

The Maryland State Board of Education and Maryland State Department of Education are developing a multiyear Strategic Plan that will be released in three phases leading up to June 2023. The Strategic Plan will anchor the vision, mission, values, priorities, enablers, goals, and flagship programs, initiatives, and strategies to realize the Blueprint for Maryland's Future promise of an excellent and equitable education for every student. This guidebook articulates the Phase 1 elements of the State Board and Maryland State Department of Education's Strategic Plan: (1) The vision and mission for transforming public education in Maryland; (2) The values that inform the everyday practices and relationships with diverse communities and stakeholders; (3) The priorities that must be achieved to ensure a successful educational experience for every Maryland student, from early childhood to college and careers; and (4) The enablers, or structural conditions, regarding data-driven decision-making, resource allocation, human capital, and support systems that need to be in place for the priorities to be achieved.
Maryland State Board &amp; Department of Education Strategic Plan. Phase 2
Author: Maryland State Department of Education
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: State Boards of Education,State Departments of Education,Strategic Planning,Educational Planning,Educational Change,Public Education,Elementary Secondary Education,Higher Education,Career Readiness,Evidence Based Practice,Decision Making,Resource Allocation,Human Capital,Educational Objectives

The Maryland State Board of Education and Maryland State Department of Education are developing a multiyear Strategic Plan that will be released in three phases leading up to June 2023. The Strategic Plan will anchor the vision, mission, values, priorities, enablers, goals, and flagship programs, initiatives, and strategies to realize the Blueprint for Maryland's Future promise of an excellent and equitable education for every student. This guidebook articulates the Phase 1 &amp; 2 elements of the Maryland State Board and Department of Education's Strategic Plan: (1) The vision and mission for transforming public education in Maryland; (2) The values that inform the everyday practices and relationships with diverse communities and stakeholders; (3) The priorities that must be achieved to ensure a successful educational experience for every Maryland student, from early childhood to college and careers; (4) The enablers, or structural conditions, regarding data-driven decision-making, resource allocation, human capital, and support systems that need to be in place for the priorities to be achieved; (5) The goals that guide our direction in creating long-lasting, positive change in education; and (6) The metrics, or the data sources and data subsets, used to evaluate progress and establish baseline measures. [For the Phase 1 report, see ED627582.]
Internet Usage and Academic Achievement: School Location Differences in 10th Class Students of Kashmir Valley
Author: Mir, Sajad Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Internet,Rural Schools,Urban Schools,Grade 10,Secondary School Students,Academic Achievement,Computer Use,Foreign Countries

The study aimed to study the internet usage gap between rural and urban 10th class students and its influence on their academic achievement. 240 rural-urban 10th class students were selected randomly in which half of the students came from rural secondary schools and half were taken from urban secondary schools. Information blank was used to identify rural &amp; urban internet user secondary school students. Academic achievement had been measured by the academic marks secured by sample subjects in their previous examination conducted by JKBOSE. Mean, percentage and t-test were employed for statistical analysis. The results confirmed that urban 10th class internet user students had high academic achievement grades than rural 10th class internet user students.
Perceived School Climate and Academic Achievement of Secondary School Students in Relation to Their Gender and Type of School
Author: Bhat, M. S.
Date: 2018-03-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Educational Environment,Academic Achievement,Gender Differences,Public Schools,Private Schools,Foreign Countries,Institutional Characteristics

The study was conducted on secondary school students to find out the relationship between school climate and academic achievement of secondary school students studying in government and private schools. A sample of 240 secondary school students (120 Male and 120 Female) was selected randomly from two districts (Pulwama and Kulgam) of Kashmir (J&amp;K). For data collection, self-standardized &quot;School Climate Scale&quot; (&quot;SCS&quot;) was administered to measure the perceived school climate of secondary school students. The yard stick to measure the academic achievement has been taken from students' performance in JKBOSE Examinations. Statistical treatments such as mean, t- test and correlation approach were computed for data analysis. The results of the study highlighted a significant and positive relationship between school climate and academic achievement of secondary school students. Further, the study reflected a significant difference in the perception of school climate with respect to gender and type of school. The results also revealed a significant difference in academic achievement of male-female and government-private secondary school going students.
Meta-Cognitive Skills: An Empirical Study on Undergraduate Students of Kashmir Valley
Author: Rasool, Rabiya
Date: 2020-02-00
Type: Journal Articles
Subjects: Metacognition,Undergraduate Students,Gender Differences,Foreign Countries,Learning Processes,Learning Strategies,Measures (Individuals),Indians,First Generation College Students,Comparative Analysis,Student Characteristics

It is important to enhance meta-cognitive skills that control one's learning process to acquire a desired level of learning. Students with good meta-cognitive skills can concentrate his or her attention on learning unit; make a contrast between essential and irrelevant information; use the strategies that are effective to keep the information and recall it when needed. Even students can change their metacognitive skills as the learning is completed. The present study was undertaken to study the metacognitive skills of undergraduate students of kashmir valley. The sample consisted of 600 undergraduate students that were selected through random sampling technique. Meta-Cognitive Skills Scale developed by Gupta, M. &amp; Suman (2017) was used. Descriptive as well as inferential statistics were used for analyzing the data. The results revealed that there was a significant difference betweeen male and female undergarduate students of kashmir valley. The results further stated that first generation and non-first generation students showed significant difference on certain dimensions of meta-cognitive skills.
Motivated Strategies for Learning and Online Learning Readiness of Students in Maritime Institution in Central Luzon, Philippines
Author: Mobo, Froilan D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Online Courses,Educational Technology,Readiness,COVID-19,Pandemics,Distance Education,Marine Education,Undergraduate Students,Metacognition,Critical Thinking,Organization,Correlation,Foreign Countries,High School Students,Student Motivation,Independent Study,Preferences,Study Habits

The study examined how motivated strategies for learning contribute to the online learning readiness of Maritime students in a Maritime institution in Central Luzon during the Pandemic School Year of 2021-2022. It also determined the differences in the motivated strategies for learning and online readiness of the respondents when grouped according to sociodemographic characteristics. The respondents of the study were 153 purposively-sampled 2nd year to 4th year maritime students enrolled in the BS Marine Engineering and BS Marine Transportation programs. The descriptive-correlational research design was used in the study. The respondents' age ranged from 17 to 20 years old, the typical age of students who are in 2nd, 3rd, and 4th years. Majority of the respondents were males because of the common notion that maritime courses are for males. Most were 4th year students enrolled in Bachelor of Science in Marine Engineering. Motivated strategies of the respondents such as rehearsal, elaboration, organization, critical thinking, and metacognition showed high significant relationship with online learning readiness. This finding tends to suggest that the more the respondents use the different motivated strategies for learning, the more they are ready for online learning.
Strategic Planning Engagement Report. Phase 1
Author: Maryland State Department of Education
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: State Boards of Education,State Departments of Education,Educational Planning,Strategic Planning,Stakeholders,Educational Objectives,Educational Change,Public Education,State Surveys,Educational Quality,Diversity,Educational Strategies,College Readiness,Career Readiness,COVID-19,Pandemics,Well Being,Work Experience Programs,Vocational Education,Access to Education,Early Childhood Education,Partnerships in Education,Secondary Education

The primary aim of engagement in this phase was to gain input from a wide range of stakeholders that represented the diversity of the state. A multi-pronged approach was developed to structure engagement for the strategic planning process to ensure flexible, responsive and iterative communication with stakeholders. A combination of virtual and in-person engagement methods such as surveys, roundtables, listening sessions, community conversations, and events were implemented to ensure engagement of stakeholders across Maryland's diverse landscape. This report is a companion piece to the Strategic Plan guidebooks, and the documents should be read together for an in-depth understanding of the plan's content and how it originated. [For &quot;Maryland State Board &amp; Department of Education Strategic Plan. Phase 1,&quot; see ED627582.]
Brief Report: Analysis of the Relationship between Turn Taking and Joint Attention for Toddlers with Autism
Author: Lee, Kwangwon
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Attention,Caregivers,Toddlers,Interaction,Intervention,Interpersonal Communication,Correlation,Social Development,Child Behavior

The relationship between turn taking (i.e., back-and-forth preverbal communicative exchanges) and joint attention has not been studied in interactions between children with autism and caregivers. In joint attention, a form of preverbal social communication, young children socially share attention with a partner about objects, a competency that is difficult for toddlers with autism. Video data of Interactions between caregivers and 61 toddlers with autism who received joint attention-focused intervention were analyzed to determine associations between turn taking and joint attention. Results indicate a positive relationship between the two forms of social communication. Further study is needed to determine the extent to which turn taking may play a foundational role in supporting joint attention development for toddlers with autism. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1257608).]
Strategic Planning Engagement Report. Phase 2
Author: Maryland State Department of Education
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: State Boards of Education,State Departments of Education,Educational Planning,Strategic Planning,Public Education,Educational Objectives,State Surveys,Stakeholders,Early Childhood Education,Elementary Secondary Education,Diversity (Faculty),Career Choice,Teacher Persistence,Educational Strategies,College Readiness,Career Readiness,COVID-19,Pandemics,Well Being,Work Experience Programs,Vocational Education,Extracurricular Activities,Access to Education,Teacher Competencies,Cultural Awareness,Partnerships in Education,Career Pathways,Career Development

Engagement in Phase 2 focused on refining the Phase 1 foundational elements such as the mission, vision, values, priorities and enablers, as well as identifying emerging goals and metrics. In addition to the engagement methods outlined in first phase, this phase involved discussions centered around data focused on specific regions in Maryland connected to the priorities and enablers outlined in the Strategic Plan. This report is a companion piece to the Strategic Plan guidebooks, and the documents should be read together for an in-depth understanding of the plan's content and how it originated. [For the Phase 1 report, see ED627592. For &quot;Maryland State Board &amp; Department of Education Strategic Plan. Phase 2,&quot; see ED627583.]
From Radio to Artificial Intelligence: Review of Innovative Technology in Literacy and Education for Refugees, Migrants and Internally Displaced Persons. Education 2030
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Technological Advancement,Technology Uses in Education,Literacy Education,Refugees,Migrants,Information Technology,Access to Education,Inclusion,Capacity Building,Culturally Relevant Education,Program Evaluation,Partnerships in Education,Accreditation (Institutions),Evidence Based Practice,Barriers

Globally, the number of refugees, migrants and internally displaced persons (IDPs) has increased significantly over the past 10 years to reach unprecedented highs. Displacement from conflict and natural disasters, further exacerbated by climate change, has heightened the challenge and made it more pressing. Access to inclusive quality education for youth and adults is especially critical in the context of prolonged displacement. Literacy and numeracy are particularly important because they form the core of basic education. Literacy is also a crucial component of self-directed learning and the pursuit of opportunities to acquire skills and qualifications for work and to lead dignified lives. This report reviewed relevant literature and analysed 25 programmes from across the world that have used innovative information and communication technologies (ICTs) in literacy and education for refugees, migrants and IDPs. It identifies a lack of data on the state of literacy for youth and adults globally, and limited literature on the effectiveness of ICTs in supporting literacy and education programmes for refugees, migrants and IDPs. However, the 25 programmes reveal that ICTs play an important role in overcoming barriers to learning for these target groups. The strategies followed by these innovative ICT-supported programmes are elaborated across six thematic areas: (1) access and inclusion, (2) capacity-building of teachers and educators, (3) relevant content and innovative andragogy, (4) monitoring and evaluation, (5) strategic partnerships and (6) recognition, validation and accreditation of learning. Policy-makers, programme providers, international organizations, civil society, and, indeed, anyone with an interest in meeting the obligation to provide inclusive quality education for the most vulnerable, will benefit from the rich analysis and diverse examples included here. Together, they illustrate how technology can be used to support literacy and education programmes for refugees, migrants and internally displaced persons, using an evidence-based, learner-centred approach.
Leveraging Innovative Technology in Literacy and Education Programmes for Refugees, Migrants and Internally Displaced Persons. Education 2030
Author: Zholdoshalieva, Rakhat, Ed.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Technological Advancement,Technology Uses in Education,Literacy Education,Refugees,Migrants,Information Technology,Access to Education,Instructional Materials,Case Studies,Inclusion,Educational Needs,Faculty Development,Higher Education,Digital Literacy,Second Language Learning,Second Language Instruction,English (Second Language),French,Electronic Learning,Skill Development,Job Skills,Foreign Countries

Poor literacy skills can result in exclusion and reduce people's capacity to participate in political, social, cultural and economic life. This is important for migrants, refugees and internally displaced persons (IDPs) who seek to live and work in a dignified, safe and fair environment and to be engaged members of their new communities. The number of refugees, migrants and IDPs has grown considerably over the past 10 years. At the end of 2021, according to United Nations figures, there were approximately 27 million refugees and 53 million IDPs globally, while 2019 figures suggest that there are in the region of 272 million international migrants around the world. More open access to learning opportunities and high-quality learning materials can be created through the effective and meaningful use of information and communication technologies (ICTs), such as radio, television, mobile phones and personal computers, and more advanced technologies such as big data and artificial intelligence. Moreover, ICTs are already being used to improve health and intercultural understanding, language learning, literacy development, communication skills, and digital skills and competences. This compilation of 21 case studies highlights efforts from around the globe to use ICTs in innovative and effective ways to offer literacy and educational opportunities to young and adult refugees, migrants and IDPs. It will be useful to policy-makers, programme providers, international organizations, civil society and, in fact, anybody interested in implementing the commitment to offer inclusive, high-quality education to the most vulnerable.
Awareness and Use of Politeness Strategies for Female EFL Learners at the University of Jeddah
Author: Almoabdi, Rahaf Bandar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Interpersonal Relationship,English (Second Language),Second Language Learning,Communication Skills,Language Usage,Social Values,College Students,Language Proficiency,Cultural Influences

This research investigates females' awareness of politeness and politeness strategies and their use of those strategies in the English department at the University of Jeddah. The researcher used a quantitative method to collect the data. A questionnaire with three sections was designed and distributed to 25 participants at the University of Jeddah. The results of the questionnaire showed that female students have awareness of the importance of politeness and its strategies. It also showed that those students have a higher tendency to use negative politeness strategies compared to the other strategies. The study concludes by suggesting that applying this study in different settings would help to gain a deeper understanding of the use of politeness strategies and would compensate for the body of knowledge.
Teacher Morale among Rural and Urban Secondary School Teachers of Kashmir Valley: A Comparative Study
Author: Abdullah, Mudasir
Date: 2020-09-00
Type: Journal Articles
Subjects: Teacher Morale,Rural Schools,Urban Schools,Secondary School Teachers,Rural Urban Differences,Foreign Countries

The present study was carried out for investigating teacher's morale of rural and urban secondary school teachers. Two research objectives and one null hypothesis guided the present study. 120 secondary school teachers have been selected randomly from ten secondary schools of Kulgam and Srinagar districts (J&amp;K). Jamal &amp; Raheem's Teachers' Morale Scale (2013) is a standardized tool adapted to obtain the required data. Percentage and t-test were used for analyzing the data. The findings of the study reported that urban secondary school teachers have comparatively high teachers' morale than rural secondary school teachers.
Information and Communication Technology Tools (ICT) in Teaching History and Geography in a Catholic School
Author: Mobo, Froilan D.
Date: 2019-06-00
Type: Journal Articles
Subjects: Information Technology,Teaching Methods,History Instruction,Geography Instruction,Catholic Schools,Technology Integration,Foreign Countries,High School Teachers,Teacher Attitudes,High School Students,Student Attitudes

ICT assimilation into teaching and learning among schools will magnify the understanding of subject matters. ICT is a teaching and learning tool, and different approaches to learning define ICT differently. For the Objectivist approach, ICT is a new subject matter, new skills that need to be learned by students. At present, hardly anybody can do without the use of information and communication technologies (ICT). They have undoubtedly penetrated in all spheres of human life. Therefore, the purpose of the present study was to discuss to type and use of ICT Tools in various courses and evaluated the discernment on the usage of ICT Tools in teaching the courses in a Catholic school setting. The researcher used a descriptive cross-sectional design. It was conducted in a Catholic school The research instruments used to collect data included questionnaires for teachers and students were purely quantitative data and were processed using descriptive statistics. The Use of ICT tools in the teaching of History or Geography helps the teacher a lot in preparing and delivering the lesson to their students. However, the effective integration of ICT may be affected by several other concerns or factors.