ethanporcaro/eric-fulltext-meta huggingface dataset:
How Should College Physical Education (CPE) Conduct Collaborative Governance? A Survey Based on Chinese Colleges
Author: Jianyi, Ding
Date: 2023-00-00
Type: Journal Articles
Subjects: College Athletics,Physical Education,Governance,Cooperation,Delphi Technique

Background and Aim: College physical education (CPE) is a Key Stage in the transition from school physical education to national sports. Collaborative governance is an effective new type of social participation, but there is not much research on CPE collaborative governance. The purpose of this study is to describe the interrelationship of multiple subjects in the College Physical Education (CPE) collaborative governance and explore the specific influencing factors that affect the effect of CPE collaborative governance. Materials and Methods: This study uses the Delphi method. A total of 18 experts conducted two rounds of expert consultation questionnaires with the Delphi method and completed the CPE Collaborative Governance Scale. The scale includes four dimensions: Government-led multi-sectoral coordination, CPE internal governance, and external synergy, System design of CPE collaborative governance, and Mechanism construction of CPE collaborative governance. Three criteria for the inclusion of experts have been established, including educational background, professional title, and management experience, ensuring the authority of experts. Results: The theoretical model of CPE collaborative governance constructed shows the interrelationships among multiple subjects of CPE. The four dimensions of collaborative governance in college physical education are government-led multi-sector collaboration, internal governance and external collaboration of CPE, the institutional design of CPE collaborative governance, and the mechanism construction of CPE collaborative governance. The results show that after the expert consultation and verification of the Delphi method, the 4 Indicator Dimensions and 28 Specific Items in the revised CPE collaborative governance Indicator System have significance and reference value for CPE collaborative governance. Conclusion: The relationship between multiple subjects of CPE collaborative governance revealed in this study, as well as the quantified and validated indicators of collaborative governance effectiveness, have certain reference values for CPE to carry out collaborative governance work. CPE managers can use the results of this study to carry out CPE collaborative governance work based on the current situation.
Tracking Progress on Foundational Learning: Findings from the RAPID 2023 Analysis
Author: Alejo, Anna
Date: 2023-08-00
Type: Reports - Research
Subjects: Progress Monitoring,Elementary Education,Literacy,Numeracy,Social Emotional Learning,COVID-19,Pandemics,Developing Nations,Foreign Countries,Attendance,Evaluation Methods,Instructional Effectiveness,Mental Health,Well Being

Transforming education starts with ensuring all children attain foundational learning--literacy, numeracy and socio-emotional skills which provide the building blocks for all other learning. To this end, a global coalition has been established, inviting governments and stakeholders to endorse the Commitment to Action on Foundational Learning as a first step to accelerate the agenda on foundational learning. Organized around the RAPID Framework, this report presents insights on the progress countries have made towards securing foundational learning, using data based on survey responses from 94 low- and middle-income countries and UNICEF's yearly monitoring exercise with its programme country offices. Complementing the Foundational Learning Action Tracker, an initiative by UNICEF and the Hempel Foundation, this report presents findings on the extent to which RAPID policy actions are being implemented and enabling systems are in place to support them, towards the goal of achieving foundational learning for all. [The Hempel Foundation provided support for this initiative.]
2023-24 Tuition and Fees at Virginia State-Supported Colleges and Universities
Author: Zheng, Yan
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Undergraduate Students,In State Students,Tuition,Fees,State Aid,Paying for College,Out of State Students,Financial Support,Graduate Students,Institutional Characteristics,Colleges,Community Colleges,Geographic Location,Income,Costs,Grants,Student Financial Aid

Each year, the State Council of Higher Education for Virginia (SCHEV) provides a tuition and fees report based on charges approved by boards of visitors at Virginia public institutions. The report includes a list of tuition and fee charges to in-state and out-of-state students and for undergraduate and graduate programs. It also provides trends over time and comparisons to other states and highlights affordable options students can choose to reduce costs. This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) tuition and fees for the 2023-24 academic year; (2) state funding and tuition and fee trends; (3) tuition and fee comparisons to other states; and (4) pathways to increase affordability beyond tuition and fees. The appendices compare changes in tuition and fees for in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional, and out-of-state first professional students. [For &quot;2022-23 Tuition and Fees at Virginia State-Supported Colleges and Universities,&quot; see ED624424.]
2023 State EdTech Trends Report
Author: Reyes, Erifer Fernandez
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Trend Analysis,Technology Uses in Education,Information Security,Educational Finance,State Policy,Educational Legislation,Artificial Intelligence,Guidance,Elementary Secondary Education

This report captures state leaders' perspectives on various issues relating to education technology at this unique moment in time. To be more precise, the report provides an analysis of the feedback collected from state leaders through surveys administered in April and May 2023. It seeks to catalog the ways in which state education agencies are adjusting to a world in which technology is ubiquitous and unavoidable and where new and emerging innovations create never-before-seen opportunities for learning and risks. This year's survey asked state leaders about generative artificial intelligence (AI) to better understand how school systems and policymakers were responding to the launch of ChatGPT last fall. This year's report--through data from the survey and through the spotlights of state work--demonstrates how state education agencies are reinventing themselves to address today's challenges. The report presents four key findings: (1) Cybersecurity is now the top need but is still not receiving enough funding or support; (2) States are seeing an increased demand for guidance relating to AI--but most states do not have efforts currently underway around AI; (3) States are addressing areas of need, which bodes well for this year's biggest unmet need: home access connectivity; and (4) While states believe progress is being made on the effective use of edtech tools, leaders still view this as an area of ongoing need. [Preface written by Kirsten Baesler. For the 2022 report, see ED624429.]
Charter School Funding: Little Progress towards Equity in the City
Author: Johnson, Alison Heape
Date: 2023-08-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,Financial Support,Expenditure per Student,Public Schools,Urban Schools,Student Characteristics,Traditional Schools,Income,Educational Equity (Finance),State Aid,Federal Aid,Private Financial Support

This study examines charter school funding equity in 18 cities using 2019-20 data, the most recent available. The study uses official school district and state budget documents to capture every dollar flowing to schools, including in-kind services. The study answers the following questions: (1) What is the difference in per-pupil revenue between traditional public schools (TPS) and charter schools in major US cities in the 2019-20 school year? (2) Do differences in student demographics explain any funding differences between TPS and charter schools? (3) Does the relationship between TPS and charter school funding vary across categories of school revenue? and (4) Which cities are driving the results? Findings reveal that: (1) Charter school students across 18 cities receive an average of 30 percent less funding per pupil than students in TPS in 17 of those cities; (2) About 65 percent of the underfunding of public charter schools in the cities can be attributed to lower enrollments of students with disabilities in the charter sector; and (3) Charter schools receive less local funding, state funding, federal funding, and nonpublic funding than TPS.
Resilience of Teachers in Special Education Schools in Guizhou Province, China through Administration: Ecological Systems Theory Analysis
Author: Chen, Yanzhu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),Special Education Teachers,Stress Variables,Mental Health,Regular and Special Education Relationship,Teacher Collaboration,Instructional Materials,Teaching Methods,Special Schools,Teaching Conditions,Students with Disabilities

Background and Aims: This paper aim to investigate that teachers in special education schools have poor teacher resilience, mainly in the form of psychological stress that leads to mental health problems and consequent poor teaching effectiveness. Methods: Through the quantitative approach, this paper investigates the phenomenon. Results: The results suggest that special education schools should develop a comprehensive support system for in-service teachers in their administration based on the interaction of the systems within, between, beyond, and the cross system. Conclusion: It is hoped that through the adaptation of classroom teaching methods and materials to the realities of special education, collaboration between general education teachers and special education teachers, and the establishment of a school culture that respects individual differences, the aim is to enhance the teacher resilience of teachers in special education schools.
The Development of Physical Education Curriculum Martial Arts Sports for the Nine Years Compulsory Education Stage of Guangdong Province
Author: Liu, Shangguozi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Curriculum Development,Athletics,Course Content,Textbook Content,Barriers,Elementary Secondary Education,Elementary Schools,Junior High Schools,Asian Culture

Background and Aim: Based on the lack of existing teaching materials. The objective of this research was to construct the Wushu physical education curriculum in the nine-year compulsory education stage. Materials and Methods: This study is a survey study. The population samples of this study are five nine-year compulsory education schools in Guangdong Province, namely Bayi Experimental School in Guangzhou, Xiaode School in Baoan District, Shenzhen, Zhongte Wenwu School in Zhuhai, Affiliated School of Foshan No. 4 Middle School, and Shantou Jinhua Overseas Chinese Pilot School. There are 369 students, 21 teachers, and 23 experts in the field of martial arts. Results: (1) The selection of martial arts teaching content in the teacher's book of the Cantonese Education Edition is better than that of the People's Education Edition, but there are still lack of martial arts etiquette content, lack of boxing characteristics, too single theoretical content, insufficient evaluation content and content system issues still need to be improved; (2) During the implementation of teaching, there are problems such as the teaching content in the teacher's book cannot meet the needs of the class hours, the difficulty of the teaching content is not appropriate, and the sequence of the teaching content is not properly arranged, which leads to certain influences on the selection of the actual teaching content by teachers; (3) In the actual teaching implementation, teachers should make full use of lesson preparation resources in the setting of teaching content, deeply understand the new curriculum standards; they should fully analyze the academic situation, and consider the sensitive period of students' physical fitness and students' psychology. The characteristics and learning basis; should fully reflect the integrity of the content, rationally set the theoretical content, and appropriately increase the traditional boxing types, to make the teaching content system more complete. Conclusion: In the first stage of the level, the study of theoretical knowledge such as martial arts is added. The second stage of the level emphasizes the connection between the past and the next. For the consolidation and improvement of the content of the previous stage, the practice of prescribed routines is added to strengthen the basic skills exercises. Level three adds to the learning of martial arts equipment. The fourth stage of the level enriches the theoretical knowledge and increases the practice of characteristic boxing and equipment at the level of movement technology.
The Quality of Public-Funded Oriented Physical Education Normal Students&apos; Cultivate in Guangdong Province
Author: Jun, Yan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Physical Education Teachers,Teacher Education,Educational Finance,Federal Aid,Rural Areas,Educational Policy,Educational Benefits,Career Development,Self Concept,Teacher Attitudes,Learner Engagement,Educational Environment

Background and Aim: Guangdong Province in February 2018 the province-wide launch of the Guangdong &quot;new teacher training&quot; construction implementation programs, used to improve the rural music, physical education, and art teacher structure imbalance of the status quo. This research aim was to avoid the risks of the cultivation of public-funded oriented physical education normal students in Guangdong Province in all phases of the cultivation process. Materials and Methods: This study was to study the motivation for applying public-funded oriented physical education to normal students in Guangdong Province, the indicator system for the development of rural feeling, and the factors influencing the willingness to comply. Analyze software programs were used to analyze the data collected from 462 public-funded oriented physical education normal students. Researchers use self-administered questionnaires and analyze descriptive statistics and exploratory factor analysis. Use the Delphi method and hierarchical analysis, with the first 2 rounds used to determine the indicator system and the third round used to calculate the weights of each indicator. The result: (1) By the discriminant validity analysis shown the value of the factors influencing were 0.921 (Teacher's Love), 0.8800 (Self-awareness), 0.789 (Career Benefits), and 0.819 (Policy dividends). (2) By combining the results of the first and second rounds of expert questionnaires, the final evaluation index system for public-funded oriented physical education normal students' sentiments towards local teaching was determined to consist of 4 primary indicators, 10 secondary indicators, and 30 tertiary indicators. Conclusion: The factors influencing the motivation for applying for public-funded oriented physical education for normal students include four factors: Policy dividends, Career Benefits, Self-awareness, and Teacher's Love. Rural feeling can be used as a mediating variable to influence the effect value of learning engagement and willingness to comply, School Climate can be used as a moderating variable to regulate the relationship between learning engagement and Rural feeling, as well as learning engagement and willingness to comply. In particular, when the School Climate tends to be 'local', the effect of learning engagement on Rural feelings and willingness to comply is greater.
Algebra I Supports and Resources for Teachers. Brief
Author: Stevens, Michael
Date: 2023-05-26
Type: Reports - Descriptive
Subjects: Algebra,Mathematics Instruction,Course Content,Standards,Mathematical Concepts,Equations (Mathematics),Data Analysis,Statistics,Elementary Schools,Middle Schools,High Schools,Visual Aids,Vocabulary

The purpose of this resource is to help math teachers unpack, understand, and implement the current math content and practice standards. It describes the progressions of learning within each course and provides content supports that include broad ideas about effective instruction as well as practical instructional strategies. Math teachers, coaches, and leaders are encouraged to use these materials collaboratively to support ongoing instruction and the growth of individual teaching practice. The content is organized by the following topics in Algebra I, including: (1) Standards for Mathematical Practice; (2) Algebra I: Number and Expressions; (3) Algebra I: Functions; (4) Algebra I: Linear Relationships; (5) Algebra I: Systems of Linear Equations and Inequalities; (6) Algebra I: Quadratic and Exponential Relationships; and (7) Algebra I: Data Analysis and Statistics
Real College California: Basic Needs among California Community College Students. Affordability, Food, and Housing Access Taskforce Report
Author: Community College League of California
Date: 2023-09-00
Type: Reports - Research
Subjects: Community College Students,Student Needs,Food,Housing,Hunger,Homeless People,Geographic Regions,Student Characteristics,Student Employment,Student Experience,Welfare Services

In spring 2023, The Research and Planning Group for California Community Colleges (The RP Group) partnered with the CEO Affordability, Food &amp; Housing Access Taskforce of the Community College League of California (CCLC) to assist in survey data collection efforts and provide updated data trends regarding California Community College (CCC) students' food and housing security. Over 66,000 students from 88 California Community Colleges responded to the survey, revealing that two out of every three CCC students grapple with at least one basic needs insecurity. Nearly half of CCC students are food insecure, almost 3 out of 5 are housing insecure, and about 1 in 4 are homeless. The first section of the report describes the overall rates of basic needs insecurity across all survey respondents, as well as variations in these rates across colleges and regions. The report's second section further describes rates of basic needs insecurity by specific groups of students. The third section details associations between students' work and academic experiences and their basic needs insecurity. Finally, the fourth section reports the utilization of public assistance by students who need support. [Katie Brohawn, Tammeil Gilkerson, and Alyssa Nguyen contributed to this report.]
Research on the Development Strategy of Private Education Group from the Dynamic Capability Perspective--The Case Study of Edvantage Group
Author: Feng, Haozheng
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Development,Educational Strategies,Private Education,Foreign Countries,College Administration,School Restructuring,Private Colleges,Sustainable Development,Educational Improvement,Governance,Efficiency,Vocational Education

Background and Aim: China's economic and societal development, education reform, and increasing demand for quality education, independent colleges' advantages waned. Issues like &quot;schools within schools,&quot; lack of independence, unclear property ownership, and weak internal governance arose, necessitating restructuring and new directions. Thus, this article examines Edvantage Group's response to independent college restructuring through dynamic capabilities theory, analyzing bottleneck issues, exploring measures taken for reform and development, and investigating a sustainable development path post-restructuring. Materials and Methods: Through semi-structured interviews and practical investigations, this paper analyzes the development strategy of the independent college under Edvantage Group. Results: the group's development presents a dynamic and evolutionary growth process, and dynamic ability is the key ability for the group to gain a foothold in the market and gain development advantages. Under the background of the current government's efforts to promote vocational education, the Group should incline its internal resources more to vocational colleges and technical schools. To give full play to its advantages, seize opportunities and make up for its disadvantages, it is necessary to improve the internal governance system, improve the system construction, strengthen and stabilize the teaching staff, enhance the social influence of the group, further promote the restructuring of internal resources of the group and improve the utilization efficiency. Conclusion: The transformational development challenges, private education groups need to find a distinctive, high-quality, and sustainable path to development. Dynamic capabilities are crucial, and this paper takes the case of Edvantage Group, investigating its development strategy based on dynamic capability theory.
Training Course for Cultivation of Preschool Physical Education Teaching Ability of Year 4 Students Majoring in Preschool Education, Ankang University, the People&apos;s Republic of China
Author: Huan, Chen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Preschool Education,Athletics,Child Development,Preschool Children,Physical Development,Psychomotor Skills,Preschool Teachers,Physical Education Teachers,Program Development,Preservice Teacher Education

Background and Aim: Physical activity is an important means to promote the comprehensive and healthy development of children's bodies and minds. The national health strategy and population policy adjustment, the development of kindergartens, and the deterioration of children's physical health have all worked together to bring unprecedented opportunities for the development of children's sports in China. The purpose of this paper is to study the background information of the contents of the curriculum of preschool physical education ability of year 4 students and develop the curriculum to improve the preschool physical education ability of year 4 students. Materials and Methods: The researcher has studied the literature on the development of physical education teachers' physical education ability curriculum to cultivate year 4 students' physical education ability from the aspects of the curriculum development process, components, implementation, and evaluation, and has studied the quality of students' teachers from textbooks, academic documents, and related research. The researcher also used a simple random sampling method to have 4 teachers as a sample. The population is 8 expert teachers in physical education. The research instruments of this study are an interview questionnaire on preschool's physical education ability and lesson plans. Results: Research findings: 1) The 6 components of the course include principles, objectives, content, instructional strategies using situational teaching methods, materials, and evaluation. 2) Preschool physical education ability which includes: 2.1) General ability, 2.2) Special ability, and 2.3) Application ability. After that, the researcher designed and completed the training course components of preschool physical education, and then evaluated the quality by five experts. The IOC value was between 3.80-4.00, and the interrater reliability value was between 0.77-0.79&gt; 0.5. The course components were modified according to the experts' suggestions. Conclusion: The components of the course which include 6 components could improve the preschool physical education ability of year 4 students effectively.