ethanporcaro/eric-fulltext-meta huggingface dataset:
The Consumer&apos;s Guide to Data: If You Use or Produce Data, This Is for You
Author: Data Quality Campaign
Date: 2021-06-00
Type: Guides - General
Subjects: Data Use,Data Collection,Data Analysis,Bias,Decision Making,Data Interpretation,Educational Research

Data reflects a series of decisions made by people--and those decisions affect the story that data tells, what it captures, and how it can and should be used to inform decision-making. Because of this, mistrust in data is often the result of incomplete information and a lack of context. This resource breaks down what it means to build trust in data. It provides practical tips to help make meaning from numbers which will provide clarity, uncover biases, understand how to foster trust in data, and take action armed with full information. The &quot;Consumer's Guide to Data&quot; provides tools for producers (state and district leaders) or consumers (individuals, parents, families, and communities) of data. Stakeholders at all levels can use the information in this resource to do their part to build public trust in data.
Disconnects in Perceptions of Data Use Threaten Recovery. State Leaders Must Act Now
Author: Data Quality Campaign
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Data Use,Attitudes,COVID-19,Pandemics,State Government,Educational Policy,Educational Change,High School Graduates,Principals,Elementary Secondary Education,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Academic Achievement

State leaders are grappling with generation-defining challenges as they work to fully understand and address the impact of the pandemic on students and communities. As leaders turn their attention to the upcoming school year, data continues to be a critical tool for informing recovery efforts. Data Quality Campaign's (DQC) 2021 public opinion polling found that state and local leaders will need to work together and use data to tackle pressing issues, which include: (1) Understanding and responding to disrupted post-high school pathways; (2) Measuring and mitigating unprecedented levels of unfinished learning; and (3) Enrolling and re-engaging students. Conducted by The Harris Poll, DQC's sixth poll of parents and first poll of principals uncovered several disconnects in perceptions about data-disconnects that must be addressed. From parents' supportive views on state assessments to principals' confidence in teachers' capacity to use data, the 2021 polling results show what parents and principals are thinking about data use and how education leaders can work to overcome these potential barriers to recovery efforts.
Carpe Diem: Convert Pandemic Struggles into Student-Centered Learning
Author: Arnett, Thomas
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Student Centered Learning,School Closing,Online Courses,Educational Technology,Electronic Learning,Elementary Secondary Education,Administrator Attitudes,Teacher Attitudes,Teaching Methods,Blended Learning,School Schedules,Student Needs,Teacher Empowerment,Teacher Role,Emotional Response,Change Strategies

Over the last two decades, online learning adoption happened gradually in K-12 schools, mostly among innovators and early adopters. Then in 2020, the onset of COVID-19 ignited widespread adoption of emergency online learning, practically overnight. Online learning moved swiftly from the periphery to the core of K-12 education since it offered the most practical way to keep students learning while school buildings were closed. Beginning in the fall of 2020, the Christensen Institute undertook a two-year series of nationally representative surveys to make sense of online learning adoption and practice at this remarkable juncture. By now, American students have experienced over a year of pandemic schooling. What role has online learning played during that period? How will the pandemic impact online learning adoption and practice in the future? And what should education leaders do to ensure that online learning, where it takes root, ushers in a more student-centered future? This report shares insights from the most recent round of surveys, which collected responses from 872 K-12 administrators (representing 841 districts from 49 states plus the District of Columbia) and 1,042 K-12 teachers (representing 821 schools from 48 states plus the District of Columbia) in April and May of 2021. Follow-up interviews were also conducted with 15 survey respondents to get a more nuanced understanding of their teaching arrangements and experiences over the course of the year. Part 1 of the report describes what instruction looked like for teachers and across school systems during the 2020-21 school year. Part 2, shares what survey respondents reported about their future plans for online learning and online-enabled instructional models. Part 3, makes sense of the trends that surfaced in the survey data and offer insights for steering pandemic-induced emergency online learning toward student-centered learning across K-12 education. [The research underlying this report was conducted in partnership with Bay View Analytics. Additional funding for the report and the associated survey was provided by the Jaquelin Hume Foundation and Stride.]
Rwanda Learning Partnership: Insights on School and System Leadership during COVID-19
Author: Al-Fadala, Asmaa
Date: 2021-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Foreign Countries,Partnerships in Education,Leadership Responsibility,Teacher Administrator Relationship,Cooperation,School Community Relationship,Family School Relationship,Information Dissemination,Data Collection,Elementary Secondary Education,Principals,Instructional Leadership

During the height of the COVID-19 pandemic in September 2020, the Rwanda Basic Education Board (REB) -- in its efforts to improve the country's school leaders -- formed a learning partnership with the Education Commission, Education Development Trust, and the World Innovation Summit for Education (WISE) to undertake rapid research on school and system leadership during school closures and as they started to reopen for the first time. This research used an innovative 'learning partnership' approach with Rwandan education stakeholders engaged as a critical 'co-creation' partner in each phase of the process -- from designing the research questions to interpreting the findings. This approach ensured the issues investigated were priorities for local stakeholders and promoted ongoing, dynamic dialogue around emerging findings to influence decision-making which could be acted on to create impact. Key findings from the learning partnership highlighted three main strategies used by leaders to provide continuity of learning and support during school closures and reopening: (1) engaging with caregivers, communities, and other sectors; (2) collaborating with teachers and other school leaders; and (3) tracking, sharing information, and providing targeted support. [This report was produced in partnership with the Education Commission, the Rwanda Basic Education Board (REB), and the World Innovation Summit for Education (WISE). For the accompanying brief, &quot;Bridging the Evidence to Policy Gap: A Learning Partnership Approach to Research,&quot; see ED615148.]
Learning Management Emphasizing Desirable Characteristics of Students in Buddhist University
Author: Homsombat, Poolsak
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Buddhism,Religious Colleges,Ethics,Moral Development,Knowledge Level,Cognitive Ability,Interpersonal Competence,Student Responsibility,Mathematics Skills,Communication Skills,Technological Literacy,Student Characteristics,National Standards,Teaching Methods,Evaluation Methods,Skill Development

This paper aims to study the learning management emphasizing desirable characteristics (LMDC) of students in Buddhist university in Thailand based on documentary research methodology. The finding reveals that LMDC in Buddhist University is carried out according to the qualifications-framework including: (1) ethical and moral development; (2) knowledge; (3) cognitive skills; (4) interpersonal skills and responsibility; (5) numerical analysis skills, communication and information technology skills; and (6) learning management science methodology (added in teaching profession curriculum) by integrating with digital competency and 9 characteristics.
Improving Military Veteran Students&apos; Academic Progress towards Earning a College Degree by Using the MGIB Education Benefits -- A White Paper
Author: Baskas, Richard S.
Date: 2021-07-28
Type: Reports - Research
Subjects: Veterans,Veterans Education,Federal Legislation,Dropout Attitudes,Student Attitudes,College Students,Barriers,College Applicants,Disabilities

Most military veterans who reside in a central U.S. city have not entirely used their Montgomery G.I. Bill (MGIB) education benefits to advance their careers. There is limited research on veterans' views of the effect of certain barriers, identified from prior research, on academic persistence. The problem of the lack of specific information about the barriers that prevent military veterans residing in a central U.S. city, from fully using the benefits of the MGIB, was addressed in this study. Clark and Caffarella's transition theory was used in this case study to explore the perceptions of eight military veterans on reason they dropped out of college or never used the MGIB to attend college. The research questions focused on military veterans' views of strengths and weaknesses of the G.I. Bill while they were in active duty, at the time they made the decision to not use it or respectively how the U.S. Department of Veterans Affairs processed their eligibility. Thematic analysis findings from the data collected with face-to-face semi-structured interviews revealed five themes that described military veterans' views of the barriers they faced during their duty from their supervisors, perceptions of the MGIB during active duty, applying for college, having a family prevented the use of the benefits, expired MGIB benefits, and having a job that prevented the use of the MGIB. The resulting project consisted of a white paper that proposed recommendations of how military veterans could successfully improve their academic progress towards earning a college degree. The project contributes to positive social change by informing future military recruits, active-duty military personnel, military veterans, and military veteran organizations of potential strategies to help military veterans effectively use the MGIB benefits to earn a college degree.
Personalized Learning as Transformative Learning: Alternative Education Lessons from Big Picture Learning. Profiles in California Alternative Education
Author: Guzman, Javier
Date: 2021-08-00
Type: Reports - Research
Subjects: Individualized Instruction,Transformative Learning,Nontraditional Education,High School Students,Teaching Methods,Teacher Student Relationship,Performance Based Assessment,Student Evaluation

Big Picture Learning's Upstream Collaborative is a professional learning community of continuation high schools, community day schools, and other alternative schools throughout California and Washington State. School leaders in the collaborative receive coaching, professional development, and practical support to develop learner-centered, culturally responsive approaches to teaching and learning at their sites. The &quot;Report and Recommendations of the California Advisory Task Force on Alternative Schools&quot; encourages alternative schools to develop a learner-centered approach to teaching and learning that includes out-of-school learning opportunities (John W. Gardner Center, 2020). In this case profile, Big Picture Learning's Regional Director Javier Guzman poses the question: What will it take to reimagine great alternative schools that help youth develop their full academic and social potential? He addresses this question through the lens of one young man and his experience at a California continuation high school. [For the task force report, see ED608277. The Profiles in California Alternative Education series is a project of the John W. Gardner Center for Youth and Their Communities at Stanford University in support of the California Learning Collaborative on Alternative Education.]
Learning Together: Adapting Methods for Family and Community Research during a Pandemic
Author: Takeuchi, Lori
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Educational Innovation,Educational Research,Research Methodology,Qualitative Research,Home Schooling,Family Life,Education Work Relationship,Well Being,Capacity Building,Ethics

In July 2020, Dr. Brigid Barron and her team at Stanford University's Graduate School of Education and the Joan Ganz Cooney Center convened a virtual workshop to mobilize a community of investigators to explore innovative methods for studying family and community learning during the pandemic. Participants included research teams from Stanford University, University of Washington, and the University of Michigan. This report summarizes the strategies and insights generated at this workshop so that they may be shared among a wider network of researchers, practitioners, funders, and policymakers concerned with achieving more equitable educational outcomes during and beyond the pandemic lockdowns. Specifically, the report aims to: (1) Provide examples of how researchers are repurposing and reinventing qualitative methods for remote contexts with the aim of expanding and improving these methods for future studies; (2) Highlight how families and communities are innovating and adjusting to the pandemic and how these adjustments are shaping learning and wellbeing in unexpected ways; (3) Convey on-the-ground perspectives from caregivers and learners about the challenges of remote learning and inspire solutions to solve them; and (4) Mobilize collaborative efforts for future research and design. [With contributions from: Angela Calabrese Barton, Francisco Para Camacho, Elizabeth A. Davis, Akeiylah DeWitt, Alexis Hiniker, Susie Garcia, Day Greenberg, Leslie Rupert Herrenkohl, Denise Jones, Veronica Joyce Lin, Julie Kientz, Cindy K. Lam, Zohar Levy, Rebecca Michelson, Sean A. Munson, Judy Nguyen, Rose K. Pozos, Devon Riter, Peter Siciliano, Tammy Tasker, Chandler Turner, and Jason Yip.]
Strengths and Challenges of Distance Learning Modalities in the New Normal: Basis for Intervention Program
Author: Hernandez, Laura R.
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Junior High School Students,Junior High School Teachers,Barriers,Intervention,Student Attitudes,Teacher Attitudes

The study was conducted to identify the strengths and challenges of distance learning modalities as a basis for intervention programs from a memorial high school in a schools' division in Bulacan, Philippines. The researcher used a descriptive survey type of study. For the sample of the study, it employed eight (8) teachers and 39 learners from a junior high school chosen randomly. A self-made checklist survey questionnaire was created by the researcher which was validated by a panel of experts. Descriptive statistics were used to analyze the collected data with the help of a Microsoft Excel sheet. Results revealed that teachers and learners have a variety of strengths in distance learning modalities. In addition, teachers and learners also stressed the different challenges they encountered for distance learning modalities. Based on these findings of the study, the researcher used them for a possible formulation of an intervention program that aimed to providing solutions for the challenges of distance learning and also enhancing the strengths for both the teachers and learners.
Problems and Solution Suggestions Encountered in Vocational Skill Training in Vocational High Schools: Teachers&apos; Views
Author: Güngör, Gündüz
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational High Schools,Vocational Education Teachers,Teacher Attitudes,Barriers,Skill Development,Job Skills,Manufacturing Industry,Educational Equipment,Technological Advancement,Labor Market,Employment Potential,School Business Relationship,School Administration,Program Effectiveness,Employer Attitudes,Expectation,Foreign Countries

This study aims to determine the problems encountered in the process of acquiring vocational skills in vocational high schools and their suggestions according to the opinions of teachers working in the vocational branches of the production-manufacturing sector. In the research, the phenomenological method, one of the qualitative research methods, was used. The study group of the research consists of 21 teachers from different branches. The data were obtained by the semi-structured interview method. The content analysis method was used in data analysis. According to the findings of the research, the problems in vocational skills training are lack of materials, technological infrastructure problems, incompatibility of training programs with the needs of the industry, inability to adapt to changing vocational skills, misguidance in the choice of vocational field and educational system-school management based problems.
TED Talks as a Listening Resource in the EFL College Classroom
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,Second Language Learning,English (Second Language),Speeches,Models,Listening Comprehension,Listening Skills,Video Technology,Language Usage,Pronunciation,Computer Software,Web Sites,Social Media,Student Interests,Telecommunications,Handheld Devices,Notetaking,Synchronous Communication,Asynchronous Communication,Feedback (Response),Cooperative Learning,Integrated Learning Systems,Auditory Discrimination,Undergraduate Students,Foreign Countries

The article proposes a model for integrating TED Talks (TTs) in EFL college listening practice. It shows instructors where TTs can be located, gives reasons for using TTs, criteria for selecting TTs, the listening skills that can be developed, and an instructional strategy. TTs provide a variety of real-life themes, speakers, motivation, and inspiration. They save instructors' time and effort as they are available on You Tube, mobile apps or in the TED website. In selecting TTs, the instructor should take into consideration the students' interests, difficulty level of the TT language and content, its length in minutes, and speed and accent of the speaker. Before watching a TT, she posts the title of the TT on an LMS or social media platform. She sets goals for listening and gives pre-questions to help the students comprehend the TT content. The students view the TTs on their smart phones in the classroom or at home; individually, in pair, or small groups; synchronously or asynchronously. While listening, the students take notes, and answer the questions. After listening, they discuss their answers. The instructor serves as a facilitator. She gives feedback, encouragement, and help with difficulties. Further recommendations for enhancing EFL college students' listening skills and for extending the use of TTs to interpreting courses are given.
Towards a Reverse Engineering Pedagogy (REP) in Physics Classrooms
Author: Tan, Da Yang
Date: 2021-06-00
Type: Speeches/Meeting Papers
Subjects: Physics,Science Instruction,Teaching Methods,Design,Student Projects,Engineering Education,Interdisciplinary Approach,Decision Making,Correlation,Learning Activities,Computer Simulation,Foreign Countries,Undergraduate Students,Barriers,Scientific Concepts,STEM Education

Applying physical principles is important for designs of various products with tailored performances. However, one of the long-standing issues of the students' design projects (or school's interdisciplinary projects) is the post-hoc imposition of the knowledge learned in their content subjects. This post-hoc imposition significantly diminishes the authenticity of designs through the lens of first principles provided by science and mathematics, but also reflect the fact that many students could not see the connections between these physical first principles and their design decisions and therefore could apply them in their designs. To overcome this problem, we propose the concept of reverse engineering in physics classrooms. This work describes the framework for our proposed reverse engineering pedagogy (REP), where students embark on a series of activities, where they (i) dissemble the device, (ii) analyse the inner physical principles of the device and its components, (iii) appreciate the design principles involved in such device, (iv) augment their understanding of the physical principles by repeating the process through a virtual dissection, and (v) incorporate the process in their own design projects. We will also discuss how such approach may be implemented in a physics classroom, as well as its significance in contributing to a design-centric learning environment. [This paper was published in: Lee, Y-J, Park, J. (Eds.), &quot;20/20 Vision for Science Education Research: Proceedings of the International Science Education 2021&quot; (pp. 119-134). Singapore: Natural Sciences and Science Education Academic Group (NSSE), National Institute of Education (ISSN-2630-5445).]
Female Science and Mathematics Teachers: &quot;Better than They Think?&quot; IEA Compass: Briefs in Education. Number 13. Special Issue
Author: Hastedt, Dirk
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Gender Differences,Teacher Characteristics,Science Achievement,Mathematics Achievement,Self Efficacy,Job Satisfaction,Grade 4,Grade 8,Women Faculty,Females,Science Teachers,Mathematics Teachers

Using the International Association for the Evaluation of Educational Achievement's (IEA's) Trends in International Mathematics and Science Study (TIMSS) 2015 data, this brief explores the relationship between teachers' gender and students' mathematics and science achievement, as well as gender differences in science and mathematics teachers' self-efficacy and its relation to job satisfaction. We find that there is no direct relationship between the gender of the teacher and students' performance in science and mathematics. Grade 4 and 8 students taught by female teachers perform just as well in science and mathematics than their peers taught by male teachers. Yet, results show that female science and mathematics teachers have less self-efficacy than their male counterparts. Additionally, the relationship between self-efficacy and job satisfaction is positive, and this relation is particularly strong for female science and mathematics teachers. The brief concludes with a discussion of the potential implications of these results, some suggested actions to build female science and mathematics teachers' self-efficacy, and areas for further research.