ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Habits and Motivation among Educated Arabs in the Age of Social Media and Distractions
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Arabs,Reading Habits,Social Media,Electronic Publishing,Reading Materials,Reading Material Selection,Reading Interests,Reading Motivation,Individual Characteristics,Adults,Handheld Devices,Electronic Books,Recreational Reading

This study sought to find out whether educated Arabs read paper or digital materials; which reading technologies they use; amount of material they read; the place where they read; how much time they spend on reading; when they read; how they reduce distractions; how they motivate themselves to read; how they interact with the text; their reading rituals; and whether there are significant differences in reading habits according to gender, age, area of specialty and educational level. Unsolicited responses to a Twitter survey from 172 male and female adult Arabs with different ages, educational levels and areas of specialty showed that 13.5% use reading technologies, 15% prefer to listen audiobooks, and 71.5% read paper books. 16% read an hour a day; the majority read less than an hour a day and 13% read whenever they can. Some read 10 pages a day; others finish three chapters/articles a week; 14% read before bedtime; 15% listen to audiobooks while driving, working out, walking, cooking, and running errands; 5% read during wait times; 4% read before they start work; 3% read during their break at work; 3% read in the afternoon; 3% read after sunset prayer, and over the weekend. Some carry their Kindle device with them and read anywhere. To reduce distractions, 23% set a specific time for reading; 12% stay away from their smart phones or turn their mobiles to the silent mode; 6% read in a quiet place; 6% use a timer; 3% drink coffee to focus; 2% listen to music; and some use a pencil and paper to take notes and underline. No significant differences were found among respondents in terms of gender, area of specialty, educational level, the type of material read, reading technologies and applications they use, how much time they allocate to reading, where they read, how they reduce distractions, how they motivate themselves to read, their reading rituals and how they interact with the reading material. The study gave recommendations for encouraging the young generation to read in the age of social media and distractions and which technologies help them develop better reading habits.
Digital Learning Initiatives, Challenges and Achievement in Higher Education in Nepal amidst COVID-19
Author: Acharya, Ashis
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,COVID-19,Pandemics,College Students,Student Attitudes,Educational Technology,Technology Uses in Education,Age Differences,Handheld Devices,Internet

The COVID-19 pandemic has affected higher education institutions (HEIs) worldwide and reshaped the existing educational system. Due to travel constraints and physical separation, there has been a global shift toward distance learning, and Nepal is no exception. This research intends to assess the practicality of online education by evaluating learners' experiences amidst COVID-19. A cross-sectional study was directed among HEIs students in Nepal using self-structured questionnaires. Our study revealed that 64.6% of the respondents were unsatisfied with online classes. More than half of the respondents (53.4%) use cell phones for online studies. Online education was reported to be unappealing to 28.8% of respondents. Variables such as age group (p = 0.05), enjoying class (p &lt; 0.001), hours spent for an online class in a day (p = 0.05), and period for educational work using an electronic device (p = 0.1) were found significant with satisfaction level using both bivariate test and inferential test of univariate binary logistics regression. The challenges and opportunities encountered among students and faculties are highlighted along with the recommendations for fortifying communication in online-based teaching/learning.
How Learning Happens: Lessons Learned from Five Communities
Author: Kincheloe, Monika
Date: 2021-00-00
Type: Reports - Research
Subjects: Community Organizations,Learning Processes,Social Development,Emotional Development,Cognitive Development,Holistic Approach,Cooperation,Learning,Development,Racism,Group Membership,School Community Relationship,Educational Strategies,Social Emotional Learning,Experience,Student Empowerment,Parent Child Relationship,Equal Education,Social Justice

Throughout 2020, America's Promise Alliance worked with five communities across the country that wanted to extend and deepen their efforts to support young people's social, emotional, and cognitive development. Each community planned cross-sector convenings to inspire action that would result in the approaches to learning that prioritize young people's growth and development. Just as their work was getting underway, the communities' efforts were unexpectedly and indelibly shaped by the upheaval of the past year--including the global pandemic and national reckoning with racism. The five communities in the How Learning Happens Community Convening Cohort were: (1) Nashville After Zone Alliance (Nashville, TN); (2) Parents for Public Schools -- San Francisco (San Francisco, CA); (3) Rennie Center for Education Research &amp; Policy and Transforming Education (Boston, MA); (4) Spartanburg Academic Movement (Spartanburg, SC); and (5) The Whole Child Connection at the Children's Institute (Rochester, NY). As a group, the community organizations' efforts were fueled by a reawakened appreciation for holistic and coordinated approaches to learning and development. The organizations and their communities also became more squarely focused on the themes of anti-racism and belonging and more intentionally centered on the perspectives of young people. The brief shares three major lessons learned across the communities: (1) Equity must be an explicit desired outcome of all social, emotional, and cognitive programming; (2) Shifting Adult Practice Requires Time and Space for Adult Self-Care; and (3) Youth Voice is a Crucial Influence in Transforming Learning Environments. This brief also explores unique strategies each community took to support young people over the last year and offers insights into cross-sector partnerships allowed these convenings to have a longer impact.
An Improved Method for Estimating School-Level Characteristics from Census Data. EdWorkingPaper No. 23-804
Author: Hashim, Shirin A.
Date: 2023-07-00
Type: Reports - Research
Subjects: Institutional Characteristics,Schools,Computation,Census Figures,Methods,Data Analysis,School Location,Income,School Statistics,School Funds,Enrollment Rate

We propose a new method for estimating school-level characteristics from publicly available census data. We use a school's location to impute its catchment area by aggregating the nearest &quot;n&quot; census block groups such that the number of school-aged children in those &quot;n&quot; block groups is just over the number of students enrolled in that school. We then weight census data by the number of school-aged children in the block-group to estimate school-level measures. We conduct several robustness checks to assess the quality of our estimates and find that our method is broadly successful in replicating known school-level characteristics and producing unbiased estimates for school-level income. This method expands the available set of school-level variables to the broader and richer set of characteristics measured in the census, which can then be used to conduct descriptive and observational research across a long time horizon.
State- and District-Level Strategies -- Ideas for Diversifying the Field. Strategies
Author: Intercultural Development Research Association (IDRA)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Minority Group Teachers,Diversity (Faculty),Teacher Recruitment,State Policy,School Districts,Board of Education Policy,Change Strategies,Career Pathways,Personnel Selection,Beginning Teacher Induction,Teaching Conditions,Leadership

Research illustrates the importance of supporting a pipeline of teachers of color at every stage of the teaching career, from preservice to veteran teaching status. While more teachers of color are being recruited than in years past, their turnover rates are high, in part due to inadequate preparation and mentoring, poor working conditions, and displacement from the high-need schools they teach in, where accountability strategies can include reconstituting staff or closing schools rather than investing in improvements. Increasing the number of teachers of color in the workforce requires both intentional preparation and hiring and provision of ongoing support to overcome the barriers to recruitment and retention described in the literature review. Fortunately, programs and initiatives across the country provide evidence that an intentional and sustained approach to recruiting and retaining teachers of color can be successful. This document describes policy strategies for state and local education agencies aimed at overcoming barriers to recruiting and retaining teachers of color. [For the accompanying literature review, see ED582730. For the accompanying summary, see ED629103.]
Alaska Performance Scholarship Outcomes Report, 2023. APS: Fall 2011-2022
Author: Alaska Commission on Postsecondary Education (ACPE)
Date: 2023-01-17
Type: Reports - Descriptive
Subjects: High School Students,Scholarship,Eligibility,Outcomes of Education,College Bound Students,Education Work Relationship,Statistics,In State Students,Tuition

Since 2011, the Alaska Performance Scholarship (APS) has awarded Alaska students who excel in high school with more than $100 million in scholarships to help cover the cost of in-state postsecondary education. This report covers: (1) APS Eligibility &amp; Use; (2) High School Outcomes; (3) Postsecondary Outcomes; and (4) Alaska Residency and Workforce Outcomes. [This report was prepared by McKinley Research Group (MRG). For &quot;Alaska Performance Scholarship Outcomes Report 2022. APS: Fall 2011-2021,&quot; see ED621314.]
Exploring the Connections between School Integration and Housing, Land Use and Transportation. Summary of IDRA EAC-South Literature Review
Author: Intercultural Development Research Association (IDRA)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Educational Research,Educational Policy,Housing,Transportation,Policy,Social Integration,School Desegregation,Relationship,Land Use,Policy Formation

This literature review summarizes research and policy considerations regarding the connection between housing and school segregation. This relationship was an early and consistent theme in civil rights law, emerging in key school desegregation cases in the 1970s and in implementation of the 1968 Fair Housing Act. But since that time, the divide between school and housing policy has only grown wider, with little effort to formally link these policy areas. The review begins by surveying historical accounts of discriminatory housing, school, land use, and transportation policies. It then details social science research into reciprocal effects -- in other words the ways that housing and school policies interact to reinforce segregation. Finally, we discuss policy proposals -- past and present -- to coordinate housing, school and transportation policy in support of integration. [For the accompanying bibliography, see ED629236. For &quot;School Integration Best Practices -- Housing-School-Transportation Policy Collaboration. Summary of IDRA EAC-South Literature Review,&quot; see ED629237.]
School Integration Bibliography -- Exploring the Connections between Housing, Education and Transportation Policy and Related Impacts on Residential and School Integration. Summary of IDRA EAC-South Literature Review
Author: Intercultural Development Research Association (IDRA)
Date: 2020-09-00
Type: Reference Materials - Bibliographies
Subjects: School Desegregation,Housing,Education,Transportation,Policy,Neighborhood Integration,Research Reports,Planning,Economic Factors,Sociology,Publications,Journal Articles,Educational Research

The connection between housing, education, and transportation policy is linked to pursuing residential and school integration. Research gathered by the Poverty and Race Research Action Council for Intercultural Development Research Association (IDRA) provides a historical analysis of equity disparities in policy and discussion of present strategies to coordinate housing, education, and transportation policy in support of school integration. This bibliography documents research related to sociology, economics, planning, history, and policy research. [For the accompanying literature review, see ED629235. For &quot;School Integration Best Practices -- Housing-School-Transportation Policy Collaboration. Summary of IDRA EAC-South Literature Review,&quot; see ED629237.]
School Integration Best Practices -- Housing-School-Transportation Policy Collaboration. Summary of IDRA EAC-South Literature Review
Author: Intercultural Development Research Association (IDRA)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: School Desegregation,Best Practices,Housing,Student Transportation,Community Programs,Diversity (Institutional),Social Integration,Policy Formation

Equitable education requires racially, and economically integrated schools staffed by skilled teachers who are adequately prepared to teach in diverse classrooms. This summary includes best practices reflecting the concerted efforts of communities across the country working to pursue integrated communities reflecting the rich diversity in the United States. [For the accompanying literature review, see ED629235. For the accompanying bibliography, see ED629236.]
Family Engagement for School Reform. Literature Review
Author: Montemayor, Aurelio
Date: 2019-08-00
Type: Information Analyses
Subjects: Educational Change,Family Involvement,Parent Participation,Capacity Building,Immigrants,Low Income Students,Diversity,Empowerment,School Culture,School Community Relationship,Educational Research,Research Reports,Models,Family School Relationship,Interpersonal Relationship,Culturally Relevant Education

Collaboration and building common ground between schools and their communities are central to developing family and community engagement practices that work. This includes resolving issues faced by communities of color who have been historically excluded by traditional parent engagement models. This literature review by IDRA presents the latest material on building capacity at the top, eliminating assumptions and stereotypes, engaging immigrant and low-income families, creating a school culture that values diverse families, fostering family empowerment, working with community-based organizations, relationship building and effective family engagement models.
Literature Review -- Student Social and Emotional Needs: Best Practices
Author: Bishop, Sarah
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Best Practices,Psychological Needs,Social Emotional Learning,Correlation,Academic Achievement,Security (Psychology),Self Efficacy,Self Esteem,Sense of Community,Distance Education,Special Needs Students,Student Participation,Educational Environment,Outcomes of Education,Metacognition,Equal Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Needs

A positive and welcoming school environment is a foundational aspect of student success that provides both physical and emotional safety for all students. A growing body of scientific evidence links SEL to improved academic performance. It fosters a sense of self-efficacy while boosting self-confidence and a sense of belonging. This literature review outlines effective SEL and student participation strategies along with considerations for SEL and distance education, including supporting students with special needs.
2016-2017 AISD Parent Survey District Report. Publication 16.30
Author: Cornelius, Chelsea
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Districts,Parent Surveys,Parent Attitudes,Parent Participation,Parent School Relationship,Interpersonal Communication,Parent Teacher Cooperation,Educational Environment,Decision Making,Principals,School Counselors,School Community Relationship,Elementary Schools,Middle Schools,High Schools

The 2017 AISD Parent Survey asked parents about their interactions with school staff, the adequacy of information and opportunities provided by the school, community engagement, and district decision making.
Annotated Bibliography -- Mathematics, Course Requirements and the Relationship to College Preparation and Success
Author: Bishop, Sarah
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Mathematics Education,Required Courses,College Admission,College Preparation,Course Selection (Students),College Attendance,Disadvantaged,Bibliographies,Guides,Algebra,College Readiness,High School Students,Graduation Requirements,Career Readiness

This nation needs many more students to attend college and graduate, but several things are getting in the way, particularly for marginalized students. Among those who do get in, many are unable to finish. Children in this country need to be successful in school, graduate, and have options to either attend college or join the workforce. This bibliography is part of the Intercultural Development Research Association (IDRA) College Preparation -- Online Technical Assistance Toolkit. This resource outlines research on the connection between math course-taking and college preparation.
Psychological Distress among Students and Cadets of Universities in the War Conditions
Author: Stadnik, Anatoliy Volodymyrovych
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,College Students,Military Schools,War,Trauma,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Gender Differences,Mental Health

Background and Aim of Study: The full-scale military aggression against Ukraine in February 2022 had an extremely negative impact on the psyche of its residents. This is especially felt by young people who should continue studying at universities in these difficult conditions. The aim of the study: To identify the specifics of psychotraumatic impact in the conditions of war and martial law on university students and cadets, to detail their level of stress, anxiety and depression. Materials and Methods: The study was conducted in November 2022 based on KNUIA, Ukraine. Respondents aged 20-27 were divided into 3 groups: 1) 115 cadets: 85.22% men and 14.78% women, who are outside of permanent deployment; 2) 107 students: 59.81% men and 40.19% women, who are forcibly displaced persons in Ukraine and abroad; 3) 103 students: 50.49% men and 49.51% women, located in Kharkiv and Kharkiv region. A Google-form questionnaire was used to study the level and nature of psychotraumatization. Data collection on the level of stress and its content was carried out using the DASS-21 tool. Results: Among the group 3 respondents, the psychotraumatic impact is characterized by high tension and the specific weight of vital psychogenia. Severe and extremely severe manifestations of anxiety in group 3 students were 2-3 times higher than the similar indicators of groups 1, 2 respondents. Manifestations of depression among women are the highest in group 3 respondents. Stress was more expressed among men in all groups. Group 3 respondents had the highest stress indicators among men. Conclusions: The negative impact of the war in Ukraine on the student youth' mental health requires the active implementation of psychological assistance and psychoprophylaxis measures in accordance with the individual results of psychodiagnostics.
Unpacking the Quality of VET Delivery. Occasional Paper
Author: Guthrie, Hugh
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Educational Quality,Vocational Education,Delivery Systems,Foreign Countries,Educational Policy,Definitions,Evaluation Methods

This paper is the first publication from a project focused on the quality of teaching, learning and assessment practices in the vocational education and training (VET) sector in Australia -- what we understand these to be and how they might be measured. Based on a review of the literature, this paper explores current definitions of quality in VET, the factors that impact on the quality of delivery and the various measures used to make judgements about it.
Peculiarities of the Psychological Well-Being and Social Adaptation of Young Students and Cadets in Wartime Conditions
Author: Stadnik, Anatoliy Volodymyrovych
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Mental Health,Well Being,Social Adjustment,College Students,Military Schools,War,Questionnaires,Social Support Groups,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Sleep,Gender Differences,Trauma,Social Integration,Interpersonal Competence,Psychological Testing

Background and Aim of Study: The mental health and social adaptation of young students and cadets in wartime conditions is a new and understudied problem. The aim of the study: to identify the particularities of psychological well-being and social adaptation of students and cadets in wartime conditions. Materials and Methods: Our study was conducted among the students and cadets of two Ukrainian universities (KNUIA, UzhNU) in 2023, February. 327 participants were divided into 3 groups: 1) 112 cadets whose permanent disposition was changed in Ukraine; 2) 108 students who were displaced and who are in Ukraine and EU countries; 3) 107 students who did not change their place of permanent residence and who are in Ukraine in the combat zone or near it. The 28-item General Health Questionnaire (GHQ-28) to assess psychological well-being and emotional stability, and the Social Support Questionnaire (F-SozU K-22) to determine the particularities of emotional support, practical support, and social integration were used in the study. Appropriate internal consistency values (Cronbach a between 0.817 and 0.903) were found for both scales. Results: Group 1 has the best general health indicator: 1.65 times better than Group 3. The levels of somatic symptoms, anxiety and insomnia are lower in Group 1 (practically the same in women and men), and higher in Group 3. The highest rates of social dysfunction are found in Group 3. Men in all groups have more pronounced social dysfunction; women in all groups have more pronounced severe depression. Group 1 total perceived social support is 1.89 times better than Group 3. Emotional support, social integration are highest in Group 1, practical support is highest in Group 2. Conclusions: The lowest levels of psychological well-being and social adaptation were found in Group 3. This is probably due to uncertainty about the future, constant instability and insecurity. Teachers and psychologists are urged to consider the identified psychological and social peculiarities in the educational and clinical process when dealing with young students.