ethanporcaro/eric-fulltext-meta huggingface dataset:
2021 Schooling in America: What Do the Public and Parents Say About K-12 Education and Schooling During the COVID-19 Pandemic?
Author: Catt, Drew
Date: 2021-09-00
Type: Reports - Research
Subjects: Public Opinion,Educational Attitudes,National Surveys,Telephone Surveys,Online Surveys,Parent Attitudes,School Choice,COVID-19,Pandemics,Elementary Secondary Education,Educational Finance,Public Schools,Public Support,Charter Schools,Private Schools,Home Schooling,Tutoring,Educational Policy,School Effectiveness,Educational Vouchers,Scholarships,Open Enrollment

EdChoice and Braun Research conducted its annual survey to gauge the opinions of the American public (N = 1,209) and school parents (N = 1,238) on topics like the state of K-12 education, their schooling preferences, choice reforms and the current pandemic--to name a few. Both survey samples are nationally representative of those respective populations. [For the 2019 report, &quot;2019 Schooling in America: Public Opinion on K-12 Education, Busing, Technology, and School Choice,&quot; see ED600665.]
The Effects of Coaching on the Motivation of Nontraditional Students
Author: Roberts, Karlene
Date: 2022-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Coaching (Performance),Nontraditional Education,College Students,Student Motivation,Academic Persistence,Self Esteem,Student Needs,Case Studies,Participatory Research,Action Research,Urban Universities,Burnout,Stress Variables,Psychological Patterns,Intervention,Educational Practices,Attendance,Workshops,Outcomes of Education,School Holding Power

The number of nontraditional students in colleges in the United States has been and is continuing to rise, but these students face difficulties that affect their motivation to persist towards graduation. Some of these difficulties include balancing multiple roles, including work, school and family demands, lack of support, financial constraints, and lack of confidence. Higher education institutions often address these difficulties with the same or similar support traditional students receive. However, because nontraditional students face unique issues, an approach tailored to their needs may be more effective. Coaching is a supportive approach that can help nontraditional students thrive and overcome difficulties. This qualitative observational case study utilized a participatory action research approach to explore the effects of coaching on the motivation of five nontraditional students in a large, urban university in the US northeast. Three research questions guided the study: (1) How motivated were participants to attend college classes? (2) How did difficulties affect the motivation of the participants? and (3) How did coaching affect the motivation of the participants? The study's findings showed: (1) Participants displayed moderate to high motivation to attend classes. Both internal and external factors influenced their motivation, with internal factors slightly more evident; (2) Difficulties experienced by participants negatively affected their motivation by causing burnout, stress, and frustration; and (3) Coaching interventions positively affected the participant's motivation by providing support and helpful tools. The findings of this study apply to higher education institutions, especially large urban colleges. Colleges can incorporate coaching into the support services for nontraditional students to create long-lasting change and a positive impact on retention.
Streamlined Mechanism for Utmost Research Functionality (SMURF) in Improving the Schools Division Performance
Author: Illaga, Cerilo C., Jr.
Date: 2021-08-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Improvement,Program Effectiveness,Action Research,Educational Research,Teacher Researchers,Research Skills,Information Dissemination

Project SMURF is an initiative of the Planning and Research Section (PRS) to uplift the performance of the Schools Division of Calapan City in research. Accordingly, this action research tested the effectiveness of the project and investigates further its possible contributions in attaining DepEd Goals. Underneath the quantitative research method, the descriptive and comparative design was used to answer the posited questions of this research. Hard data sets from the PRS office were utilized through matrices and forms for chi-square and simple linear regression test statistics. The study revealed that the Schools Division performed poorly having only an average of 13 researches from the years 2018-2020. Meanwhile, in the year 2021, 61 pieces of research were produced resulting in a very good performance of the Office. Furthermore, the study proved that project SMURF was effective gaining a p-value of 0.0013 which is way less than 0.05, and rejecting H[subscript o]. Correspondingly, a positive variance and a slope of 7.2 showed a direct and positive trend towards an increasing performance of the Schools Division in the years to come. Based on the result of the study, it is recommended that the Schools Division continuously implement project SMURF since it is proven effective and can increase research production with quality for the upcoming years.
The Role of Personal and Perceived Peer Norms in Bullying and Sexual Harassment Perpetration
Author: Nickerson, Amanda B.
Date: 2022-00-00
Type: Reports - Research
Subjects: Bullying,Sexual Harassment,Computer Mediated Communication,High School Students,Student Attitudes,Gender Differences,Suburban Schools,Peer Influence,Social Behavior

Bullying, cyberbullying, and sexual harassment can be impacted by both personal attitudes and perceived social norms, although few empirical studies on this topic have been conducted with high school students. In this cross-sectional study, 233 high school students completed measures about personal normative attitudes, perceptions of peer norms, and perpetration of bullying, cyberbullying, and sexual harassment. Consistent with social norms theory, students perceived themselves to hold more prosocial (i.e., anti-bullying/anti-sexual harassment) personal normative attitudes than they perceived the typical student in their school to hold (i.e., peer norms). Path analyses revealed that students' personal normative attitudes (e.g., anti-bullying/anti-harassment) were negatively related to their bullying, cyberbullying, and sexual harassment perpetration, although perceived peer norms were negatively related to sexual harassment perpetration only. Multiple-group path analysis revealed significant gender differences. Personal normative attitudes related to females' behavior for all forms of perpetration and only sexual harassment and cyberbullying for males (with more anti-bullying/anti-harassment attitudes relating to less perpetration), although associations for males were stronger. Perceived peer norms related to bullying perpetration for males only. Results are discussed with regard to social-cognitive and peer contextual factors and implications for social norms interventions. [This is the online first version of an article published in &quot;School Psychology.&quot;]
Youth Participatory Decision Making in Education: A Review of Literature and Existing Efforts
Author: Region 10 Comprehensive Center
Date: 2021-00-00
Type: Information Analyses
Subjects: Youth,Participative Decision Making,Capacity Building,Elementary Secondary Education,Educational Research,Journal Articles,Models,Training,Power Structure,Youth Programs,Participatory Research,Action Research

The Wisconsin Evaluation Collaborative (WEC) has conducted a review of relevant literature on and existing efforts to promote youth participation in decision making, particularly in the context of education. The purpose of this review is to support capacity building efforts within the Wisconsin Department of Public Instruction (WI DPI) and the School of Education at UW-Madison (UW SOE) towards family engagement and youth participatory decision making in K12 schools. This review resulted in two 'knowledge bases': (1) a review of the research, evidence, and theoretical work about youth participatory decision making; and (2) a review of existing efforts towards youth participatory decision-making. The &quot;literature review&quot; knowledge base lists research papers from within the last 15 years. It includes examples of youth participatory decision making that have been studied and also frameworks defining and operationalizing different forms of youth engagement efforts. The &quot;review of existing efforts&quot; knowledge base describes youth participatory decision making programs that have education as a main focus. Entries are organized into geographic categories: international; US: national and regional; state efforts outside of Wisconsin; Wisconsin efforts at WI DPI; WI efforts outside WI DPI; and local efforts, including at WI school districts.
Evaluation of Top Ranked Libyan Universities Websites: A Comparative Analysis
Author: Alakrimi, Mahmoud M.
Date: 2022-02-00
Type: Journal Articles
Subjects: Universities,Web Sites,Information Dissemination,Foreign Countries,Safety,Responses,Time,Information Seeking,Computer Security

The Documentation and Information Department of all Libyan universities is working on developing the university's website to suit all users with their different experiences and ways of interacting, so it is necessary to test the ease of use of these sites. That is why the researcher seeks to evaluate and compare his performance of these sites and chose the order of work on the first six Libyan universities as stated in the global ranking of universities. Among the six criteria that show the common strengths and weaknesses of the six university websites. The results showed the success of most university websites in ensuring the continuity of communication with their servers, while most of them failed in the security aspect and their lack of maintaining continuous updates. [Paper presented at the Scientific Conference on Information Technology and Computer Science (Feb 2022).]
Sexual Assault Data Report
Author: Fergus, Meredith
Date: 2022-01-21
Type: Reports - Research
Subjects: Sexual Abuse,Crime,Colleges,Educational Legislation,Federal Legislation,Higher Education,COVID-19,Pandemics,Incidence,Victims of Crime,Student Behavior,College Role,School Policy,Discipline,Law Enforcement,Reports

The Office of Higher Education is required by the Minnesota Legislature to publish the Sexual Assault Data Report, which includes information regarding the outcomes of sexual assault incidents reported to postsecondary institutions. This report provides data for Minnesota colleges for the years 2015-2021. This report also includes discussion of the impact of the pandemic on Title IX processes for Minnesota institutions.
A Global Picture of School Social Work in 2021
Author: Huxtable, Marion
Date: 2022-02-00
Type: Journal Articles
Subjects: Social Work,School Social Workers,Foreign Countries,Models,Professional Associations,Professional Education,Standards,International Cooperation,COVID-19,Pandemics,Childrens Rights,School Closing,Unions,Scholarship,Publications

The article provides a global picture of school social work in 2021 using data gathered by the International Network for School Social Work. School social work is a growing specialty around the world. There are school social workers practicing in more than 50 countries. School social workers support students' educational success, especially those who are marginalized by poverty, oppression, disability and other personal or social problems. Ideally school social workers practice within a multi-disciplinary team to address wide-ranging barriers to education and participate in preventive programs for all students. The article describes the growth of school social work around the world, various models of practice, the role of specialty professional associations, training and standards, and the growth of school social work literature. Changes in the role and practice of school social work since the COVID-19 pandemic of 2020/2021 are included. International communication among school social workers has grown via publications, conferences and the International Network for School Social Work, and continues to assist expansion of the specialty around the world. Implications for the future of social work in education are discussed, a list of national school social work associations is provided and references include literature on school social work from various countries.
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model
Author: Kim, Young-Suk Grace
Date: 2022-00-00
Type: Reports - Research
Subjects: Literacy,Models,Reading Skills,Writing Skills,Literacy Education,Spelling,Handwriting,Executive Function,Memory,Attention Control,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Reading Processes,Writing Processes,Dyslexia,Students with Disabilities,Language Impairments

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading--writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed. [This is the online version of an article published in &quot;Journal of Learning Disabilities.&quot;]
Evaluation of the Leadership Qualities of Principals Regarding the Prevention of Noise Pollution in School: A Case Study
Author: Bulunuz, Mizrap
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Leadership Effectiveness,Auditory Stimuli,Pollution,Acoustics,Elementary Schools,Academic Achievement,Classroom Environment,Perception,Problem Solving,Consciousness Raising,Foreign Countries,Leadership Qualities

The purpose of this study was to reveal the leadership qualities of school principals in solving a noise problem at school. A single case study was selected as the research design. The study group consisted of primary and secondary school principals, one female and three males, working in the schools where the project was conducted. The main data collection tool of the study was interviews with the school principals. In addition, the study was supported with researcher observations and documents. The data were analyzed with inductive thematic analysis. The data were analyzed with a descriptive, explanatory and interpretive perspective in the context of noise prevention at schools. Four main themes emerged from the interviews with principals regarding noise at schools: &quot;the noise problem,&quot; &quot;administrative leadership,&quot; &quot;educational leadership,&quot; and &quot;solution suggestions.&quot; The results show that participating in a project to prevent noise at schools has increased principals' awareness of noise and improved their leadership qualities in solving the noise problem. Principals think that their schools are quieter than before and that the average academic success of their schools has increased. As a result, it has been determined that acoustic improvement, noise awareness training, rulemaking, discipline, value creation, and culture formation are needed to create a quiet learning environment at schools.
Microschooling and Policy
Author: Smarick, Andy
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Small Schools,Educational Policy,State Policy,Home Schooling,Charter Schools,Private Schools,Blended Learning,COVID-19,Pandemics,Educational Innovation,Educational Change,Educational Finance,Virtual Schools,School Law,Enrollment,Teacher Certification,School Choice

America has a long history of small-school environments, such as one-room schoolhouses and homeschools. But in recent years, other models have developed, giving students more intimate settings for learning and enabling their families to play a larger role in their schooling. Microschools are a leading example of this growing sector that also includes pods, hubs, and hybrid homeschooling. This movement was kicked into high gear by the COVID pandemic, which caused millions of families to search for or develop flexible learning environments because of school closures and inadequate online options. For microschooling to expand and improve, state and local governments must ensure that parents, educators, and social entrepreneurs have the resources and freedom to develop, adapt, and sustain settings that meet students' and families' needs. Policymakers should consider statutes, regulations, and practices related to education funding, charter schooling, private schooling, homeschooling, online education, facilities requirements, educator certification, and more. Manhattan Institute for Policy Research commissioned three reports to understand how state policy is affecting microschooling. Each focused on a different state: Idaho, New York, and Arizona. This culminating report brings together these findings and adds related lessons from public opinion surveys, other states, and leaders in the field. [For the Idaho report, see ED618731. For the New York report, see ED618733. And for the Arizona report, see ED618480.]
Microschooling in Idaho: Using Policy to Scale a New Type of Small-School Environment. Issue Brief
Author: Pickford, Jocelyn
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Small Schools,State Policy,Educational Policy,Educational Legislation,State Legislation,Educational Innovation,Home Schooling,Enrollment,Educational Finance,School Choice,Charter Schools

In this first installment of the series on state-level policy and microschooling, the authors explain Idaho's recent legislative debate over two competing approaches to supporting the creation of small learning communities, known as microschools. Idaho's strong homeschooling community and its low-enrollment rural districts create political dynamics not seen in many other states. Very small schools are not an innovation in Idaho; they are common across the state and have been for generations. Indeed, policy proposals to expand education options that might succeed elsewhere create complications in Idaho because, among other things, many families have concerns about entangling the government and homeschooling, and many districts would be hit hard by the loss of even a couple of dozen students. This report underscores a key finding across this series: if policy is to help advance microschooling, advocates and policymakers must begin by understanding states' histories and policies related to enrollment, funding, choice, and more. [For the main report, &quot;Microschooling and Policy,&quot; see ED618730.]
Integrating Behavior Support into a Reading Intervention for Fourth-Grade Students with Reading Difficulties and Inattention
Author: Roberts, Garrett J.
Date: 2021-10-01
Type: Reports - Research
Subjects: Positive Behavior Supports,Reading Difficulties,Intervention,Attention Deficit Hyperactivity Disorder,Attention Control,Grade 4,Behavior Problems,Behavior Modification,Reading Instruction,Response to Intervention,Learner Engagement,Evidence Based Practice,Small Group Instruction,Student Attitudes,Program Effectiveness

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with co-occurring reading difficulties and inattention during reading instruction, the present study embedded antecedent- and consequence-based behavioral supports into an evidence-based reading curriculum to answer the following research question: What are the effects of integrating behavior supports into a reading intervention on student engagement relative to a reading intervention without behavior supports for fourth-grade students with co-occurring reading difficulties and inattention? The study used an ABAB withdrawal design. Study effects were evaluated by the What Works Clearinghouse visual analysis indicators and nonoverlapping data effect sizes. Results suggested the presence of a functional relation and large effect sizes for two of the three students in the study. Social validity data indicated that intervention was important and acceptable. Study findings suggest that embedding behavior supports into an evidence-based reading curriculum during small group reading instruction can be a feasible method for schools to address student engagement during reading instruction. [This is the online first version of an article published in &quot;Journal of Behavioral Education.&quot;]
Small Schools in the Big Apple: How State-Level Policy Inhibits Microschooling and Learning Pods. Issue Brief
Author: Squire, Juliet
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Small Schools,COVID-19,Pandemics,School Closing,State Policy,Educational Policy,Educational Innovation,Educational Legislation,State Legislation,School Choice,Private Schools,Home Schooling,Urban Schools

In this report, the author explains the small-schools environment in New York City. Prior to the pandemic, the Big Apple had a small but growing microschool and learning pod community. New York City's frequent school closures throughout 2020 and 2021 caused many families to look more closely at these education options. New York State's stifling regulatory environment shows why more microschools and learning pods did not emerge during the pandemic--and might not emerge in the years ahead. One key lesson from this study--and others in this series--is that a state's policy disposition toward school choice, private schools, and homeschooling can thwart education innovation in many ways. For microschooling and learning pods to expand in NYC and elsewhere, state policymakers must assess and reform a host of statutes and regulations, even if such rules were created with student welfare in mind and have been on the books for generations. [For the main report, &quot;Microschooling and Policy,&quot; see ED618730.]