ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Critical Thinking against Fake News
Author: Babii, Alexandra-Niculina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Misconceptions,Media Literacy,Mass Media Effects,Social Media,Government Role,Thinking Skills,Logical Thinking,Discourse Analysis

The digital era has determined a very easy creation and propagation of fake news. As a consequence, it has become harder for people to fight this malicious phenomenon. However, the only weapon that can have results in this informational war is critical thinking. But who should use it? The creators of fake news that do this for different reasons? The social platforms that allow the circulation of fake news with ease? Mass media which does not always verify with much attention and rigour the information they spread? The Governments that should apply legal sanctions? Or the consumer that receives all the fake news, him being the final target? Even if critical thinking would be useful for every actor on fake news' stage, the one who needs it the most is the consumer. This comes together with the big responsibility placed on his shoulders. Even if others are creating and spreading disinformation, the consumer must be aware and be careful with the information he encounters on a daily basis. He should use his reasoning and he should not believe everything just because it is on the Internet. How can he do that? Critical thinking seems to be a quite difficult tool to use, especially for nonspecialized individuals. This paper's aim is to propose a simplified model of critical thinking that can contribute to detecting fake news with the help of people's self judgement. The model is based on theories from Informal Logic considering the structure of arguments and on Critical Discourse Analysis theories concerning the patterns found in the content of the information. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Positive Interpersonal Relationships in Terms of Developing Creativity and Critical Thinking
Author: Jonášková, Gabriela
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Creativity,Critical Thinking,Foreign Countries,Preservice Teachers,Graduate Students,Problem Solving,Teacher Student Relationship,Questioning Techniques

The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay attention to one of the innovative forms of learning, dialogue. As part of the APVV project &quot;Practice in the centre of the subject field didactics, subject field didactics in the centre of preparation for practice&quot; we used pedagogical diaries and video recordings from the pedagogical practice of teacher education students in the 1st - 2nd year of master's degree in civics at primary and secondary schools. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
English Learners in Charter Schools
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Learning,Charter Schools,Incidence

This fact sheet reports data from the 2017-18 Civil Rights Data Collection (CRDC), a biennial survey of nearly all public schools and school districts, including charter schools, in the United States. It explores information about identified English learners (ELs) who attended charter schools in school year (SY) 2017-18. Graphics include: (1) Number of Charter Schools by State Educational Agency: School Year 2017-18; (2) Number of Charter Schools and Percentage of Students Enrolled in Charter Schools Who Are Identified as English Learners: School Years 2011-12 to 2017-18; (3) Percentage of English Learners Enrolled in Charter Schools Out of All Identified English Learners: School Year 2017-18; and (4) Percentage of English Learners Enrolled in Charter Schools Out of All Students Enrolled in Charter Schools by State Educational Agency: School Year 2017-18.
English Learner Learning Opportunities and the COVID-19 Pandemic
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Learning,COVID-19,Pandemics,Distance Education,Blended Learning,Grade 4,Grade 8,Elementary School Students,Secondary School Students

The School Survey Dashboard provides insights into learning opportunities offered by schools during the COVID-19 pandemic. The survey collected data five times, once a month from January through May of 2021 and will contribute to the Institute of Education Sciences' response to the Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. The survey sample consisted of approximately 5,000 public schools that serve grade four and grade eight students. This fact sheet explores English learner (EL) learning opportunities during the COVID-19 pandemic.
Digital Humanities and Training Students to Work with Sources: The Example of Studying Theosophical Journalism of the Russian Emigration of 1920s-1930s
Author: Kriazheva-Kartseva, Elena
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Immigration,Humanities,Information Technology,Journalism,History,Teaching Methods,Databases,Information Seeking,Information Sources,Electronic Libraries,Periodicals,Catalogs,Hypermedia,Historians,Researchers,Foreign Countries,Research Methodology,Undergraduate Students

The article is devoted to the study of the experience of using the capabilities of Digital Humanities in the preparation of research projects in history. In particular, the article reveals the methodology for using a complex of areas of information computer technologies when working with sources, on the example of studying Russian Theosophical Journalism of Emigration of 1920s-1930s, which can be used when studying other topics by students of humanitarian orientation. The teacher can teach students to use information technology in different ways. First, get acquainted with the databases of archives and electronic libraries. Modern capabilities allow you to remotely analyze the catalogs of emigrant publications. Secondly, the researcher has access in a number of cases to already digitized sources in databases, for example, in the Consolidated Catalog of Periodicals of the Russian Emigration - Emigrantika (http://www.emigrantica.ru/), getting acquainted not only with the text, but also visual information. Thirdly, Digital Humanities allow using a variety of tools for interpreting texts, in particular, programs for creating author's databases with the introduction of hypertext, programs for conducting content analysis. It is these components that allow us to conclude that modern information computer technologies are increasingly allowing historians to conduct a source study of electronic resources, interpret the received primary data, and in the future create more and more advanced distributed systems. Acquaintance of students with the models of work of researchers using the capabilities of Digital Humanities should also contribute to the more active implementation of modern methods of working with various types of information contained in historical sources. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
The Discipline &quot;Body, Culture and Environment in a Master&apos;s Course at Universidade Santa Úrsula, Brazil&quot;: Learning Strategies and Collaborative Teaching
Author: Moreira, Cintia Mariza do Amaral
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Masters Programs,Foreign Countries,COVID-19,Pandemics,Management Development,Physical Environment,Elective Courses,Bibliographies,Teacher Collaboration,Ethnography,Building Design,Architecture,Graduate Students,Experiential Learning,Housing,Comparative Analysis,Space Utilization

The Professional Master's in Work Management for the Quality of the Built Environment, MPGTQAC has existed at the Universidade Santa Úrsula, Rio de Janeiro, Brazil, since the beginning of 2015. The body is one of the substantive elements of the course. It emerges as an elective discipline. The purpose of this communication is to refine the understanding of the central ideas of the discipline 'Body, culture and environment' of the master, combined with the situation of COVID 19. A complementary bibliography of the discipline was presented, and some works were described and commented on. We took Howard Becker's book &quot;Mundos da Arte&quot; Becker [1] as a theoretical reference in the pedagogical field, to move forward with the idea of collaborative pedagogical work. By confronting theory with pedagogical practice, we achieved two dynamics applied in the first half of 2020, during Pandemic COVID 19. The first, 'Domestic ethnography before and after COVID 19'. COVID 19's impact on the home and student world was considered. Scenes in the residential environment of each student made it possible to visualize the accommodation of the houses, to the circumstances of the daily domestic and working lives of each student, during the Pandemic, with a strong impact on everyone's body scheme; the second, 'Body and affection in Pandemic, from Paul Klee', allowed students to express their questions and express the feelings and reflections arising from a world altered by the effect of the pandemic. Many of these issues are linked to one's body scheme. As a result of the proposed dynamics, the class reacted with hope of overcoming. In a balance between the restrictive situations of the Pandemic, which often led to the feeling of sadness, fear and malaise, and, prospective situations, after the Pandemic, the group envisioned the possibility of advancing and overcoming a localized period of impossibility circulation and contact. Faced with current limits and future possibilities, the group showed a positive expectation for the future. The reflection based on the study of dynamics carried out during the course 'Body, culture and environment' allows us to think about the possibility of replicating playful referrals similar to those described here, for the next times that the discipline is taught. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Teacher Stress &amp; Burnout: The High Cost of Low Social and Emotional Development. Policy Brief
Author: Jones, Sabrina
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Stress Variables,Teacher Burnout,Well Being,Beginning Teachers,Urban Schools,COVID-19,Pandemics,Minority Group Teachers,Racial Bias,Employee Absenteeism,Labor Turnover,Teacher Effectiveness,Faculty Workload,Teaching Conditions,School Culture,Faculty Development,At Risk Persons,Social Development,Emotional Development,Coping,Educational Environment,Social Emotional Learning,Teacher Competencies,Teacher Education Programs

While teaching is the most important school-based factor in student success, teaching is also ranked one of the worst professions for physical health, psychological well-being, and job satisfaction. That leads to high rates of absenteeism and turnover, exacting a financial toll on schools and negatively affecting students' academic achievement. The stressors are even greater for new teachers (in their first five years) who also tend to work in schools with a larger share of students from low-income families. Teachers in urban schools face additional stressors, including heavier workloads, school-level disorganization, student poverty, and high-stakes testing pressures. This issue brief describes the impact of various stressors on teachers and how those pressures can create a cycle of stress in the classroom that negatively affects student learning, and provides a series of recommendations aimed at ensuring teachers have opportunities for social and emotional development.
Broken Promises: An Analysis of Charter School Closures from 1999-2017
Author: Burris, Carol
Date: 2020-00-00
Type: Reports - Research
Subjects: Charter Schools,School Closing,Educational History,Elementary Secondary Education,Trend Analysis,Enrollment Trends,Low Income,Disadvantaged Schools,Relocation,Academic Failure,Educational Finance

Charter schools began in the 1990s as an experimental alternative to public schools. Today they are a multi-billion dollar sector composed of both nonprofit and for-profit corporations that embrace the philosophy of the marketplace. Supporters of charters see school failure as a natural feature of the model. They argue that schools do not fail at the rate of private startups and consider that to be a success. This report provides the first comprehensive examination of charter failure rates over time--beginning in 1999 and ending in 2017. By following all charter schools, from the year they opened, the authors were able to determine how long they lasted before closing down. They also determined how many students have been displaced by failing charter schools. Findings provide strong evidence that the charter sector has a systemic problem: charter schools often fail to consistently serve communities because their existence is often short-lived. A geographic analysis that focused on three of America's poorest cities--Detroit, Tucson, and Milwaukee--was also conducted to determine where closures are concentrated. The authors found that closures were disproportionately more likely to occur in the poorest parts of cities, in census tracts where poverty rates exceed 30 percent. They also found that the reasons for closures went far beyond academic accountability, with schools shutting down for multiple reasons including mismanagement and fraud. These closures sometimes occur abruptly, leaving families scrambling to find a new school for their child, at times in the middle of the school year. In light of this report's findings, policymakers must decide whether tax dollars should continue to flow into the creation of more charter schools, given the certainty that many of these schools will fail. Or, limited funding could instead be dedicated to shoring up and reviving public schools--systems that, however challenged, are the backbone of the nation's historic commitment to serving every child with a free, public education. [This report was funded by the Lannan Foundation and Play It Forward.]
Advancing High-Quality Program Review for Student and Academic Support Services. Insights on Equity and Outcomes. Issue 25
Author: Georges, Colvin T., Jr.
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Academic Support Services,Educational Quality,Community Colleges,Student Personnel Services,Evaluation Methods,Equal Education

This research brief provides community college educators who are facilitating program review with tips, suggestions, and resources to ensure a high-quality review that advances equitable student outcomes.
Bucking the Trend: How Some Institutions Grew Their Transfer Enrollment amid a Pandemic. A Journalist&apos;s Report. COVID-19 Transfer, Mobility, and Progress Series
Author: Field, Kelly
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Enrollment Trends,College Transfer Students,Selective Admission,Student Mobility,Barriers,School Closing,Online Courses

The National Student Clearinghouse Research Center reports on the shifting transfer landscape during COVID-19 in a rapid response report series titled &quot;COVID-19 Transfer Mobility, and Progress.&quot; Commissioned by the Research Center, this special journalist's report offers insights into how some colleges were able to grow their transfer enrollment in 2020-2021 even as numbers were declining nationally. From a sample of roughly 400 colleges with double-digit increases in overall transfer enrollment, the Research Center identified a dozen that showed an unusual growth in upward transfer enrollment during the fall 2020 and/or the spring 2021 compared to their pre-pandemic enrollment trends. Kelly Field spoke with campus officials there to learn more about their growth. The report continues with an examination of the increase in upward mobility into highly selective colleges and concludes with a look at the transfer challenges ahead, as colleges emerge from the ongoing pandemic. [This is a special report in the &quot;COVID-19 Transfer Mobility, and Progress&quot; series. For the previous report &quot;COVID-19 Transfer, Mobility, and Progress: Academic Year 2020-2021 Report. Fifth in the Series,&quot; see ED616263]
COVID-19 Transfer, Mobility, and Progress: Academic Year 2020-2021 Report. Fifth in the Series
Author: Bobbitt, R.
Date: 2021-08-31
Type: Reports - Research
Subjects: COVID-19,Pandemics,Enrollment Trends,College Transfer Students,Selective Admission,Student Mobility,Barriers,School Closing,Online Courses,Undergraduate Students,Gender Differences,Racial Differences,Ethnicity,Academic Persistence,Black Colleges,Minority Serving Institutions,Hispanic American Students

COVID-19 has upended the higher education community. National Student Clearinghouse's ongoing work on tracking transfer enrollment, with quarterly reports since fall 2020, revealed that pandemic-related disruptions substantially constrained student transfer and mobility in both the fall and spring terms, but they also widened the pre-existing disparities in student mobility, including pathways to bachelor's degree attainment. As the fifth in the series &quot;COVID-19 Transfer, mobility, and progress,&quot; this report is the first comprehensive annual reporting designed to assess effects of the pandemic on student transfer during the entire academic year. The report focuses on the 2.1 million undergraduate students who transferred to a college other than their last enrolled institution between July 2020 and June 2021, a period reflecting the pandemic's full-blown impact on postsecondary students and institutions. Three areas have been identified in which to examine these trends: First, the report focuses on upward transfer pathways, showing not only the locus of declines, but also areas of growth, and identifying which four-year colleges, analyzed by selectivity, managed to increase these pathways, and which student populations, analyzed by gender and race and ethnicity, found increased opportunity. Second, the report examines the progression (persistence) of transfer students to the subsequent term after transferring, reporting this early indicator of transfer success by the destination institution type, the academic term of transfer, and demographic characteristics. Finally, using a greater data coverage of these institutions available through the entire academic year's data, the report analyzes the transfer enrollment patterns generally and upward transfer enrollment particularly among Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs), followed by an analysis of the persistence of students after transferring into these institutions. High-level findings are discussed in each of the sections. [For &quot;COVID-19 Transfer, Mobility, and Progress: Final Look Spring 2021 Report. Fourth in the Series,&quot; see ED613171.]
Serving the Whole Person: An Alignment and Coherence Guide for Local Education Agencies
Author: Walrond, Natalie
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: School Districts,Elementary Secondary Education,Equal Education,Teaching Methods,Holistic Approach,Alignment (Education),Educational Objectives,Program Implementation

Educators in K-12 school systems are increasingly acknowledging the importance of serving the &quot;whole person&quot; as an essential foundation for achieving equitable outcomes. The guide is based on the idea that equitable outcomes are more likely to result when whole-person initiatives are implemented in an aligned and coherent way. If educators at every level of the K-12 system -- from the state level to the classroom -- work in aligned and coherent ways to sustain the conditions that support whole-person learning and development, every student will have experiences that support personal purpose, healthy relationships, a sense of place in community, success in school and the workplace, and engaged citizenship. This Alignment and Coherence Guide's central purpose is to help local education agency (LEA) leaders implement conditions for equitable learning and development for students, families, and educators, through their work to improve the alignment and coherence of their whole-person initiatives. With this guide, leaders will: (1) understand what serving the whole person means, and how this work can contribute to equitable outcomes for students, their families, and their communities; (2) connect their district or school whole-person initiatives to a broader vision for whole-person outcomes; (3) tailor the implementation of whole-person initiatives so that they are more aligned and coherent; and (4) communicate -- in a clear and compelling way -- and about why and how their district or school serves the whole person.
Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. Occasional Paper. RTI Press Publication OP-0068-2106
Author: Dubeck, Margaret M.
Date: 2021-06-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Tests,Low Income Groups,Language Usage,Native Language,Reading Skills,Reading Fluency,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Students,Reading Instruction,Student Needs,Reading Difficulties,Reading Comprehension,Student Characteristics,Listening Comprehension,Phoneme Grapheme Correspondence,Oral Reading

The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students' learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.