ethanporcaro/eric-fulltext-meta huggingface dataset:
Basic Mathematical Modelling Competencies for Non-STEM Higher Education
Author: Marchisio, Marina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Models,College Students,Mathematics Tests,Error Patterns,STEM Education,Mathematics Education,Nonmajors,Computer Assisted Testing,Foreign Countries,Mathematics Skills

The role of mathematical modelling pertains several disciplines, both STEM and non-STEM, and various fields: education, academy, work, everyday and social life. Despite its importance, it is not uncommon to see university students facing difficulties with the use of Mathematics to create models, even when mathematical entities that play a role in facing a problem belong to the study programs of secondary schools, and should thus be familiar also to students without a specific background in Mathematics. Difficulties can arise in various phases of modelling: in the comprehension of the problem, in the translation into mathematical formulas, in the resolution process or even in the interpretation of the results. In this paper, we give an analysis of an online test taken by 75 non-STEM students. The 10 questions of the test focused on specific items in mathematical modelling. During the test, students had to write down the reason why they chose a specific answer. The test allowed us to find and categorize the common errors students make and the phase in which it happens, suggesting actions in order to prevent them. Results show percentages of errors and discuss students' arguments. [For the full proceedings, see ED621892.]
e-Skills and Digital Literacy for Foreign Languages Education: Student Case Study in Ukraine
Author: Makhachashvili, Rusudan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Electronic Learning,Computer Literacy,College Students,Distance Education,Second Language Instruction,21st Century Skills

The COVID-19 pandemic induced amplified digitalization measures in the higher education sphere, informed by the need to take quick comprehensive action to achieve the overarching result to transform educational scenarios into interdisciplinary digital, remote, and hybrid frameworks. The consequent functional tasks to meet this challenge are estimated as (1) to activate comprehensive complex skillsets, otherwise latent or underutilized in the educational process; (2) to boost ICT competence and digital literacy of all participants of the educational process, relocated to the computer realm. The study objective is to diagnose and critically review the empirical case of digital skills viral development and application to construe interdisciplinary competencies of students of European and Oriental Languages major programs in Ukraine, employed in the years 2020-2021 due to quarantine measures. The study premise is the identification of various competency principles, derivative of twenty-first-century skills, and projected digital literacy requirements. The survey method and diagnostic analysis of different digital literacy components and e-skills implementation are used to assess the parameters of efficiency of transforming real-life linguistic education practices into the digital and hybrid format. The investigation novelty is in the identification of the interoperability between various groups of applied e-skills and soft skills, instrumental to develop interdisciplinary professional awareness of Foreign Languages students in Ukraine. The study allows detection of challenges for actual and underdeveloped skills (hard, technical, and soft), that participants of the educational process encountered through digital format adaptation in programs of European and Oriental Languages. [For the full proceedings, see ED621892.]
Factors Influencing Students&apos; Acceptance of e-Learning Platforms in Primary and Secondary Schools in Saudi Arabia
Author: Bakarman, Amani
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Student Attitudes,Elementary Secondary Education,Social Influences,Intention,Expectation,Student Characteristics

Due to COVID-19 pandemic, the Saudi Ministry of Education decided to transform the educational process for both primary and secondary schools into electronic education for the first time. In this regard, it has established a new platform called Madrasti to ensure the effective transformation of learning. The study aims to highlight the features of the Madrasti platform and adopted the unified theory of acceptance and use of technology (UTAUT) to determine the factors that influence students' acceptance of e-learning platforms in primary and secondary education in Saudi Arabia. A total of 802 students from different levels responded to the survey on UTAUT constructs. Empirical data revealed that performance expectancy and social influence determine students' behavioral intention. Moreover, facilitating conditions and behavioral intentions determine students' use of e-learning platforms. [For the full proceedings, see ED621892.]
Using Logic to Determine Key Items in Math Education
Author: Ojeda-Hernández, Manuel
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Logical Thinking,Mathematics Education,Foreign Countries,High School Students,Online Courses,In Person Learning,Units of Study,Teaching Methods,Learning Processes,Video Technology,COVID-19,Pandemics,Learning Analytics,Blended Learning,Mathematics Tests,Scores

Due to the COVID-19 restrictions, high-schools in Spain are having both online and in-class lectures. As a result, the students can use not only the information provided by the teachers in class, but they can also use several other methods such as videos and online examples that allow the students to have materials from different places. In this paper, we analyse the Mathematics results of the first two terms in a secondary school from Andalusia. This analysis can help find the central units of the subject found, that is, giving enough background knowledge to keep up with the module. When these are found, the teachers can improve the learning and the results in the following years. [For the full proceedings, see ED621892.]
Scaling Leadership Development for Maximum Impact in Uncertain Times. White Paper
Author: Abraham, Mary
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Leadership Training,Leadership,Change Strategies,Talent Development,Organizational Change,Organizational Culture,Access to Information,Human Resources,Employees,Cooperation

The uncertainty and disruption imposed by the COVID-19 pandemic are so extensive that they will far outlast the pandemic itself. It is difficult to scale leadership development when staff is constantly shifting and leaders are struggling just to keep up with the day-to-day challenges of their work and personal lives. HR and L&amp;D (learning and development) professionals need tools and solutions that allow them to access research-backed content and deliver transformational development experiences across the enterprise. A strong leadership development partner can stay on top of the latest research and trends, anticipate needs, and help pivot quickly to scale large organizational changes in the timeframe needed. The key to successfully scaling leadership development is devising a strategy at the outset. Once the strategy is secured, it is imperative to have the processes and the talent in place to support the initiative and to be able to execute rapidly. When scaling leadership development, it's essential to focus on the following 3 principles presented in this white paper: (1) PLAN Your Leadership Strategy; (2) PROVIDE Access to Relevant &amp; Flexible Leadership Content; and (3) LEVERAGE Internal and External Talent.
Preparing Young Children for School. Practice Guide Introduction. WWC 2022009
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Preschool Teachers,Preschool Education,School Readiness,Evidence Based Practice,Social Development,Emotional Development,Executive Function,Preschool Children,Educational Games,Learning Activities,Mathematics Skills,Mathematical Concepts,Vocabulary Development,Alphabets,Reading Aloud to Others,Preschool Curriculum

Based on recent research and in collaboration with expert panelists, the What Works Clearinghouse™ (WWC) has provided practical recommendations for preschool educators to use to help prepare young children benefit from learning opportunities they will encounter in school. The &quot;Preparing Young Children for School Practice Guide&quot; details seven evidence-based practices designed to be used by teachers; center and program directors; district or state personnel involved in adopting curricula for preschool programs; and parents and caregivers. This introduction briefly describes the recommendations and how they are presented in the &quot;Practice Guide.&quot; [For the Practice Guide, see ED621926.]
Preparing Young Children for School. Educator&apos;s Practice Guide. WWC 2022009
Author: Burchinal, Margaret R.
Date: 2022-08-00
Type: Guides - Classroom - Teacher
Subjects: Preschool Teachers,Preschool Education,School Readiness,Evidence Based Practice,Social Development,Emotional Development,Executive Function,Preschool Children,Educational Games,Learning Activities,Mathematics Skills,Mathematical Concepts,Vocabulary Development,Alphabets,Reading Aloud to Others,Preschool Curriculum

By learning social-emotional, executive function, mathematics, and literacy skills in preschool, children are likely to be better prepared for the higher expectations and more formal curriculum in elementary school. Ensuring that all children are well prepared for elementary school is a priority for parents, caregivers, guardians, and policy makers. To address this priority, the What Works Clearinghouse™ (WWC), in conjunction with an expert panel, distilled recent contemporary research into seven easily comprehensible and practical recommendations for preschool educators to use to help prepare children for school. Recommendations 1 and 2 focus on practices to improve children's social-emotional and executive function skills. Recommendations 3 and 4 focus on practices for helping children understand foundational topics in mathematics. Recommendations 5, 6, and 7 focus on ways to improve children's vocabulary, letter knowledge, print recognition, and comprehension. Across these seven recommendations, the expert panel addressed five overarching themes that are central to providing instruction in preschool. The themes are: (1) The importance of intentional instruction; (2) The importance of interaction and conversation; (3) The importance of lessons building sequentially; (4) The importance of scheduling time for intentional learning; and (5) The importance of recognizing everyone's backgrounds and experiences. This guide is designed for educators working in preschool classrooms or for those personnel supervising teachers and overseeing educational practices for preschool programs. It is also for center and program directors and educational coordinators, as well as district or state personnel involved in adopting curricula for preschool programs. Parents, caregivers, and guardians can also use this guide to understand which features of preschool education might be helpful for preparing children for school. [For the Practice Guide Introduction, see ED621925.]
CAPIT Reading: Impact in an Oklahoma School District
Author: Lazarev, Val
Date: 2022-06-00
Type: Reports - Research
Subjects: School Districts,Emergent Literacy,Reading Achievement,Student Characteristics,Kindergarten,Young Children,Primary Education,Teaching Methods

A study was conducted to evaluate the impact of CAPIT Reading on student early literacy achievement. The study utilized a quasi-experimental comparison group design using data from 12 elementary schools in a suburban school district in Oklahoma during the 2019-20 school year. CAPIT Reading is a comprehensive PK-2 literacy solution that includes a digital phonics curriculum and teacher professional development. Four schools used CAPIT to supplement their literacy instruction for kindergarten students while eight schools did not. The study linked CAPIT usage data and district demographic and achievement data to estimate the impact of CAPIT on the Letter Word Sounds Fluency (LWSF) and Early Literacy Composite scores of the aimsweb reading assessment administered by the district in August and January. We found a positive impact of CAPIT Reading on student early reading achievement on the aimsweb assessment for kindergarten students estimated at 4.4 test score points for the aimsweb Early Literacy Composite score (effect size 0.17, p = 0.01) and 7.8 points for the LWSF score (effect size 0.29, p &lt; 0.001). This impact on the LWSF score is equivalent to a 29% increase in growth for the average CAPIT student from the fall to winter tests. We found limited evidence of differential impact favoring student subgroups, meaning that this positive impact for CAPIT users did not vary according to student characteristics such as eligibility for free and reduced-price lunch, race, or gender. We found that the impact on aimsweb overall was marginally greater for special education students by 4.9 points (p = 0.09) and that the impact on LWSF scores was greater for English Language Learners by 7.4 points (p = 0.09). Impact of CAPIT reading does not vary significantly across other student groups. [This paper was produced by Evidentally, Inc.]
Adapting a Picture Description Task for Grammatical Analysis in English-Spanish Bilingual Preschool Children
Author: Smith, Vanesa P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pictorial Stimuli,Grammar,English (Second Language),Spanish,Second Language Learning,Preschool Children,Bilingual Students,Morphology (Languages),Syntax

The purpose of this study was to assess the use of an adapted picture description task described by Eisenberg and Guo to explore the morphosyntactic error patterns of English-Spanish preschool simultaneous bilingual learners. Language samples were collected from 28 bilingual preschool children aged 3 to 5 years. Language samples were elicited in both English and Spanish using a series of pictures and elicitation questions/prompts. Twenty-one participants produced a language sample in only one language (16 in English and 5 in Spanish) and seven participants produced language samples in both languages. Language samples were analyzed for grammaticality and error types. There were a higher number of fragments, tense marker, and grammatical morphemes errors in English. In Spanish, the children demonstrated more argument structure and pronominal form errors than in English. The adapted picture description task demonstrated sensitivity to common errors in English and Spanish and shows promise for use with bilingual populations. [The article is published in &quot;Communication Disorders Quarterly&quot; (EJ1292036).]
Measuring Head Start Children&apos;s Early Learning Skills Using Teacher Reports during the COVID-19 Pandemic. Research Brief. OPRE Report 2022-13
Author: Harding, Jessica F.
Date: 2022-02-00
Type: Reports - Research
Subjects: Federal Programs,Low Income Students,Social Services,Experience,Children,Surveys,Preschool Education,Family (Sociological Unit),Early Intervention,COVID-19,Pandemics,Validity,Reliability,Bias,Literacy,Reading Skills,Scores

In spring 2020, in response to the COVID-19 (for coronavirus disease 2019) pandemic, many early care and education centers, including Head Start centers, closed their physical buildings and changed their operations to virtual. Because of health and safety restrictions, OPRE was unable to directly assess children's skills in spring 2020 for the Head Start Family and Child Experiences Survey (FACES 2019). However, teachers did complete reports about individual children in their classrooms, as has been done in prior rounds of FACES. This report explores whether teacher reports of children's approaches to learning and literacy skills offer a reliable, valid, and nonbiased way to measure aspects of children's early learning skills as a proxy for the skills measured in the direct child assessment. Overall, teacher-reported approaches to learning and literacy skills have strong measurement properties among Head Start children. Therefore, these teacher reports could be used as outcome measures in analyses using FACES data when the direct child assessment is not available, such as during the COVID-19 pandemic.
Understanding Head Start Children and Families in Spring 2020: FACES 2019. Descriptive Data Tables and Study Design. OPRE Report 2022-16
Author: Doran, Elizabeth
Date: 2022-02-00
Type: Reports - Research
Subjects: Social Services,Low Income Students,Federal Programs,Family Relationship,Measures (Individuals),Research Design,Research Methodology,Learning Analytics,Statistical Data,Statistical Analysis,Family Environment,Family Characteristics,Interpersonal Competence,Physical Health,Disabilities,Disadvantaged Youth,Children

Head Start is a national program that helps young children from families with low incomes get ready to succeed in school. It does this by working to promote their early learning and health and their families' well-being. The Head Start Family and Child Experiences Survey (FACES) provides national information about Head Start programs and participants. Mathematica and its partners--Educational Testing Service and Juárez and Associates--conducted the study under contract to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Data from the study respond to current policy questions and support programs and practitioners working with Head Start families. This report includes information on the FACES 2019 study design, and presents key findings from the study's spring 2020 data collection. The purpose of this report is to (1) provide information about the FACES 2019 study, including the background, design, methodology, assessments, and analytic methods; and (2) report detailed descriptive statistics (averages, response ranges, and percentages) and related standard errors (the estimate of the standard deviation of each statistic) in a series of tables. [For &quot;Descriptive Data on Head Start Children and Families from FACES 2019: Fall 2019 Data Tables and Study Design,&quot; see ED613786.]
Disproportionately Impacted: Closing the Racial Wealth Gap through Student Loan Cancellation, Payment Reforms, and Investment in College Affordability
Author: Geiman, J.
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Racism,Racial Differences,Student Loan Programs,Loan Repayment,Debt (Financial),College Students,African American Students,Paying for College,Federal Aid,Income,COVID-19,Pandemics,Educational Change,Educational Policy

The student debt crisis is particularly dire for Black borrowers. Black degree-seekers are more likely to take out student loans to pay for higher education than white students, and they carry the largest average student loan debt of all racial demographics in the nation. The COVID-19 pandemic has created even more barriers to both postsecondary success and workers' economic stability, and Black Americans are still struggling to make a full economic recovery. The pause on student loan payments has temporarily eased the financial stress of student debt for millions of borrowers during the public health emergency. However, this relief is only temporary. In this paper, the Center for Law and Social Policy (CLASP) and the National Consumer Law Center (NCLC) explore the disproportionate impact of student debt on Black borrowers. The authors make recommendations to address the dual student loan and college affordability crises through federal policies and executive action. These steps include: (1) administrative action to extend the student loan payment pause; (2) ensure a smooth transition of loan accounts to new servicers; (3) provide increased protections for borrowers, particularly those who are victims of predatory lending and for-profit colleges; (4) improve existing repayment options, including Income-Driven Repayment (IDR); and (5) invest in college affordability through federal grants like the Pell Grant, a federal free community college program, and support for student basic needs. [This report was produced with the National Consumer Law Center (NCLC).]
How Delaware Aims to Improve College Readiness: A Case Study of the College Success Report
Author: Jimenez, Laura
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: College Readiness,High Schools,Mathematics Education,English Curriculum,Remedial Instruction,State Programs,Enrollment Rate,Equal Education,Outcomes of Education

While more students than ever are completing high school with a diploma, the American education system has a long way to go until each and every student is prepared for what comes after graduation. Unless significant advancements are made in closing existing gaps in educational attainment, America's current employment gaps will worsen as the student population becomes more diverse. Introduced in 2015, Delaware's College Success Report (CSR) enables advancements by connecting high school course outcomes in math and English to college remediation rates in these same subjects. Staff at the Center for American Progress met with current and former staff of the Delaware Department of Education (DDOE) to chronicle the state's process in developing the CSR and to detail their lessons learned so that more states can follow their example. This report first provides an overview of the Delaware CSR, including its inception, findings, and enacted solutions. It then discusses how DDOE staff use the CSR to connect multiple types of data. The report concludes with recommendations that would allow other states to benefit from similar analyses.
Horace Mann Charter Schools: Their Past, Present, and Promise
Author: Foster, Kelly Robson
Date: 2022-04-00
Type: Reports - Research
Subjects: Charter Schools,School Districts,Public Schools,Institutional Autonomy,Educational Innovation,Best Practices,Educational Opportunities,Accountability,Academic Achievement,At Risk Students,Low Income Students,Minority Group Students,Elementary Secondary Education,Partnerships in Education,Educational History,Educational Legislation,Educational Administration,Educational Finance,State Legislation

School districts across the country have long been finding ways to give greater autonomy to schools, theorizing that providing school leaders with authority over the decisions that most directly affect their students will enable them to better meet students' needs and, in turn, improve student outcomes. Charter schools, which are public schools that are operated independently from local school districts and granted freedom from many state and local education laws and regulations, are perhaps the most well-known autonomous school model, but they're not the only one. Many school districts have created their own types of autonomous schools. Massachusetts, an early adopter of charter schools and a leader in the creation of in-district autonomous school models, led the way in the development of a district-charter hybrid model, known as Horace Mann Charter Schools (Horace Mann schools). Designed to be a hybrid between the charter and district sectors, Horace Mann schools are granted many of the same freedoms and flexibilities as independent charter schools but must be approved by their local school districts and remain part of their districts in important ways. Through a review of past research on Horace Mann schools, analysis of publicly available data and documentation, and interviews with stakeholders (including current and former Horace Mann school leaders, Boston Public Schools (BPS) staff, and state officials and staff) this report analyzes the extent to which the Horace Mann school model has been able to realize the seven goals laid out in its founding legislation.