ethanporcaro/eric-fulltext-meta huggingface dataset:
First in the World -- Amp-Up, Union County College: Final Evaluation Report
Author: Douglas, Daniel
Date: 2020-10-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Remedial Mathematics,College Mathematics,Required Courses,Program Evaluation,College Outcomes Assessment,Intervention,Student Placement,Control Groups,Experimental Groups

In 2016, Union County College began a four-year experiment with corequisite developmental mathematics as part of a grant from the U.S. Department of Education's First in the World (FITW) program. In this experiment, students assessed as needing to take developmental mathematics courses would be eligible to receive a waiver from their developmental requirements and instead proceed to college-level mathematics courses. Students selected to receive a waiver would also be required to participate weekly in tutoring services offered by the college. The Education and Employment Research Center at Rutgers University served as the external evaluator for the study. The evaluation focuses on three key outcomes: continuous enrollment, passing college-level mathematics, and degree completion. The outcomes assessment found that students assigned to the intervention group -- those who had the immediate opportunity to proceed to college-level mathematics with support -- benefitted primarily from the intervention itself. In other words, intervention group students were substantially more likely to have passed a college-level mathematics course within three years than their counterparts in the comparison group, who would have had to first complete a developmental mathematics sequence prior to enrolling in college-level math. Assignment to the treatment group did not, however, have a measurable impact on either student persistence at the college or on degree completion in the study period. [This report was produced by Rutgers' Education and Employment Research Center.]
An Investigation of Teachers&apos; Attitudes, Concerns and Self-Efficacy toward Inclusive Education in STEM Classrooms
Author: Kumar, Shiv
Date: 2019-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Teacher Attitudes,Self Efficacy,Inclusion,STEM Education,Correlation,Elementary School Teachers,Secondary School Teachers,Educational Benefits,Barriers,Access to Education,Blended Learning,Assistive Technology,Online Courses,Handheld Devices,Teacher Effectiveness,Special Education

Research in this study examined the factors that affect teachers' attitudes, concerns, and self-efficacy toward inclusive education in the Science, Technology, Engineering, and Math (STEM) classrooms. The study was driven by the following overarching research question: Is there a significant correlation between teachers' attitudes and teachers' self-efficacy toward inclusive education in STEM classrooms? A sample of 198 teachers who taught at least one of the STEM subjects were selected randomly from various K-12 schools in Louisiana. A four-part survey questionnaire with reliable validity was used to collect data indicators. An ANOVA and t-test were used to analyze effect of demographic factors on teachers' attitudes, concerns, and self-efficacy toward inclusive education. Pearson's correlation coefficient was used while investigating correlations between attitudes of teachers and their self-efficacy toward inclusive education. The results of this research study showed that teachers reported an overall positive attitude, a little concern, and higher self-efficacy toward inclusion in STEM classrooms. There was a medium strength positive correlation between attitudes of teachers and their self-efficacy toward inclusion in STEM classrooms. The findings in this study provided a better insight of teachers' attitudes, concerns, and self-efficacy toward inclusive education and could serve as a basis for creating a framework of trainings and professional developments for teacher support to equip teachers with strategies to make inclusive education more effective for students with disabilities in STEM classrooms.
Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education
Author: Nascimbeni, Fabio
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Teaching Methods,College Faculty,Open Education,Familiarity,Predictor Variables,Knowledge Level

The goal of this paper is to advance the understanding of the way university educators currently adopt open educational practices (OEP) by analyzing the relation between the use of open educational resources (OER) and the implementation of open teaching practices. The results are based on data collected through an online survey among 724 university educators. Depending on the actual use of OER and open teaching practices by the survey respondents, we have categorized them along a scale that goes from &quot;novice&quot; to &quot;expert&quot;, and we analyzed the data to evaluate their use of OER and their adoption of open teaching practices, looking for relationships between the two phenomena. The main finding of this paper, which confirms the latest research findings from the open education community, is that a strong relationship exists between the two dimensions: The more an educator uses OER, the more he will probably adopt open teaching practices, and vice versa. These results are discussed with a view to use this virtuous circle between the use of open content and adoption of open teaching as a way to build generalized open education capacity among universities' teaching staff.
Talking Circles. Research to Practice Brief
Author: SWIFT Education Center
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Adolescents,Females,High School Students,Urban Schools,Friendship,Emotional Intelligence,Justice,Empathy,Self Efficacy,Program Effectiveness,Social Emotional Learning,Extracurricular Activities,Discussion Groups

Support of students' social and emotional learning plays an important role in a Multi-tiered System of Support (MTSS). The study by Schumacher (2014) summarized in this research to practice brief, &quot;Talking Circles for Adolescent Girls in an Urban High School: A Restorative Practices Program for Building Friendships and Developing Emotional Literacy Skills&quot; (EJ1274931), examines out-of-classroom &quot;Talking Circles&quot; impact on adolescent girls in an urban high school in terms of building friendships and developing emotional literacy skills. Talking Circles, adopted from the egalitarian process of Woodland Native American tribes, put an emphasis on credibility and confidentiality by following guidelines. Participants pass a talking piece (any symbolic object) to take turns during the Talking Circles activity. The process of Talking Circles includes &quot;checking in&quot; (briefly sharing momentary feelings), &quot;burning issues&quot; (sharing problems or concerns), &quot;topic of the day&quot; (discussing student-generated topics), and &quot;closing&quot; (reading inspirational quotes or making a wish for the week). This systematic ethnographic study occurred over two years and includes 257 hours of participant observations, semi-structured interviews with participants, and analysis of such documents as texts or emails with the students. Each phase of Talking Circles starts with a process of affirming their commitment to the process (i.e., Ribbon Tying Ceremony and Values Plate Ceremony). To secure privacy the meetings were always held in a quiet and comfortable room in the school named the &quot;Apartment,&quot; with a miniature living room set up. The researcher (gatekeeper) built rapport with participants, teachers and a principal by communicating with students, being involved in activities in the school, and observing the meetings. This outside-of-the-classroom Talking Circles study showed promising results. Although the practice was utilized as an extra-curricular activity in school, educators may scale up the practice as a universal support for social-emotional learning, as well as a means to lessen the number of school suspensions and expulsions.
The State of Online Learning in the Kingdom of Saudi Arabia: A COVID-19 Impact Study for K-12
Author: O'Keefe, Lynette
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Online Courses,Educational Technology,Elementary Secondary Education,COVID-19,Pandemics,School Closing,Leadership,Curriculum Design,Curriculum Development,Student Evaluation,Student Needs,Faculty Development,Teacher Competencies,Administrator Attitudes,Teaching Methods,Teacher Attitudes,Parent Attitudes,Student Attitudes,Governance

To ensure that high quality online learning is being offered in the future, the Kingdom of Saudi Arabia (KSA) commissioned a study to understand the state of online K-12 education pre-, peri- and post-COVID based on the academic period from March 9-May 14, 2020. The intention was to determine opportunities for improvement while identifying areas of excellence that could be highlighted against an evaluation framework for quality K-12 online learning. Using this information, K-12 education within the Kingdom of Saudi Arabia would be positioned to make improvements to the overall student learning experience. The study focused on eight dimensions, each with several subdimensions, and included survey and interview data, contextualized within the KSA K-12 environment for both development and analysis. Dimensions included Leadership, Curriculum Design and Planning, Online Teaching and Learning, Assessment, Technology, Student Support, Training and Support, and Evaluation and Continuous Improvement. Each of these dimensions and their associated subdimensions are discussed at length in the report, but there were several overarching themes that emerged. The report has been organized into four primary sections as well as several appendices. The introduction provides context for the study, the methodology section provides information regarding the development and analysis of both quantitative survey instrumentation and qualitative protocols, and includes a summary of participants, the recommendations section provides data interpretation and recommendations by dimension and subdimension (aligned with the Future Action Framework), and the considerations for future study section contains recommendations for further research based on this study as well as findings indicating potential future expansion. Finally, the appendices provide the Future Action Framework summary of recommendations, the literature review, survey and interview protocols, and a list of figures. [This study was coordinated with the Council of Ministers of Saudi Arabia's National eLearning Center.]
The State of Online Learning in the Kingdom of Saudi Arabia: A COVID-19 Impact Study for Higher Education
Author: O'Keefe, Lynette
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,Educational Technology,College Students,Educational Quality,Foreign Countries,Leadership Responsibility,Teacher Responsibility,Administrator Attitudes,Teacher Attitudes,Technological Literacy,Student Attitudes,Interpersonal Communication,Participative Decision Making,Teacher Student Relationship,Computer Mediated Communication,Educational Resources,Access to Computers,Internet,Faculty Development,Higher Education,College Faculty

With the COVID-19 pandemic disrupting education across the globe in early 2020, many educators found themselves rapidly transitioning to remote learning without the appropriate knowledge, skills or resources. For many higher education students, this resulted in less than optimal learning experiences. To ensure that high quality online learning is being offered in the future, the Kingdom of Saudi Arabia (KSA) commissioned a study to understand the state of online learning pre-, peri- and post-COVID. The study culminated in a number of recommendations to allow the Kingdom of Saudi Arabia to effectively build infrastructure and capacity and to deliver high quality online learning. The study focused on eight dimensions, each with several subdimensions, and included survey and interview data, contextualized within the KSA higher education environment for both development and analysis. Dimensions included Leadership, Curriculum Design and Planning, Online Teaching and Learning, Assessment, Technology, Student Support, Training and Support, and Evaluation and Continuous Improvement. Each of these dimensions and their associated subdimensions are discussed at length in the report, but there were several overarching themes that emerged. This report has been organized into four primary sections and includes several appendices. The introduction provides context for the study, the methodology section provides information regarding the development and analysis of both quantitative survey instrumentation and qualitative protocols as well as a summary of participants, the recommendations section provides data interpretation and recommendations by dimension and subdimension (aligned with the Future Action Framework), and the considerations for future study section contains recommendations for further research based on this study as well as findings indicating potential future expansion. Finally, the appendices provide details on evaluation, research, and action frameworks, a glossary of common terminologies recommended resources, the literature review, survey and interview protocols, and a full listing of tables, charts, and graphs. [This study was coordinated with the Council of Ministers of Saudi Arabia's National eLearning Center.]
Open Educational Resources and Practices in China: A Systematic Literature Review
Author: Tlili, Ahmed
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Open Educational Resources,Open Education,State of the Art Reviews,Program Implementation,Adoption (Ideas),Educational Practices,Educational Policy,Online Courses

The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.
Supply and Demand for Middle-Skill Occupations in Rural California in 2018-20. REL 2021-040
Author: Rauner, Mary
Date: 2020-11-00
Type: Reports - Research
Subjects: Supply and Demand,Rural Areas,Employment Opportunities,Postsecondary Education,Wages,Credentials,Alignment (Education),Occupations,Labor Needs

Expected growth in the population of rural areas of California and in the number of jobs in middle-skill occupations has increased interest in the alignment of middle-skill workforce supply and occupational demand, particularly in rural regions. This study focuses on that alignment in four rural regions of the state: Central Valley and Mother Lode North, Central Valley and Mother Lode South, Northern Coastal, and Northern Inland. Middle-skill occupations are those that require a typical entry-level education greater than a high school diploma but less than a bachelor's degree. The study found that across the four regions combined, nearly 84,000 job openings in middle-skill occupations were projected for each year in 2018-20, or about 31 percent of all job openings in the four regions. The number of jobs was projected to grow in an average of 70 percent of middle-skill occupations. About 90 percent of job openings in middle-skill occupations paid a living wage at entry level in 2017. However, local postsecondary institutions were not producing enough credentialed middle-skill workers to fill projected new jobs and replace workers who retire, change jobs, or otherwise leave their job. Each year in 2014/15-2016/17, postsecondary institutions in the four regions awarded an average of nearly 20,100 middle-skill credentials (a subbaccalaureate credential that is awarded by a postsecondary institution and aligned with a middle-skill occupation). Assuming that the rate of credential awards persisted and that no other supply of middle-skill labor emerged, the average local credential deficit each year in 2018-20 was projected to be 63,665, or 76 percent of projected job openings in middle-skill occupations each year. Only 5 of the 50 most in-demand middle-skill occupations were projected to experience a local credential surplus. The analyses were conducted prior to the COVID-19 pandemic, and the findings do not include its influence on the supply and demand of the middle-skill labor market. [For the appendixes, see ED608886; for the study snapshot, see ED608884.]
Supply and Demand for Middle-Skill Occupations in Rural California in 2018-20. Study Snapshot. REL 2021-040
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Supply and Demand,Rural Areas,Employment Opportunities,Postsecondary Education,Wages,Credentials,Alignment (Education),Occupations,Labor Needs

This study snapshot presents the key findings from the full study on the alignment of middle-skill workforce supply and occupational demand across four rural regions in California to help stakeholders strengthen the economy in rural parts of the state. The four rural regions in the study are Central Valley and Mother Lode North, Central Valley and Mother Lode South, Northern Coastal, and Northern Inland. The study used the most recent federal data available to calculate descriptive statistics on projected job openings, projected job growth rate, wage ranges and living wage status, and middle-skill credentials (subbaccalaureate credentials such as associate degrees and certificates that are awarded by a postsecondary institution and aligned with a middle-skill occupation). [For the full report, see ED608883; for the appendixes, see ED608886.]
State Policy Considerations for 3rd Grade Literacy. Prepared for the Indiana Department of Education. Brief
Author: Snow, Kyle
Date: 2020-07-15
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Literacy,Grade 3,Early Reading,Oral Language,Community Programs,English Language Learners,Program Effectiveness,Educational Finance,Financial Support,Outcomes of Education,State Legislation,State Departments of Education,Elementary School Students

This brief arises from two distinct yet related activities currently underway within the Indiana Department of Education (IDOE). First, IDOE is preparing to review the state early learning standards. The idea for this brief arose initially in that context as a means of considering how to intentionally design and use early learning standards to lead ultimately to student reading proficiency in 3rd grade. Second, IDOE has begun to develop a needs assessment process to inform development of a comprehensive approach to literacy. Against this backdrop, IDOE requested support from the Region 8 Comprehensive Center in identifying best practices from states that are successful in meeting expectations or mandates that students are proficient readers by 3rd grade. In responding to this question, this brief starts by looking at the current state of literacy and reading in Indiana. Next, it draws upon several recent nationwide efforts to identify state-level policies that support literacy, including some that are already in place in Indiana and others that IDOE may consider adopting or adapting. Finally, it highlights some promising localized programs that support early reading (i.e., prior to 3rd grade).
Supply and Demand for Middle-Skill Occupations in Rural California in 2018-20. Appendixes. REL 2021-040
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-11-00
Type: Reports - Research
Subjects: Supply and Demand,Rural Areas,Employment Opportunities,Postsecondary Education,Wages,Credentials,Alignment (Education),Occupations,Labor Needs

These are the appendixes for the report, &quot;Supply and Demand for Middle-Skill Occupations in Rural California in 2018-20.&quot; The study focuses on the alignment of middle-skill workforce supply and occupational demand across four rural regions in California (Central Valley and Mother Lode North, Central Valley and Mother Lode South, Northern Coastal, and Northern Inland) to help stakeholders strengthen the economy in rural parts of the state. The study used the most recent federal data available to calculate descriptive statistics on projected job openings, projected job growth rate, wage ranges and living wage status, and middle-skill credentials. The following appendices are included: (1) Key terms, data sources, and analysis methods; (2) Central Valley and Mother Lode North region of California: Detailed findings on supply and demand for middle-skill occupations; (3) Central Valley and Mother Lode South region of California: Detailed findings on supply and demand for middle-skill occupations; (4) Northern Coastal region of California: Detailed findings on supply and demand for middle-skill occupations; and (5) Northern Inland region of California: Detailed findings on supply and demand for middle-skill occupations. [For the full report, see ED608883; for the study snapshot, see ED608884.]
Can English Considered to be a Global Language?
Author: Mohamadsaid, Ashqi
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Social Media,English (Second Language),Language Role,Intercultural Communication,Second Language Learning,Foreign Policy,Language Attitudes,Barriers,Language Usage,Language of Instruction,Official Languages,Global Approach,History,Futures (of Society),Mass Media,Science and Society,Foreign Countries

This paper will focus on the aims to show for us why English known as a global language and why other languages do not have this ability. It is argued that English as a global language has some advantages to people around the world. One of the advantages is that English language is utilized as a tool of communication, empowerment and unification of people in the global community. In other words, English plays a very important role to unite all the people around the globe regardless their nationalities, cultural backgrounds, or races. However, there are some disadvantages. One of them, for some scholars, they strongly believed that this language has weakened or demolished many languages. Besides, English has been one of the main languages of colonization throughout the world during different periods in history. Additionally, due to the rapid spread of social media, the needs of a lingua franca language has raised as a form to overcome the barriers between international communications and interactions. Moreover, the result led to the conclusion that the use of English as a second and foreign language as well as the language of education provided a speedy access to modern development in science, media, social media, and technology.