ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of a Multicultural Education Course on Teachers&apos; Attitudes towards Multicultural Education and Prejudices
Author: Akcaoglu, Mustafa Öztürk
Date: 2021-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Attitudes,Cultural Differences,Bias,Democracy,Teacher Education,Foreign Countries,Graduate Study,Teacher Characteristics,Gender Differences,Racism

The present study aimed to find out whether a course on multicultural education affect teachers' attitudes towards multicultural education, cultural differences, prejudices and democracy education. To this end, a one-group pretest-posttest quasi-experimental design was employed. The sample of the study consisted of 20 teachers enrolled in a graduate program at a mid-sized public university in the Western Black Sea Region of Turkey. The Democracy and Multicultural Education Attitude Scale (DMEAS) was administered both at the beginning and at the end of the 14-week multicultural education course. Wilcoxon signed-rank and Kruskal-Wallis tests were used to compare the pre-test and post-test scores, to analyze the differences based on gender, place of residence and years of experience. The findings of the Wilcoxon signed-rank test revealed a statistically significant difference between the pre-test and post-test scores regarding attitudes towards multicultural education, cultural differences, prejudices and democracy education. In addition, Kruskal-Wallis results indicated a significant difference for the gender and place of residence variables for the posttest. However, the results of Kruskal-Wallis showed that there was not significant difference in terms of years of experience. Based on the findings, it can be said that a multicultural education course added to the curricula could significantly improve the multicultural attitudes of the teachers and reduce their prejudices.
Factors to Measure E-Learning Readiness among Students
Author: Lakshmi, Y. Vijaya
Date: 2022-12-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Readiness,Higher Education,College Students,Technological Literacy,Self Efficacy,Student Attitudes,Access to Computers,Self Management,Time Management,Study Habits

The present study reports about the factors that determine the readiness of students towards E-learning. Through a small-scale literature review, efforts were made to identify the key factors that determine the readiness of students towards E-learning. The researcher used technique of content analysis for reviewing the literature. The literature was collected from various databases like Google Scholar, Research Gate, Academia, ERIC and various publication house websites like Sage, Taylor and Francis, Wiley, and Emerald. The findings of the review of literature suggest that the factors and its components that determine the ELR among students are diversified. However, &quot;Technological Readiness, attitudinal Readiness, Basic Internet Skills and Motivation&quot; are the factors that have been largely used by the researchers to determine ELR of Students.
Using Non-Parametric Kruskal-Wallis H Test for Assessing Mean Differences in the Opinion of Environmental Sustainability
Author: Ahmed, Inzamamul
Date: 2023-00-00
Type: Journal Articles
Subjects: Nonparametric Statistics,Climate,Sustainability,Workshops,Risk Management,Sanitation,Land Settlement,Energy Conservation,Skill Development,Foreign Countries

A workshop in environmental sustainability was organized to develop the skills and competencies in mitigating climate change, adapting climate risk management, managing waste, adapting sustainable human settlements and using sustainable transport, and developing skills of reducing CO2 emissions, and conserving energy and ecosystem, &amp; educating people. The study aimed to compare current opinion of participants in environmental sustainability. After a short notification in the print medias and websites; students, teachers, and local people expressed their interested and joined in an environmental sustainability workshop organized in the Department of Education, Assam University, Silchar, India. Non-parametric Kruskal-Wallis H test used to assess the mean differences in the opinion of the participants in environmental sustainability. It resulted that the participants who were actively participated have no differences in their opinion in skills and competencies in mitigating climate change, adapting climate risk management, managing waste, adapting sustainable human settlements and using sustainable transport, and developing skills of reducing CO2 emissions, and conserving energy and ecosystem, &amp; educating people.
Regular Bedtimes among Children Aged 5-17 Years: United States, 2020. NCHS Data Brief. No. 437
Author: Ng, Amanda E.
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Sleep,Child Health,Children,Adolescents,Health Behavior,Family Characteristics,Social Influences,Family Income,Place of Residence,Racial Differences,Ethnicity,Age Differences,Gender Differences,Family Structure,Socioeconomic Status,Rural Areas,Urban Areas,Rural Urban Differences,Fatigue (Biology)

The American Academy of Sleep Medicine recommends 9-12 hours of sleep for children aged 6-12 years and 8-10 hours for those aged 13-18, yet only two-thirds of children meet these recommendations. This report uses 2020 National Health Interview Survey (NHIS) data to describe regular bedtimes, defined as going to sleep at the same time most days or every day in a typical school week, among children aged 5-17 years. Estimates are presented by sociodemographic characteristics, family type, Social Vulnerability Index (SVI), family income, and urbanicity of residence.
Diagnosed Allergic Conditions in Children Aged 0-17 Years: United States, 2021. NCHS Data Brief. No. 459
Author: Zablotsky, Benjamin
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Allergy,Children,Adolescents,Incidence,Clinical Diagnosis,Gender Differences,Age Differences,Racial Differences,Ethnicity,Food,Human Body,Plants (Botany),Physiology

The percentage of children with certain allergic conditions has increased over previous decades. Seasonal allergies, which includes hay fever, allergic rhinitis, and allergic conjunctivitis, causes sneezing, cough, runny nose, and itchy eyes. Eczema, also known as atopic dermatitis, causes itchy, bumpy rashes and thickened skin that can appear anywhere on the body. Food allergies can cause hives, vomiting, trouble breathing, or throat tightening. Children with allergic conditions may have increased healthcare use and decreased quality of life. Food allergies can be life threatening. This report describes the percentage of children who had diagnosed seasonal allergy, eczema, or food allergy by sex, age, and race and Hispanic origin from the 2021 National Health Interview Survey (NHIS).
Teacher-Student Relationship and Students&apos; Mathematics Achievement: Mediating Roles of Students&apos; Perception of Mathematics, Students&apos; Self-Efficacy, and Cooperative Learning Strategies
Author: Appiah, Joseph Bekoe
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Student Attitudes,Mathematics Achievement,Self Efficacy,Cooperative Learning,High School Students,Predictor Variables,Foreign Countries,Student Characteristics

The study examined the mediating roles of students' perception of mathematics, students' self-efficacy and cooperative learning strategies in the relationship between teacher-student relationship and students' mathematics achievement in all the senior high schools at Atwima Nwabiagya North District. The study was carried out using the descriptive survey design. The target population was second-year students. Through purposive, proportionate stratified, and simple random sampling techniques, questionnaires were administered to 346 second year students, however, 320 questionnaires were returned. The data collected were analyzed using structural equation model with bootstrap samples. It was found that teacher-student relationship was significant negative predictor of students' mathematics achievement. The study also discovered that, students' perception of mathematics, students' self-efficacy and cooperative learning strategies were partially mediated the relationship between teacher-student relationship and students' mathematics achievement. It was suggested based on the findings that mathematics teachers should be mindful of their relationship with the students, employ varieties of techniques when dealing with students with bad perception of mathematics and also consider the kind of collaborative learning techniques to be adopted in order to accelerate students' mathematics achievement.
Achievement Level Description Review for the National Assessment of Educational Progress Mathematics and Reading Assessments. Final Process Documentation and Technical Report
Author: Moyer, Eric L.
Date: 2022-11-00
Type: Reports - Research
Subjects: Reading Achievement,Mathematics Achievement,Reading Tests,Mathematics Tests,Governing Boards,National Competency Tests,Academic Achievement,Definitions,Educational Policy,Expectation,Guidelines,Grade 4,Grade 8,Grade 12,Policy Analysis,Alignment (Education),Pilot Projects,Standard Setting,Decision Making,Gender Differences,Ethnicity,Item Analysis,Test Items,Rating Scales,Student Characteristics

The National Assessment Governing Board has a legislatively mandated responsibility to develop National Assessment of Educational Progress (NAEP) achievement levels. The Board Policy Statement on Developing Student Achievement Levels for the National Assessment of Educational Progress provides policy definitions of &quot;NAEP Basic,&quot; &quot;NAEP Proficient,&quot; and &quot;NAEP Advanced&quot; -- and describes the principles for setting achievement levels. The policy definitions are general, high-level expectations of what students should know and be able to do and consistent across all NAEP assessments. Content achievement level descriptions (ALDs) are specific descriptions of what students at each level should know and be able to do for each individual assessment as specified in the frameworks. The National Assessment Governing Board contracted with Pearson to design and implement a review of the achievement level descriptions (ALDs) for NAEP Reading and Mathematics assessments for grades 4, 8, and 12. This document describes the procedural and technical aspects and outcomes of the operational ALD Review study. In particular, this report addresses the Board's updated achievement levels policy that called for the development of Reporting ALDs to state how the assessment content (defined by the Reporting ALDs) aligns with the existing content ALDs and achievement level policy definitions.
A Study on Issues and Challenges of On-Line Assessment of College Students
Author: Nabi, Nahida
Date: 2022-03-00
Type: Journal Articles
Subjects: College Students,Student Evaluation,Computer Assisted Testing,COVID-19,Pandemics,Distance Education,Foreign Countries,Student Attitudes,College Faculty,Teacher Attitudes,Student Experience,Barriers

The present paper studied the various issues and challenges of student's assessment that has been faced by college teachers and students of Kashmir division during COVID-19 Pandemic. Assessment is the major aspect of the education system. The student assessment is the act of evaluating student's abilities and achievements. It is ongoing process and integral part of the teaching and learning process. The teacher makes judgments about the students learning or to determine student's interest through assessment. It helps the teacher to reflect on each student's level of achievement as well as to customize their teaching plans accordingly. After COVID-19 Pandemic the student assessment has been shifted more to the online assessment. The teachers have faced lot of issues due to lack of access of internet and technology. In every sphere of education there is a great impact of technology on the students learning that has been done after COVID-19. The present study was descriptive- survey based study. Both primary and secondary sources of data were collected. For the secondary sources of data the investigator had reviewed various national and international papers related with the present study. The sample comprised of 400 college students and 400 teachers from various degree colleges of Kashmir Division. Self- developed interview schedule and self-constructed were used for the data collection. The investigator has conducted a group interview of 10 college's students and 10 teachers separately that constituted of 80 interviews. On the bases of these 80 group interviews the researcher developed themes of all interviews and analyzed all these into specific themes. The investigator suggested some recommendations for improving the better assessment of students through remote learning. The study indicated that there are major six challenges in the context of online assessment i.e., lack of internet connection, language problem, parental attitude, mental disturbance, heavy work load and inaccessibility of smarts phones.
Challenges in Hyflex Learning in Zambales, Philippines
Author: Mobo, Froilan D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Foreign Countries,COVID-19,Pandemics,College Students,Student Attitudes,Preferences,In Person Learning,Videoconferencing,Instructional Effectiveness,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Educational Strategies

The modality of learning in the Philippines became highly revolutionized during the start of the global pandemic that hit the entire economy and education sector, which has negative implications. Universities and Basic Education designed an alternative mode of learning that fits the regulations of the Inter-Agency Task Force on COVID-19 (IATF). The researchers used a quantitative research design in collecting and analyzing the numerical data. Because it is the methodology that researchers use to test theories about people's attitudes and behaviors based on numerical and statistical evidence. Students' preferences in terms of the hybrid learning approach are with the in-person approach because they can easily understand and catch up with the subject being taught. The majority of students are still determined to have limited in-person or face-to-face classroom discussion. The most common challenges experienced by the students, being ranked accordingly, are the lack of appropriate devices and the interaction with teachers and students. According to Kohnke &amp; Moorhouse (2021), the utilization of various features of the video-conferencing software and other digital tools was seen as essential to the effectiveness of the HyFlex Learning Modality. That is why it is important for colleges to strictly monitor and strengthen the conduct of hybrid learning and follow the compliance set by the National Government Agencies.
Organized Sports Participation among Children Aged 6-17 Years: United States, 2020. NCHS Data Brief. No. 441
Author: Black, Lindsey I.
Date: 2022-08-00
Type: Reports - Research
Subjects: Children,Team Sports,Participation,Adolescents,Racial Differences,Ethnicity,Age Differences,Gender Differences,Place of Residence,Geographic Regions,Parent Background,Educational Attainment,Family Income,At Risk Persons

Sports team participation has been associated with increased levels of physical activity and improved physical and mental health among children and adolescents. Disparities in sports participation have been found across age, sex, race, disability, and socioeconomic subgroups. This report describes national estimates of parent-reported organized sports participation during the past 12 months among children aged 6-17 years. Data from the 2020 National Health Interview Survey (NHIS) are analyzed by sociodemographic characteristics.
Synthesizing Knowledge on Equity and Equity-Based School Safety Strategies
Author: Espelage, Dorothy L.
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: School Safety,Equal Education,Justice,Educational Environment,Student Behavior,COVID-19,Pandemics,Racism,Minority Group Students,Zero Tolerance Policy,School Policy,Elementary Secondary Education,Crime Prevention,Emergency Programs,Risk Management,Teacher Student Relationship,Police School Relationship,School Security,Trauma Informed Approach,Social Emotional Learning,Data Use,Multi Tiered Systems of Support

This publication provides an overview of the literature on school safety in the United States, with a focus on equity. Using the framework developed by the National Institute of Justice (NIJ), this publication situates a comprehensive school safety approach as a balance of three key elements: physical safety, school climate, and student behavior, with an emphasis on equity and the inclusion of knowledge gained from projects funded by the NIJ Comprehensive School Safety Initiative. The recent effects of the COVID-19 pandemic and the national outcry to address systemic racism have highlighted the continuing inequities that make schools unsafe for marginalized students. Systems must consider the experiences of these students and be intentional about implementing policies that balance the elements of a comprehensive school safety framework while also explicitly considering equity. For the purposes of this discussion, equity in school safety is defined as a system that not only considers but respects the varied and intersectional individual identities that students possess to ensure that they do not hinder their ability to feel safe at school and receive a fair education. The scope of this discussion will focus on the need for equity specifically relating to racial and ethnic identities.
Evaluating Machine Learning for Projecting Completion Rates for VET Programs. Technical Paper
Author: Hall, Michelle
Date: 2023-00-00
Type: Reports - Research
Subjects: Vocational Education,Graduation Rate,Artificial Intelligence,Prediction,Algorithms,Methods,Accuracy,Evaluation

This paper summarises exploratory analysis undertaken to evaluate the effectiveness of using machine learning approaches to calculate projected completion rates for vocational education and training (VET) programs, and compares this with the current approach used at the National Centre for Vocational Education Research (NCVER) -- Markov chains methodology. While the Markov chains methodology currently used by NCVER has demonstrated that it is reliable, with predictions aligning well with the actual rates of completion for historical estimates, it has not been reviewed for some time and it does have some limitations. The evaluation of machine learning techniques for predicting VET program completion rates was undertaken to overcome some of these limitations and with a view to improving our current predictions. This report includes: (1) an overview of the methodologies: Markov chains and two machine learning algorithms that were applied to predict completion rates for VET programs (XGBoost and CatBoost); (2) a comparison of the accuracy of the predictions generated by both methodologies; and (3) an evaluation of the relative strengths and limitations of both methodologies.
Using Education Indicators: A Forum Guide for State and Local Education Agencies. NFES 2022132
Author: National Forum on Education Statistics (ED/IES)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Educational Indicators,State Departments of Education,School Districts,Data Use,Data Collection,Educational Change,Barriers,Problem Solving

&quot;Using Education Indicators: A Forum Guide for State and Local Education Agencies&quot; was developed to provide timely and useful information on education indicators, how their collection and use have changed over time, and how agencies use them strategically. Since the publication of the 2005 document &quot;Forum Guide to Education Indicators,&quot; [see ED485637] many advancements in education have impacted indicators, including changes to data systems (such as improved longitudinal data systems), federal data collections and accountability systems, legislation, mandatory public reporting, privacy protections, and data security. This new resource highlights best practices for using indicators, adjustments over time to the collection and use of indicators, shifts in types of relevant indicators, and what possibilities local and state education agencies (LEAs and SEAs) see for the effective use of indicators in the future. [This report was prepared by the National Forum on Education Statistics' Education Indicators Working Group.]
Opinions of Arabic Prep Class Students on the Use of YouTube in Teaching Arabic
Author: Dagbasi, Gurkan
Date: 2023-00-00
Type: Journal Articles
Subjects: Language of Instruction,Arabic,Second Language Instruction,Video Technology,Social Media,College Students,Student Attitudes,Educational Technology

Today, technology has become a concept that expresses a serious need in terms of individual and society, especially in the last period of the global epidemic. Technological developments, which are closely followed all over the world, contribute to the improvement of communication between people at the same rate, and as a result of this information transfer process, individuals find the opportunity to express their feelings and thoughts on various media platforms. The use of this platform, which is called social media, has the feature of responding to the social needs of crowded masses consisting of all existing cultures and segments. Because of these reasons and needs, social media has a very important place in human life with its feature that brings together large masses. Foreign language learning activities have also developed through social media, and many foreign language lessons have become common on YouTube. Among these languages is Arabic, which is spoken by approximately 450 million people in the world. Arabic is one of the most widely taught foreign languages in our country. In this context, it is clear that social media, like other technologies, creates a suitable basis for the use of education in the Arabic teaching process. In this study, the opinions of university students about the use of YouTube, one of the social media tools, in teaching Arabic are included. 200 students studying in Arabic preparatory classes within higher education institutions participated in the research; His views on the Arabic lessons given on YouTube were examined. At the end of the study, Arabic preparatory class students; It has been revealed that they think that the use of YouTube in the Arabic teaching process is beneficial. As a result of the answers given to the open-ended question asked whether YouTube lessons are advantageous in teaching Arabic; It has been determined that YouTube Arabic lessons contribute to the students in the preparation process and course repetitions at school. Another result of the study is; It has emerged that the number of Arabic lessons given on YouTube is less than other languages, which is perceived as a serious deficiency by the students.