ethanporcaro/eric-fulltext-meta huggingface dataset:
Federal Student Aid&apos;s Suspension of Involuntary Collection in Response to the Coronavirus Pandemic. ED OIG Oversight of Coronavirus Response Funds. ED-OIG/I20NY0010
Author: Office of Inspector General (ED)
Date: 2021-06-15
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,COVID-19,Pandemics,Loan Default,Loan Repayment,Employers,Salaries,Debt (Financial),Public Agencies,Federal Government,Public Policy,Policy Analysis,Economic Climate

The objective of this review was to evaluate the results of Federal Student Aid's (FSA) process for suspending involuntary collection and refunding payments involuntarily collected on defaulted Department-held loans in response to the Coronavirus pandemic. The information presented in this report was obtained and analyzed through interviews, documentation requests from the U.S. Department of Education (Department) and FSA's contracted defaulted student loan servicer. The period for FSA to suspend involuntary collection was March 13, 2020, through September 30, 2021 (referred to as &quot;suspension period&quot;). The review covered the results of FSA's process to suspend involuntary collection and refund payments involuntarily collected from March 13, 2020, through September 30, 2020. The inspection was performed from September 2020 through January 2021.
No Food for Thought: Insights on Basic Needs Insecurities and Mental Health Challenges from Trellis&apos; Fall 2020 Student Financial Wellness Survey. Spotlight Report Brief
Author: Cornett, Allyson
Date: 2022-03-00
Type: Reports - Research
Subjects: College Students,Student Needs,Food,Hunger,Housing,Homeless People,Student Surveys,Wellness,Money Management,Mental Health,COVID-19,Pandemics,Incidence

College students are unable to meet their basic needs (food, housing, utilities, etc.) at greater rates than the general adult population of the United States. When students lack enough to eat and/or are unable to secure safe, stable housing, they often face tolls to their psychological and physical health. Additionally, compared to peers who are basic needs secure, students struggling with basic needs insecurities often encounter adverse academic outcomes, including poor grades, enrollment disruptions, academic dismissal, or suspension, etc. Even in a non-pandemic academic setting, these challenges can severely complicate a student's ability to focus on schoolwork and being academically successful. Unfortunately, research suggests the pandemic has exacerbated instances of basic needs insecurity among college students, especially among vulnerable groups. This brief examines data from 20,095 students with one or more forms of basic needs insecurity (BNI) (i.e., food insecurity, housing insecurity, homelessness) from Trellis' Fall 2020 Student Financial Wellness Survey (SFWS) with a special lens on their mental health. With more than one-third of all postsecondary students experiencing mental health challenges before the onset of the COVID-19 pandemic, and many more living with food and housing insecurity, having a full understanding of students' lived experiences during the past year is critical. [For &quot;Student Financial Wellness Survey: Fall 2020 Semester Results. National Aggregate Report,&quot; see ED616426.]
Transportation Barriers and School Loyalty: Results from Trellis&apos; Fall 2021 Student Financial Wellness Survey. Spotlight Report Brief
Author: Fletcher, Carla
Date: 2022-04-00
Type: Reports - Research
Subjects: Student Transportation,Expenditures,College Students,Student Surveys,Wellness,Money Management,Student Characteristics,Student School Relationship,School Holding Power,Student Costs,Paying for College

Transportation costs (gas, car maintenance, public transportation, and parking) make up a large part (nearly 20 percent) of college students' living expenses. Additionally, many students face long commutes because they lack access to a reliable car and/or rely on inconvenient public transportation. Periodic car breakdowns can lead to missed classes and unexpected expenses. Studies conducted in 2021 found that when compared to students who have their transportation costs subsidized and who have access to safe and reliable transportation, students who do not receive subsidies and who do not have access to safe and reliable transportation are less likely to complete courses and finish degrees. This brief examines transportation data from 63,751 students at 104 higher education institutions that participated in Trellis' Fall 2021 Student Financial Wellness Survey (SFWS) with a special lens on their loyalty to their school since research suggests that loyal customers are also more likely to continue their patronage. Strategies to help students to stay in school and graduate should be informed by how their students get to school.
The Effectiveness of Concrete-Representational-Abstract Instruction Strategies in the Instruction of Fractions to Students with Learning Disabilities
Author: Yildirim, Hasan Hüseyin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Mathematics Instruction,Direct Instruction,Fractions,Learning Disabilities,Males,Elementary School Students,Mathematics Skills

The present study aimed to determine the effectiveness of the concrete-representational-abstract instruction strategies employed in the direct instruction of fractions to students with learning disabilities. Furthermore, the generalization of the instruction to different settings and tools, the follow-up data for one and three weeks after the instruction, and the social validity data based on the views of the mothers on concrete-representational-abstract instruction strategies were analyzed. In the study, the inter-behavioral multiple probe model with a probe stage, a single-subject research model, was employed. The dependent variable was the level of identification of proper, half and quarter fractions by the participating students in the study, while the independent variable was the concrete-representational-abstract introduction strategies implemented with the direct instruction method. The study was conducted with three male students with learning disabilities, who resided in Izmir and attended an inclusive primary school. The study findings demonstrated that the concrete-representational-abstract instruction strategies were effective in the instruction of proper, half and quarter fractions to the students with learning disabilities, these skills acquired by the students could be permanent for one to three weeks after the instruction, and all students could generalize these skills to various settings and instruments, and the views of the mothers on concrete-representational-abstract instruction strategies were positive.
Development of the Opinions on the Effects of Globalization in Sports Sciences Scale
Author: Akdagcik, Ibrahim Ümran
Date: 2022-06-00
Type: Journal Articles
Subjects: Global Approach,Team Sports,Sports Medicine,Measures (Individuals),Physical Education,Physical Education Teachers,College Faculty,Student Attitudes,Teacher Attitudes,Factor Analysis,Undergraduate Students,Construct Validity,Teaching Methods,Learning Processes,Correlation,Reliability,Athletic Coaches,Cultural Influences,Economic Factors,Foreign Countries,Item Analysis,Goodness of Fit

This study aims to develop a standard scale by making the validity and reliability of the globalization survey developed for education faculties in the sample of sports sciences. A total of 878 people, including 81 academicians, 336 physical education and sports teachers, 118 trainers, and 343 sports sciences students, who were reached by a simple random method, participated in the study. The data was collected at 3 different times, Exploratory Factor Analysis (EFA) in the first group (n = 426), Confirmatory Factor Analysis (CFA) in the second group (n = 412), and test-retest analysis in the third group (n = 40) was performed. As a result of EFA, which was conducted to determine the construct validity, a structure consisting of 17 items and 3 factors was obtained, which explains 71.588% of the total variance. These factors are; teaching-learning processes are named as management and technology. The Cronbach Alpha internal consistency coefficient of the scale was calculated as .94. According to the CFA results (X[superscript2] / df: 2.63;; RMSEA: 0.06; PGFI: 0.69; PNFI: 0.79; GFI: 0.92; AGFI: 0.90; IFI: 0.96; TLI: 0.95; NFI: 0.94; CFI: 0.96) the scale has acceptable fit values. In the test-retest analysis, a positive correlation was found 0.83. As a result, it can be said that the globalization scale can be used in sports science research and is a valid and reliable scale.
Framework to Maintain Specialisations in a General Degree Structure: An Economical High-Value Degree Structure
Author: Daw, Tony de Souza
Date: 2022-06-00
Type: Journal Articles
Subjects: Specialization,Academic Degrees,Undergraduate Students,Higher Education,Student Certification,Majors (Students),Qualifications,Education Work Relationship,Costs,Labor Force Development,Holistic Approach,Benchmarking

Structuring a degree is a common activity for course developers. Analyzing appropriate subjects and year levels, establishing pre- and co-requisite, and benchmarking against similar degrees are common academic activities. However, the degree structure itself has not had significant changes until now. A degree often lacks flexibility and cohesion and arguably may even lose the main concept of making students highly skilled in the selected labor market more employable. After examining different degree structures, approaches, and employability incentives, we identified a degree structure that can divide each subject into components. Subjects' learning activities, tutorials, and assessments are tailored to align more closely with employment skills. We then proposed breaking all subjects into components relative to year levels, such as majors, minors, streams, and more. This sub-division of work can be performed to any degree. Particular advantages come with a general degree with standard core units and majors--creating learning activities closer to the major and offering students a more robust academic scaffold of their subjects. In addition, higher Education providers benefit by having a cost-efficient degree with minimum overhead to pass the benefits onto students. We discussed several examples from engineering, business, and information technology. Showing how learning opportunities can be divided per degree and subjects into degrees, majors, streams, and specializations. Students studying this framework will have developed skills firmly built on each other, enabling specialization in employment careers and academically. Closing the gap between employment and graduation.
Student Financial Wellness Survey: Texas Community Colleges. Fall 2021 Semester Report
Author: Fletcher, Carla
Date: 2022-03-00
Type: Reports - Research
Subjects: Community Colleges,Educational Finance,Wellness,Money Management,Financial Needs,COVID-19,Pandemics,Immunization Programs,Student Surveys,Two Year College Students,Student Attitudes,Academic Achievement,Food,Mental Health,Health Services,Financial Support,Mental Disorders,Paying for College,Debt (Financial),Risk,Credit (Finance),Student Financial Aid,College Role

As the COVID-19 pandemic has proved, maintaining student financial wellness is key to keeping students enrolled. The Student Financial Wellness Survey (SFWS) was administered a year and a half into the pandemic, during a time when vaccinations were allowing schools to return to in-person learning, but the pandemic was continuing to have a strong impact. The SFWS is a self-reported, online survey that documents the financial well-being and student success indicators of postsecondary students across the nation. The Fall 2021 SFWS included many questions from prior implementations as well as new questions on topics including emergency aid, food pantry awareness and use, mental health, and expectations of student loan forgiveness. This report details findings from the Fall 2021 implementation at 24 Texas community colleges.
Higher Education Emergency Relief Fund Reporting Requirements. ED OIG Oversight of Coronavirus Aid, Relief, and Economic Security Act Funding. ED-OIG/I20DC0013
Author: Office of Inspector General (ED)
Date: 2021-02-26
Type: Reports - Research
Subjects: Higher Education,Federal Aid,Federal Legislation,COVID-19,Pandemics,Educational Finance,Disclosure,Grants,Compliance (Legal),Expenditures

The Coronavirus Aid, Relief, and Economic Security (CARES) Act was signed into law on March 27, 2020. It authorized more than $2 trillion to battle Coronavirus Disease 2019 (COVID-19) and its economic effects. The CARES Act provides $31 billion for an Education Stabilization Fund to prevent, prepare for, and respond to COVID-19, domestically or internationally, including $17 billion for State and local agencies and $14 billion for the Higher Education Emergency Relief Fund (HEERF). Institutions receiving funds under Section 18004 of the CARES Act are required to submit (in a time and manner required by the Secretary) a report to the Secretary describing the use of funds distributed from HEERF (Section 18004(e)). The objective of this Office of Inspector General (OIG) inspection was to determine: (1) whether selected institutions receiving funds under the Institutional Portion of HEERF met public reporting requirements; and (2) the reported usage of the Institutional Portion of HEERF by selected institutions. The inspection focuses on the first quarterly report, due October 30, 2020, covering the period from the date of the first HEERF grant award through September 30, 2020.
U.S. Adults with Low Literacy and Numeracy Skills: 2012/14 to 2017. Data Point. NCES 2022-004
Author: Mamedova, Saida
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Numeracy,Adult Literacy,Reading Skills,Adults,Knowledge Level,Educational Research,Statistical Data

Low-skilled adults in literacy in English are those with skills insufficient to complete tasks requiring comparing and contrasting information, paraphrasing, or making low-level inferences. Low-skilled adults in numeracy in English are those who would have difficulty making calculations with whole numbers and percentages, estimating numbers or quantity, and interpreting simple statistics in text or tables (OECD 2013). This Data Point examines U.S. adults with low English literacy and numeracy skills--or low-skilled adults--at two points in the 2010s, in the years 2012/20141 and 2017, using data from the Program for the International Assessment of Adult Competencies (PIAAC).
Understanding the Impact of Medical Educational Interventions in Training Shared Decision Making for Residents
Author: Folorunsho, Evelyn Funke
Date: 2022-06-00
Type: Journal Articles
Subjects: Medical Education,Intervention,Medical Students,Participative Decision Making,Evaluation,Program Effectiveness

Background/Objective: Shared decision making (SDM) is a model of communication between the doctor and patient that helps to empower the patient. SDM is a recent improvement in patient care that allows the consideration of the patient's preferences in the planning and implementation of the treatment plan, which is patient centered. Purpose: This review aimed to 1) evaluate the nature of interventions implemented in the studies and 2) assess the level of effectiveness employed within these studies using Kirkpatrick's learning evaluation. Methods: Systematic searches were conducted in five electronic databases: Medline, PsycInfo, Web of Science, CINAHL, and Scopus. Methodological rigor was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). Kirkpatrick's Evaluation Hierarchy was used to categorize the level of evaluation completed within the studies. Results: In total, 12 articles were included in the final analysis. Interventions were most rated as positive in combining training methods to teach residents SDM with decisional aids (83.3%). In addition, there were significant improvements in residents' knowledge (90%), changes in attitude (75.0%), changes in behavior intended and self-reported by participants (n = 8/9; 88.8%), organizational/clinical changes that aided patient collaboration and decision (n = 1; 8.3%). Conclusion: From this study, educational interventions applied to training SDM skills in residents achieved positive outcomes; however, they could achieve more positive outcomes when diverse approaches to training are applied.
Value of Mathematics for Filipino Grade 11 Students
Author: Alova, Chard Aye Reyes
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Value Judgment,Mathematics,Grade 11,Student Motivation,Psychological Patterns,Self Concept

To present the significant findings of the paper of Alova (2019), this study shows that Value of Mathematics, which is one of the factors of the attitudes toward Mathematics as taken from the Attitudes Toward Mathematics Inventory (ATMI), an instrument developed by Tapia and Marsh (2004), is one salient factor in the students' attitude and perception in the Mathematics subject.
Effects of Graphic Organizers and Socio-Economic Status on Acquisition of Social Skills among Pupils with Intellectual Disability in Ibadan
Author: Oladimeji, Oyeyemi Omolayo
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Interpersonal Competence,Interpersonal Relationship,Skill Development,Special Schools,Program Effectiveness,Instructional Materials,Foreign Countries,Socioeconomic Status,Elementary School Students

Pupils with Intellectual Disability (PwID) experience difficulties with acquisition of social skills. They find it difficult to initiate and maintain positive social relationships. Previous studies focused on enhancing academic skills of PwID with little emphasis on fostering functional skills. Therefore, this study determined the effects of Graphic Organizers (GO) strategy on acquisition of social skills among PwID. Three special schools were purposively selected. Twenty-six pupils that scored between 20 and 55 in the Screening test were adopted. Participants were randomly assigned to GOS (13) and control (13) for ten weeks. Slosson Intelligent Test (r=0.95) and Pupils Social Development Checklist (r=0.80) were used. Data were analyzed using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. There was a significant main effect of treatment on acquisition of social skills (F=12.200, p&lt;0.05, [eta-squared]=0.347). Participants in GOS group obtained the highest mean score (33.37) and control (27.40). Graphic organizers strategy fostered acquisition of social skills of PwID. Therefore, the strategy should be adopted in teaching PwID.
Experiences and Actions of the Metropolitan Autonomous University during the Health Emergency in Mexico by COVID-19
Author: Herrera Batista, Miguel Angel
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,School Closing,Distance Education,Educational Technology,Electronic Learning,Foreign Countries,Coping,Social Distance,Higher Education,Strategic Planning,Barriers,Design,Experiential Learning,Instructional Materials,Teacher Student Relationship,School Schedules,Family Environment,Access to Computers,Interaction

With the aim of addressing an immediate (and uncertain) future regarding, the COVID-19 sanitary crisis, a group of professors from the three design degrees (architecture, graphic design and industrial design) offered at the Metropolitan Autonomous University (MAU), decided to share experiences and reflections about the actions necessary to ensure a better way to deal to the health emergency and the resulting social estrangement. To this end, we used a strategy known as SWOT (Strengths, Weaknesses, Opportunities, and Threats) to analyze, assess and diagnose the experiences lived under the Emerging Remote Teaching Program (ERTP), a strategy that was undertaken by the University to continue its educational activities. Here we present the results of the analysis and our reflections.
Understanding Child-Directed Speech around Book Reading in Toddler Classrooms: Evidence from Early Head Start Programs
Author: Hindman, Annemarie H.
Date: 2021-00-00
Type: Reports - Research
Subjects: Preschool Education,Disadvantaged Youth,Federal Programs,Story Reading,Syntax,Classroom Environment,Toddlers,Language Acquisition,Vocabulary Development,Teacher Student Relationship,Preschool Children,Language Usage,Poverty,Preschool Teachers,Faculty Development,Reading Aloud to Others,Educational Quality,Intervention,Teaching Methods,Word Frequency,Classroom Communication,Communication Strategies,Accuracy

Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving two-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality (Classroom Assessment Scoring System [CLASS]) and linguistic complexity (i.e., diversity of vocabulary [D] and sophistication of syntax [MLU-w]), and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns--teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research. [This paper was published in &quot;Frontiers in Psychology&quot; v12 p719-783 2021.]