ethanporcaro/eric-fulltext-meta huggingface dataset:
An Extra Set of Hands: A Qualitative Analysis of Stakeholder Perspectives on Implementation of a Modular Approach to School Adoption of Evidence-Based Interventions for Students with Autism Spectrum Disorders
Author: Iovannone, Rose
Date: 2019-10-00
Type: Journal Articles
Subjects: Stakeholders,Program Implementation,Intervention,Evidence Based Practice,Students with Disabilities,Autism,Pervasive Developmental Disorders,Coaching (Performance),Elementary School Teachers,Barriers,Educational Resources,Capacity Building,Sustainability,Special Education,Parents,Administrators

Background: Although many interventions have empirical support in improving the outcomes of students with autism spectrum disorders (ASD), schools struggle with implementation of these interventions. Method and materials: We conducted 13 focus groups with 69 participants who included parents, educators, and administrators across three states to examine the challenges schools face in implementing evidence-based interventions (EBIs) and to evaluate the acceptability and contextual fit of the Modular Approach to Autism Programs for Schools (MAAPS). MAAPS is a comprehensive modular intervention that uses an active coaching process to guide school-based teams in selecting, planning, and implementing EBIs that are customised to meet individual student needs. Results: Results suggest that when implementing EBIs, schools face considerable challenges including limited resources (eg funding, personnel, materials, time) and personnel training. MAAPS was considered highly acceptable primarily due to the involvement of a coach who would support the teacher. Specifically, participants indicated that the physical presence of the coach actively providing support could help relieve the stressors and burdens of the teacher. Conclusions: Interpretations of these findings are discussed in terms of their implications on understanding the challenges schools face when adopting and implementing EBIs.
Stacking Educational Credentials in Ohio: Pathways through Postsecondary Education in Health Care, Manufacturing and Engineering Technology, and Information Technology. Research Report
Author: Daugherty, Lindsay
Date: 2020-00-00
Type: Reports - Research
Subjects: Postsecondary Education,Allied Health Occupations Education,Engineering Education,Manufacturing,Information Technology,Credentials,Education Work Relationship,College Programs,College Students,Student Characteristics,Public Colleges,Community Colleges,Technical Institutes,College Credits,Enrollment

Stackable credential programs--that is, programs that facilitate students' ability to earn multiple postsecondary certificates or degrees--have been a priority for Ohio, which has a long history of legislation, state and regional initiatives, and institution-led efforts to build more-effective pathways to address the needs of employers and students. To assess progress and inform ongoing efforts to scale stackable credentials, the Ohio Department of Higher Education and the RAND Corporation established a research partnership. In this report, RAND researchers examine students who earned postsecondary certificates in health care, manufacturing and engineering technology (MET), or information technology (IT) fields at Ohio institutions between the 2004-2005 and 2012-2013 academic years and went on to earn (or stack) additional educational credentials. The authors descriptively examine the completion of credentials over time, the types of students who are earning certificates and going on to stack credentials, the subfields and levels of credentials earned, the types of institutions students earned credentials from, and the credit accumulation and terms of enrollment for students earning different types of credentials. The findings indicate increased numbers of students earning certificates and stacking credentials in Ohio. Certificate-earners were diverse, but rates of stacking were lower for Black students and adult learners (i.e., ages 25 and older). Most of the students who stacked credentials had earned a degree within four years, and most stacked within the same field.
Fidelity of Motivational Interviewing in School-Based Intervention and Research
Author: Small, Jason W.
Date: 2020-09-14
Type: Reports - Research
Subjects: Fidelity,Motivation Techniques,Interviews,Program Implementation,Intervention,School Health Services,Mental Health,Parent Participation,Coaching (Performance),Scores,At Risk Students

Educational researchers and school-based practitioners are increasingly infusing Motivational Interviewing (MI) into new and existing intervention protocols to provide support to students, parents, teachers, and school administrators. To date, however, the majority of the research in this area has focused on feasibility of implementation rather than fidelity of implementation. In this manuscript, we will present MI fidelity data from 245 audio-recorded conversations with 113 unique caregivers and 20 coaches, who implemented a school-based, positive parenting intervention. The aggregate fidelity scores across coaches, parents, and sessions provide evidence the training and support procedures were effective in assisting school-based personnel to implement MI with reasonable levels of fidelity in practice settings. Further, results suggest that MI fidelity varied between sessions and coaches and that within-coach variation (e.g., session-level variation in the quality of MI delivered) greatly exceeded between-coach variation. Implications for practice and future research are discussed. [This paper will be published in &quot;Prevention Science.&quot;]
Language Education and Systemic Functional Linguistics: A State-of-the-Art Review
Author: Moncada Linares, Sthephanny
Date: 2020-09-00
Type: Journal Articles
Subjects: Linguistics,Classroom Communication,Learning Processes,Teaching Methods,Second Language Learning,Second Language Instruction,Reflection,Research Reports,Literacy Education,Intervention,Discourse Analysis,Linguistic Theory,Metalinguistics,Language Usage,Text Structure,Teacher Student Relationship,Literary Criticism,Languages for Special Purposes

The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics (SFL) and its theoretical and practical implications on the field of language education. SFL has been widely recognized due to its potentiality to encourage both reflection and action for the participants involved, becoming over the years in a very influential applicable linguistic theoretical approach. Recent empirical studies were thoroughly reviewed, which shed light on the three most researched areas, including text analysis and literacy intervention, classroom discourse, and language teaching and learning processes. As a final remark and taking into account the literature analysis, some prospective studies are briefly listed.
Towards Improving Decision-Making Capabilities in Higher Education for Stressful Periods: A Participatory Action Research Approach (PARA)
Author: Mabade, A. S.
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Knowledge Management,Decision Making Skills,Higher Education,Stress Variables,Participatory Research,Action Research,Critical Thinking,Conflict,Violence,Activism,Vocational Education,Rural Schools,Universities

Of late, South African higher education sectors have been engulfed with spontaneous and frequent protests by students. These protests have often led into violence and horrifying physical injuries to some victims, some victims being students, while some are members of the public. Amongst others, the latest episodes of the #FeesMustFall movement and protests bear witness. During this violence, valuable time is lost and assets are vandalized and also destroyed. The state has also suffered implacable budgetary loses when property gets torched and destroyed. Various studies have mushroomed investigating the causes of these violence and in addition their resolves. However, this literature has a gap because it fails to investigate the critical issue on decision-making during critical times. Decision-making plays a major role during these times. However, decision-making being not a simplistic issue needs to be developed to an extent of worthwhile decision-making and avoiding naïve arguments as well as opportunism. The aim of this article is to improve decision-making capabilities through knowledge management and critical thinking. Critical thinking enhances the potential of being judgmental. This qualitative study which uses desktop approach and PARA focuses on the higher education sector of South Africa. However, the higher education sector is vast as it includes hundreds of TVET colleges and several universities for example. For the purpose of this study, one rural-based university was purposively selected for study. The data was collected through qualitative technique. Collected data was analyzed using thematic code and results presented as main report.
BCTF Brief for the Minister of Education, the Honourable Jennifer Whiteside
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2020-12-17
Type: Reports - Evaluative
Subjects: Foreign Countries,Public Education,School Safety,COVID-19,Pandemics,Public Schools,Guidelines,Equal Education,Access to Education,Work Environment,Health Promotion,Climate Control,Class Size,Disease Control

In this brief, the British Columbia Teachers' Federation (BCTF) welcomes new Minister of Education, the Honourable Jennifer Whiteside. The purpose of the brief is to provide context and recommendations for action on key issues of concern in the BC public education system. It brings together in one place many of the BCTF's concerns and proposals that require action as they work to make their schools safe places of learning during the pandemic. The COVID-19 crisis has amplified many of the longstanding inequities in society as well as highlighted the importance of the public sector, community, and care work. Public schools are a key part of every community, but they have been underfunded for decades. An already stressed public education system has been stretched even further to deal with a global health pandemic. As British Columbia experiences a second pandemic wave with cases surging across the province, teachers continue to clearly communicate their anxiety and concerns for the health and safety of everyone in BC schools. It is time for a thorough, stakeholder-led review of the processes, guidelines and policies that have been put in place for the K-12 sector during the pandemic. This Education Brief outlines four key areas of concern that BC teachers are looking forward to working with the new Minister to address: (1) health and safety in schools; (2) equitable and inclusive access to learning; (3) fair and equitable working conditions; and (4) effective communication and consultation.
An Application of Cognitive Apprenticeship to Philosophy Instruction
Author: Imiere, Emmanuel
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Philosophy,Scaffolding (Teaching Technique),Instructional Design,Modeling (Psychology),Coaching (Performance),Mentors,Cooperative Learning,Situated Learning,Communities of Practice,Thinking Skills,Metacognition,Active Learning

The study is a conceptualization of cognitive apprenticeship model of teaching and learning applied to the teaching of philosophy. The study described how cognitive apprenticeship instructional strategies can be applied to facilitate rapid learning of philosophy of education course by especially non-specialized (in philosophy) students. The article united the cognitive apprenticeship model with traditional Apprenticeship-learning techniques and classroom experiences of teachers and students. The result of this amalgamation is an educational approach that consists of four dimensions; content, method, sequencing and the sociology of a learning environment and offers practical guidelines for developing and implementing philosophy sessions. The study systematically reviewed background concepts, applications and research findings of CA and demonstrating them as reflected in achievements, prevailing practices and literature. The study focused on the method dimension, the proposed model includes instructional and learning strategies such as think aloud modeling, coaching, meta cognitive scaffolding, articulation, reflection, and exploration along with the sociology of learning design elements as ingredients for designing cognitive apprenticeship learning environments for philosophy. The result of the study proposes a cognitive apprenticeship model for philosophy instruction. It incorporates CA instructional strategies along with a situated learning environment. The paper concludes with the charge for an integrative review of the state of research in this area, for a more systematic approach and coordinated program of studies working toward the development, advancement and implementation of guiding principles to support instructional systems design and pedagogy based on the underlying theories and prevailing practices of cognitive apprenticeship.
Using Text Mining Techniques to Analyse Research Trends and Focus, Case Study of Educational Research
Author: Imiere, Emmanuel
Date: 2019-08-00
Type: Information Analyses
Subjects: Educational Research,Educational Trends,Data Analysis,Information Retrieval,Learning Processes,Teacher Education,Special Education,Reading Comprehension,Reading Instruction,Visual Aids

The goal of this study is to identify major research trends and focus in the field of educational research. To this end, 22,000 titles consisting of PhD dissertations, journal papers and conference proceedings were retrieved from the ERIC (Education Resources Information Center - https://eric.ed.gov/?) database in the period from 2009 to 2018. A topic modeling tool from Google code was downloaded and used for topic analysis, the researcher performed topic modeling for a ten year span and for each year individually using LDA. A total of 1000 keywords extracted from these titles i.e. a list of 10 topics comprising of ten words each for each year was generated, which I then labeled with descriptive titles. Both word frequencies and topic modeling were analyzed at the article title level these results were visualized using tableau so that they could be easily understood. A comparison of the extracted topics by LDA with subject headings in education shows that there several distinct sub research domains strongly tied with the field. They include study, student and learning in the domain of &quot;Student learning&quot;. Professional, education, teacher in the domain of &quot;Teacher education&quot;. Special, education and support in the domain of special education. Reading and language in the domain of &quot;reading comprehension and instruction&quot;. Secondly, the results show that there is a markedly strong rise in prominence of topics about special education and an overall dominance of topics on student learning.
The Possibility Report: From Prison to College Degrees in California
Author: Murillo, Danny
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Access to Education,Institutionalized Persons,Correctional Institutions,Correctional Education,Public Colleges,Barriers,African Americans,Hispanic Americans,Disproportionate Representation,Gender Differences,Males,Age Differences,Juvenile Justice,Adolescents,Young Adults,Racial Differences,Equal Education,Social Support Groups,Student Personnel Services,Minority Groups,Whites,Housing,Student Employment,Career Counseling,Educational Policy,COVID-19,Pandemics

With the philanthropic support of the Art for Justice Fund and Michelson 20MM Foundation, the Campaign for College Opportunity produced this research brief that provides an overview of the current state of higher education for currently and formerly incarcerated students. This brief provides descriptive demographics on California's incarcerated and paroled populations, a policy landscape analysis detailing the environment in which higher education is made accessible to incarcerated and formerly incarcerated individuals, and the voices of formerly incarcerated students from all three segments of California's public higher education system describing the barriers and opportunities they encounter in California's public colleges and universities. Finally, the brief includes a series of recommendations for campuses and California to dismantle post-incarceration barriers and create more opportunities for incarcerated and formerly incarcerated students to improve their lives and the economic health of California. [Funding for this report was provided by the Art for Justice Fund and the Michelson 20MM Foundation.]
Increasing Equitable Access to Career and Technical Education. Research Report
Author: RMC Research Corporation
Date: 2021-02-00
Type: Reports - Research
Subjects: Vocational Education,Access to Education,Equal Education,Barriers,Geographic Location,High Schools,Enrollment,Intervention,Racial Differences,Ethnicity,Gender Differences,English Language Learners,Students with Disabilities,School Schedules,Student Transportation,Budgeting,Social Bias,Knowledge Level,High School Students,Eligibility,Graduation Requirements,Change Strategies,Credits

The New Hampshire Department of Education's (NH DOE) Bureau of Career Development (BCD) realized that students experienced inequitable access to career and technical education (CTE), with evidence suggesting that geographic location of high schools and CTE centers played a key role in driving inequitable access. To better understand the specific ways in which students experienced access inequities, and to identify potential strategies to address these barriers, NH DOE partnered with RMC Research (RMC) to identify barriers to equitable access to CTE and to determine potential strategies to address these barriers. NH DOE intends to use the information in this report as a starting point for discussions and partnerships with CTE leaders, educators, and other stakeholders to identify and implement a variety of strategies for increasing access locally and through statewide efforts. Research questions included: (1) What percentage of eligible students attend CTE centers?; (2) How does attendance at CTE differ for students based on the location of their high schools relative to regional CTE centers?; and (3) To what extent do enrollments at regional CTE centers represent the proportional enrollment of students at high schools from the area communities they serve? [This report was prepared for the New Hampshire Department of Education Bureau of Career Development.]
Emotional Intelligence of Graduate Students
Author: Manichander, T.
Date: 2020-01-00
Type: Journal Articles
Subjects: Emotional Intelligence,Graduate Students,Student Attitudes,Measures (Individuals),Gender Differences,Geographic Location,Majors (Students),Comparative Analysis,Foreign Countries,Public Colleges,Private Colleges

The present study was aimed to find out the emotional intelligence of graduate students. Survey method was conducted on the stratified random sample of 200 graduate students from Karimnagar district, Telangana. The data were collected through Sevenfold Emotional Intelligence Scale (SEIS-KS) developed by Dr. Sarabjit Kaur. The data were analyzed using t-test and F-test. Results found that there was significant difference in emotional intelligence of graduate students with regard to gender, locality, and course of study. Finding indicated that there was no significant difference in emotional intelligence between government and private college graduate students.
Florida Gulf Coast University Accountability Plan, 2021
Author: State University System of Florida, Board of Governors
Date: 2021-06-23
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Strategic Planning,Educational Finance,Educational Indicators,Enrollment Management,Undergraduate Students,Graduate Students,Graduation Rate,Improvement Programs,Outcomes of Education,Educational Quality,Efficiency,Achievement,Institutional Characteristics,College Programs

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Gulf Coast University Accountability Plan, 2020. Revised,&quot; see ED610470.]
A Report on an Evaluation of Mother Tongue Based Early Learning and Parents + (MTELP+) Programme
Author: Bernard Van Leer Foundation (Netherlands)
Date: 2021-01-31
Type: Reports - Research
Subjects: Foreign Countries,Native Language,Language of Instruction,Early Childhood Education,Program Effectiveness,Language Minorities,Child Care Centers,Multilingualism,Caregiver Training,Parent Participation,Community Involvement,Instructional Effectiveness,Educational Quality,Best Practices

The Mother Tongue Based Early Learning and Parents+ Programme ran from 2016 to 2021 (having been extended due the COVID-19 pandemic) in the state of Odisha, India -- a partnership of the state government's Department of Women and Child Development, Mission Shakti and the Bernard van Leer Foundation. As described in this report, the programme scaled up a model of mother tongue-based multilingual early childhood education across 7,202 Anganwadi centres covering 10 tribal languages. The evaluation finds that it succeeded in building the skills of frontline workers and managers to engage communities and parents and ease the transitions of children from tribal backgrounds to the formal schooling system. Based on these positive findings, the state government is scaling up the programme to all the state's 70,000+ Anganwadis. [This report was written by the Centre for Early Childhood Development and Research, Jamia Millia Islamia, New Delhi. For the executive summary, see ED613722.]
An Evaluation of Mother Based Early Learning and Parents+ (MTELP+) Programme. Executive Summary
Author: Bernard Van Leer Foundation (Netherlands)
Date: 2021-01-31
Type: Reports - Descriptive
Subjects: Foreign Countries,Native Language,Language of Instruction,Early Childhood Education,Program Effectiveness,Language Minorities,Child Care Centers,Multilingualism,Caregiver Training,Parent Participation,Community Involvement,Instructional Effectiveness,Educational Quality,Best Practices

The present research study was undertaken to evaluate the Mother Tongue Based Early Learning and Parents+ (MTELP+) Programme which commenced in 2016 in the state of Odisha. The MTELP+ programme was implemented by Programme Management Unit (PMU), which was setup by Department of Women and Child Development and Mission Shakti, Government of Odisha and funded by Bernard van Leer Foundation (BvLF) for a period of three years. The project was implemented with an underlying objective to propagate and practice mother tongue based early learning to benefit young children belonging to tribal population in Odisha and subsequently, lay robust foundation for future knowledge acquisition and learning. This executive summary of the full report presents: (1) Background; (2) Status of Mother Tongue Based Multilingual Early Childhood Education (MLE) in India; (3) Involving Parents in Mother Tongue Based Early Learning; (4) The Present Study; (5) Methodology; (6) Sample of the Evaluation Study; (7) Major Findings; (8) Innovative Practices at Anganwadis; and (9) Recommendations. [This report was written by the Centre for Early Childhood Development and Research, Jamia Millia Islamia, New Delhi. For the full report, see ED613721. Title should read &quot;An Evaluation of Mother Tongue Based Early Learning and Parents+ (MTELP+) Programme. Executive Summary,&quot; to match full report.]