ethanporcaro/eric-fulltext-meta huggingface dataset:
Advancing Integration and Equity through Magnet Schools. Research Brief
Author: George, Janel
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Magnet Schools,Federal Aid,Evidence Based Practice,Diversity (Institutional),Academic Achievement,Educational Policy,Change Strategies,Investment,State Aid,Integrated Activities,Learning Activities,Equal Education

This brief describes the components found in magnet schools that are both racially diverse and educationally effective. It also outlines four evidence-based policy recommendations that can inform federal, state, and local efforts to help design, implement, and sustain effective magnet schools that foster integrated learning and positive student outcomes. These include: (1) Reinstating federal guidance to states and localities about evidence-based approaches to support school diversity; (2) Expanding federal investments in magnet schools and using them to leverage school diversity and student success; (3) Expanding strategic state, regional, and local investments in magnet schools in ways that support school diversity; and (4) Supporting school-level strategies that promote both integration and student success. This brief is based upon and updates an earlier report (ED614373), which can be found online at https://learningpolicyinstitute.org/product/advancing-integration-equity-magnet-schools-report.
Pushed Out: Trends and Disparities in Out-of-School Suspension
Author: Leung-Gagné, Melanie
Date: 2022-09-00
Type: Reports - Research
Subjects: Suspension,Secondary School Students,Incidence,Educational Trends,Data,Influences,Discipline Policy,Racial Factors,Students with Disabilities,Instructional Program Divisions

This report examines out-of-school suspension data from the Civil Rights Data Collection (CRDC) from the 2011-12 school year through 2017-18, tracking trends over time and differences in suspension rates of students based on their race and ethnicity, school level, and disability status. Data is presented at national and state levels, and because out-of-school suspensions are concentrated in secondary schools, state-level findings are focused on secondary school students. The factors associated with the use of suspension is also described. The report expands on work the Learning Policy Institute (LPI) previously supported documenting the prevalence and impact of exclusionary discipline. In addition, this report is part of LPI's &quot;Inequitable Opportunity to Learn&quot; series, which uses the CRDC data to understand the extent to which historically underserved students experience inequities in their opportunities to learn--including who teaches them, what they are taught, and how they are treated. The report describes suspension rates and gaps at the national level and state levels. It then describes factors that influence the use of suspensions and disparities in suspension rates and concludes with recommendations for policymakers. [For &quot;Protecting Students' Civil Rights: The Federal Role in School Discipline,&quot; see ED626607. For &quot;Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers,&quot; see ED603398. For &quot;Inequitable Opportunity to Learn: Access to Advanced Mathematics and Science Courses,&quot; see ED626612.]
An Attitudinal Study of 5th-Grade Teachers&apos; Perceptions about Mathematics and the Influence on Instruction
Author: Knight, Margaret
Date: 2023-02-02
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Grade 5,Mathematics Anxiety,Correlation,Elementary School Teachers,Teacher Attitudes,Self Efficacy,Pedagogical Content Knowledge,Teaching Methods,Mathematics Instruction,Phenomenology,Educational Experience,Learning Experience,Lesson Plans,Mathematics Achievement

Research suggests that math anxiety correlates directly with individuals' views of mathematics-related experiences. Research also suggests that math anxiety may begin in early elementary grades and remain into adulthood. This study examined how teachers' experiences, perceptions, and mathematics confidence levels influence mathematics instruction. To understand teachers' perceptions of mathematics, the researcher used a qualitative phenomenological approach to probe into their earliest memories of mathematics before entering school and their experiences during formal education. Seven 5th-grade teachers with two to fourteen years of experience agreed to participate in the study. The participants responded to ten open-ended questions focused on mathematics instruction and seven interview questions examining participants 'experiences with mathematics. The researcher also observed mathematics instruction in each teacher's classroom. The results indicated that teachers recalled fond early memories of mathematics and felt reasonably confident about their math instruction. Some teachers struggled with mathematics as elementary students, while others excelled. The majority of participants completed the basic requirements for mathematics in high school. Most teachers did not engage in a mathematics methods course focused on standards-based elementary mathematics. Teachers' weak areas in mathematics corresponded with similar studies regarding complex mathematics topics. Several key components of mathematics instruction were absent during observations. Future research may need to increase the number of observations and the sample size.
Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (New York, New York, April 22-25, 2021). Volume 1
Author: Jackowicz, Stephen, Ed.
Date: 2021-00-00
Type: Books
Subjects: Audio Equipment,Information Dissemination,History Instruction,Foreign Students,Student Mobility,Foreign Countries,Medical Schools,Cultural Differences,Diversity,Inclusion,Public Schools,Kindergarten,Grade 1,Physicians,Medical Education,School Holding Power,College Students,Police,Mental Health,Counselors,Self Efficacy,Intervention,Substance Abuse,Leadership Responsibility,Standards,Teacher Participation,Employed Parents,Mothers,Work Environment,Job Satisfaction,Validity,Medicine,Social Influences,Learning Disabilities,Students with Disabilities,Quality Assurance,Higher Education,Picture Books,Artists,Sustainable Development,Interdisciplinary Approach,Economic Development,Information Technology,Food,Administrative Organization,Risk,Life Satisfaction,Teachers,COVID-19,Pandemics,Internet,Retailing,Generational Differences,Design,Change,Web Sites,Electronic Publishing,Computer Assisted Testing,Traffic Safety,Athletes,Individual Characteristics,Leadership Qualities,Addictive Behavior,Student Attitudes,Postmodernism

&quot;Proceedings of International Conference on Humanities, Social and Education Sciences&quot; includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on April 22-25, 2021, in New York, New York. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of &quot;humanities,&quot; &quot;education,&quot; and &quot;social sciences.&quot; The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
Quantitative Method to Explore the Critical Issues of Speaking Anxiety amongst Chinese PhD Candidates&apos; Doctoral Dissertation Oral Defense
Author: Wei, Li-Wei
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,Doctoral Dissertations,Doctoral Students,Student Attitudes,English for Academic Purposes,Second Language Learning,Second Language Instruction,Public Speaking,Oral Language,Asians,Measures (Individuals),Metacognition,Fear,Student Evaluation,Item Analysis,Teaching Methods,English (Second Language),Foreign Students,Holistic Approach,Foreign Countries

Anxiety has a significant effect on oral communication, particularly when it occurs in the form of a public address. The quality of a public academic speaker's oral presentation may highly be determined by a variety of emotive elements. However, this has received much too little attention in the realm of academic dissertation oral defense presentations, despite the fact that this process may be incredibly nerve-wracking for both novice and experienced postgraduates, EFL learners in particular. In the current study, 68 Chinese EFL Ph.D. candidates consented to complete a revamped version of the Personal Report of Public Speaking Anxiety (PRPSA). Chinese EFL postgraduates reported an average high level of public speaking anxiety (X=4.34) during their doctoral dissertation defense presentations, as measured by three categorical variables: public speaking apprehension (X=4.40), self-behavior management (X=4.35), and fear of negative evaluation (X=4.26). Throughout Ph.D. candidate participants' dissertation defense, fifteen anxiety-related questionnaire items were recognized to be the most anxiety-provoking conditions in terms of public speaking anxiety. In addition, differences in gender and graduate study specialization were not significantly associated with Chinese EFL Ph.D. candidates' experiences with public speaking anxiety. Despite the findings, research has revealed that Ph.D. candidates in English as a Foreign Language from China exhibit statistically significant levels of anxiety related to public speaking, and as a result, pedagogical recommendations have been proposed.
University Students&apos; Internet Addiction Status and Relationship to Their Perceptions of Internet
Author: Koc, Mustafa
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Internet,Addictive Behavior,Undergraduate Students,Student Attitudes,Gender Differences,Correlation,Foreign Countries,At Risk Persons,Information Sources,Computer Mediated Communication,Age Differences,Incidence

Intense Internet use, which disrupts people's daily routine responsibilities and disrupts the quality of life, points to the problem of Internet addiction (IA). This problem is more common among youngsters. Especially university students who move away from family surveillance and have more access to the Internet are in the high risk group. Therefore, this study aimed to investigate their IA status and its relationship to perception of the Internet. It was designed as a correlational survey research. The sample was composed of 143 students studying at Suleyman Demirel University in Isparta, Turkey. The data were collected through a questionnaire form and analyzed using statistical techniques. The findings showed that 2.8% of the participants were Internet addicts and 29.4% were in the risky group with regards to IA. According ANOVA results, the level of IA did not change significantly across class level, but it changed significantly by gender, with a higher rate for male students. Correlation analysis revealed that IA was not related to age, but was significantly associated with Internet perception. IA was negatively associated with perceiving the internet as a &quot;communication tool&quot; and &quot;source of information&quot; and positively with perceiving it as &quot;dangerous&quot;. [For the full proceedings, see ED626585.]
Thinking -- and Teaching -- Outside the Gender Binary Box: Study Proposal for Promoting Gender Inclusivity Instruction in U.S. Public Schools Grades K and 1st
Author: Ling, Kelli Jeanne
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Inclusion,Public Schools,Diversity,LGBTQ People,State Standards,Health Education,Sex Education,Interpersonal Communication,Consciousness Raising,Elementary School Students,Values,Social Bias,Social Attitudes,Kindergarten,Grade 1,Self Concept,Elementary School Teachers,Teacher Attitudes

This study proposal will provide a theoretical framework based on persuasive communication theories for educators seeking to make their curriculum more gender inclusive for contemporary school settings. The authors argue that too many U.S. public schools lack educational materials for young students in health classes about the value of understanding and respecting gender diversity and all individuals on the gender spectrum (i.e., nonbinary gender, gender fluid, transgender, cisgender, agender, etc.). On the whole, a majority of educators may agree that health/sex education classes in both elementary and middle schools should require some gender diversity instruction, since it could conceivably be one of the most important ways that these institutions can help students to establish early on positive relationships with their own bodies and healthy, constructive attitudes towards their peers' self-identifications. Yet, the reality is that very few states require institutions to provide this type of health-related information beyond the standard binary gender anatomy, physiology, and reproductive history (Leins, 2019; Laslett, 1989). Therefore, this communication-based proposal is focused on the twin goals of awareness and implementation of age-appropriate course materials for educators working with children in the 5-7 age range on topics surrounding a greater understanding and respect for gender diversity in oneself and others. A process model approach that reaches these young learners before they form strict binary gender views and stereotypes can help educators working with vulnerable school-aged children in the gender minority (Cross &amp; Madson, 1997). Relevant qualitative theories include Weinstein and Sandman's Precaution Adoption Process Model, McGuire's Persuasive Communication Model, and Bertalanffy's System Theory (Schiavo, 2014; Bertalanffy, 2015). [For the full proceedings, see ED626585.]
FAFSA &amp; Homeless Youth: Challenges + Recommendations in the COVID-19 Era
Author: SchoolHouse Connection
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Homeless People,Student Financial Aid,Federal Aid,Access to Education,Barriers,Youth,COVID-19,Pandemics,Higher Education,At Risk Persons,Financial Aid Applicants,College Students,Educational Legislation,Federal Legislation,Educational Policy,Elementary Secondary Education

Homelessness among college students is a diverse phenomenon, encompassing different age groups, family compositions, causes, and dynamics. One of the most significant barriers to higher education for youth experiencing homelessness is accessing financial aid; without financial aid, they cannot transition to and complete their college education, and remain at higher risk of continued homelessness as adults. This report examines six years of financial aid data for unaccompanied homeless youth (UHY). These data demonstrate continued barriers to financial aid access -- barriers that have been exacerbated by the COVID-19 outbreak.
&quot;Working Harder Just to Be Seen and Heard&quot;: Barriers to Financial Aid for Homeless and Foster Youth
Author: SchoolHouse Connection
Date: 2022-09-30
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Higher Education,Youth,Homeless People,Student Financial Aid,Data,Pandemics,COVID-19,Foster Care,College Preparation,College Bound Students,College Students,Financial Aid Applicants,Need Analysis (Student Financial Aid),Paying for College,Young Adults,Barriers

Approximately 4.2 million youth and young adults experience homelessness on their own every year. These young people -- referred to as &quot;unaccompanied homeless youth&quot; under federal education law -- face unique barriers to accessing and completing higher education. Unaccompanied homeless youth are not living with, or supported by, a parent or guardian, and cannot obtain parental income information. Therefore, under the Higher Education Act, they are considered independent students and do not need to provide a parent's signature or information about parental income on the FAFSA. Youth face barriers to higher education, including burdensome financial aid program rules that have made it more difficult for these youth to obtain federal financial assistance for college. These barriers were exacerbated by the pandemic, which brought disruption, isolation, and more economic hardship and trauma. This report examines recently released 2020- 2021 federal data that help illustrate the impact of the pandemic on FAFSA completion for youth experiencing homelessness and youth with experience in foster care.
Investigation of Teachers&apos; Risk-Taking and Life Satisfaction Levels during the COVID-19 Pandemic
Author: Atilgan, Davut
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Life Satisfaction,Risk,COVID-19,Pandemics,Gender Differences,Physical Education Teachers,Foreign Countries,Athletics,Educational Administration,Academic Education

This study aims to determine the relationship between the life satisfaction and risk-taking levels of teachers during the COVID-19 pandemic, their views on some demographic variables, and whether there is a difference in these views. The research is a quantitative study carried out in a relational survey model. The sample consists of 293 participants. The data of the research were analyzed using the Jamovi 1.6.12 statistical software program. It was determined that the participants' mean score for the risk-taking dimension was high, and the mean score for the life satisfaction scale was found to be in the moderate level range. There was no significant difference in the branch variable in the scores of the participants regarding the risk-taking dimension while there was a significant difference in terms of gender and doing sport variables. According to the life satisfaction scale, there was no significant difference in terms of gender and branch variables, on the other hand; there was a significant difference in terms of doing sport variables. It was found that there was a significant relationship between the participants' risk-taking factor and their life satisfaction levels and that the risk-taking dimension was a significant predictor of the participants' life satisfaction. Conducting this research based on a current topic makes it significant. It is anticipated that the results of this research will contribute significantly to researchers in the field to pave the way for conducting new studies. [For the full proceedings, see ED626585.]
Efficacy Analysis of Zearn Math: Findings from Implementation in a Large Southern District
Author: Rickel, Jessica
Date: 2023-01-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Mathematics Achievement,Scores,Academic Standards,Elementary School Students

Analysis of consistent Zearn Math users and a comparable group of non-users in a large Southern district shows that students who used Zearn Math had higher levels of academic growth than similar students with no usage. This analysis used the quasi-experimental method, Coarsened Exact Matching (CEM), to examine the impact of Zearn Math across 1,111 students who completed an average of 3+ Zearn Math lessons per week, during the 2021-2022 school year and similarly matched peers who completed less than 1 lesson per week. Findings showed that consistent Zearn Math users grew an additional 14.6 scale score points on the state's standardized assessment; the equivalent of 1.3 years of learning as compared to non-users. Consistent Zearn Math users who started below standards grew an additional 20.9 scale points, in comparison to non-users who lost 4.4 scale score points; the equivalent of an additional 2.1 years of learning. Consistent Zearn Math users were also more likely to improve their Achievement Level and had a larger increase in the percent of students meeting standards. Results were consistent across historically marginalized subgroups.
Security for Online Exams: Digital Proctoring
Author: Bertiz, Yasemin
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Testing,Supervision,COVID-19,Pandemics,Distance Education,Learning Management Systems

Sustainability of education has become of paramount importance during the COVID-19 pandemic at all educational levels worldwide. In this process, the assessment process, which is one of the most important steps of education and teaching activities, started to be applied as online exams. In addition to being compulsory during epidemic periods, the fact that it has various advantages such as reducing costs, suitability for new teaching approaches, preparing a large pool of questions, being time and place independent has led to an increase in the use of online exams. In addition to the advantages that online exams have due to their structure, they have also brought some disadvantages. Some limitations arising from the lack of synonymous proctors during the exam are among these disadvantages. There are a number of digital proctoring tools developed to reduce this limitation. These tools aim to increase exam security by recording the movements of students during the exam process. In this study, information was given about the add-ons used to make online exams safer and more reliable, and a general evaluation was made about the add-ons to provide in-depth knowledge to online exam practitioners. [For the full proceedings, see ED626585.]
Podcasting for Teaching and Research in History: A Case Study
Author: Reiman, Richard A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Audio Equipment,Handheld Devices,Teaching Methods,Lecture Method,Academic Achievement,Outcomes of Education,History Instruction,Higher Education

Scholarly opinion on the usefulness of podcasting in higher education has been mixed. Considering the variety of methods of teaching and learning, the existing scholarship on the subject in any particular one has been inadequate to measure podcasting's promise. This case study of a podcast-infused, fully-online Western Civilization survey course supports the theory that student learning can be enhanced through abridgement and recording of online lectures hitherto offered in textual form only. A comparison of student learning outcome achievement in two such sections, with three non-podcast-infused control sections, suggests that the delivery of lectures as podcast episodes improves student success rates for those students not lost to attrition. This article also explores and documents the affordability of podcasting in education, the process of episode creation and delivery, and, beyond the format of the lecture, the value for higher education of audio-enhanced learning generally. [For the full proceedings, see ED626585.]
The Reality of Applying Teachers for Learning Disabilities Criteria According of Some Variables in Jubail City
Author: Alshamry, Fareada Faiz
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Special Education Teachers,Diagnostic Tests,Teacher Characteristics,Gender Differences,Teaching Experience,Teacher Qualifications,Foreign Countries,Disability Identification,Students with Disabilities,Learning Disabilities,Test Validity,Test Reliability

The aim of the research is to identify the reality of learning disabilities teachers' application of the diagnostic tests with of some variables (gender, experience, academic qualification) in Jubail city. The descriptive comparative approach was used for its suitability to the nature of the current research. The sample was chosen from the research community of (29) teachers from them. (18) male teachers and (11) a female teacher, in an intentional way. The results of the research indicated that there are statistically significant at (0.05) level differences in the application and use of diagnostic criteria between male and female teachers and were in favor of teachers, as well as the existence of statistically significant differences in the application and use of diagnostic criteria between male and female teachers in favor of the higher educational qualification variable, and in favor of the more experience variable According to that. [For the full proceedings, see ED626585.]