ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Perceptions of Preschool Parent Engagement: Causal Effects of a Connection-Focused Intervention
Author: Purtell, Kelly M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intervention,Program Effectiveness,Parent Participation,Parent School Relationship,Preschool Teachers,Teacher Attitudes,Parent Teacher Cooperation,Racial Differences,Ethnicity,Parent Background,Educational Attainment,Child Behavior,Behavior Problems,Transitional Programs,Preschool Education,Home Visits,Kindergarten

Background: Strong connections between children's teachers and their parents fosters their learning and development in early childhood and throughout their schooling. Developing strong connections in preschool may ease the transition to elementary school for children. Objective: The goal of this study is to examine the initial implementation of the Kindergarten Transition Practices intervention, its impacts on parental engagement, and how these impacts varied by family race/ethnicity, maternal education, and children's behavior problems. Method: Children (N=391) were randomly assigned to one of three groups: KTP-Classroom, where they received a classroom-level intervention; KTP-Plus, where they received both the classroom intervention and an additional home visiting component; or the business-as-usual control group. Transition Coordinators worked with both teachers and parents throughout the intervention to build connections between parents and their children's teachers and schools. Results: Results showed that the classroom intervention (KTP-Classroom) led to significantly higher levels of teacher-reported parent involvement and that, for Hispanic families, the classroom plus home visiting intervention (KTP-Plus) led to more positive teacher perceptions of parent involvement, parent-teacher relationships, and parent values. Conclusions: These findings suggest that connection-focused models may be one way to enhance parental engagement during preschool. [This article was published in &quot;Child &amp; Youth Care Forum&quot; (EJ1347893).]
Empowering MAEd Students: The Impact of Faculty Mentorship on Research Skill Development
Author: Bueno, David Cababaro
Date: 2023-06-00
Type: Journal Articles
Subjects: Research Training,College Faculty,Graduate Students,Mentors,Critical Thinking,Thinking Skills,Masters Programs,Research Skills,Student Empowerment,Academic Standards,Research Design,Data Analysis,Feedback (Response),Teacher Student Relationship,Conferences (Gatherings),Career Development,Self Efficacy,Case Studies,Foreign Countries

This qualitative case study contributed to the existing body of knowledge by examining the empowering effect of faculty mentorship on the research skill development of MAEd students. The professor-mentorship provided to MAEd students played a vital role in developing their research skills. Throughout the research process, professor-mentors guided and supported students, enhancing their abilities in selecting research topics, conducting literature reviews, designing methodologies, and analyzing data. The mentorship improved methodological rigor and fostered critical thinking, analytical skills, and a deeper comprehension of the research process. Feedback and support from mentors were instrumental in refining students' research proposals, writing, and presentations. Professor-mentors encouraged students to share their research findings through conferences and publications, providing valuable growth opportunities. This exposure boosted students' research skills and bolstered their confidence as researchers. Overall, professor mentors' mentorship significantly shaped the research skills and career paths of MAEd students, instilling a passion for evidence-based practices in education and preparing them for future research endeavors.
Official Neglect and Tribal Languages: Analyzing Language Exclusion of Gojri
Author: Bhat, Zahoor Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Language Minorities,Indo European Languages,Language Maintenance,Language Usage,Official Languages,Educational Policy,Language of Instruction,Diversity,Foreign Countries

Gojri speakers, i.e., Gujjars and Bakarwals, are the relatively deprived indigenous tribal communities and groups. The hegemony of dominant languages in significant fields such as polity, judiciary, and education accentuates the exclusion of tribal and minority languages. The study relied on secondary sources and mainly focused on Gojri speakers of Jammu and Kashmir, and India. We examined the indigenous Gojri language, its genesis, evolution, resemblance, geography, and diversity, and the plight of its neglect and exclusion from significant fields. We highlighted how Census operations, official languages of States/UTs, schedules of the constitution, parliament and judicial proceedings, pedagogical medium &amp; school curriculum, language education policies, and initiatives contributed to such exclusion. The study expands our understanding of language landscape and diversity, hegemony and preference for dominant languages, and exclusion of minority and tribal languages. Considering the linguistic diversity of J&amp;K and India, we believe this study can sensitize educational and language policy planners and practitioners about language bias, non-inclusive, discriminant, and unjust treatment, alienating Gojri speakers in different domains.
Graduate School Faculty Teaching Performance Before, during and after Pandemic in a Catholic School
Author: Bueno, David Cababaro
Date: 2023-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Catholic Schools,Graduate Study,College Faculty,Online Courses,Barriers,Educational Technology,Faculty Development,Student Centered Learning,Teacher Collaboration,Creativity,Foreign Countries,Teacher Effectiveness

The COVID-19 pandemic has significantly impacted higher education institutions worldwide, particularly Catholic schools offering graduate programs. The pandemic substantially impacted faculty teaching performance at a Catholic graduate school. Many faculty members cited difficulties transitioning to online instruction. Providing continuing support and training for online teaching, nurturing a culture of collaboration and innovation among faculty members, and emphasizing student-centered approaches can all help improve faculty teaching performance in Catholic graduate schools. More research is needed to study the long-term impacts of the epidemic on faculty teaching performance and to discover effective techniques for assisting faculty members in transitioning to online teaching. Future research should look into the impact of other factors, such as curriculum revisions or teaching styles, on faculty teaching performance in the Catholic graduate school. Overall, the study emphasizes the necessity of assisting faculty members in adapting to the obstacles of online teaching and fostering a culture of collaboration and creativity in Catholic graduate schools to improve teaching performance. Further research can expand on these findings to inform higher education policy and practice.
K-12 Students as Partners in School Emergency Management. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Student Role,Emergency Programs,Cooperative Planning,Teamwork,School Safety,Readiness,Student Participation,School Culture

Comprehensive school emergency management planning requires input and collaboration from multidisciplinary stakeholders that represent the whole school community. The involvement of those who are affected by and help carry out the school emergency operations plan (EOP) can help ensure buy-in and the quality of the plan, as well as build the preparedness capacity of the school. Students are often an overlooked stakeholder group and yet represent a large population within the school setting. They can serve as both a resource and key partner by participating in activities before, during, and after an emergency and contributing to EOP development. This fact sheet provides school core planning teams and school safety leaders with strategies for engaging students in school emergency management planning efforts while still safeguarding their well-being.
Resources on the Role of Students in School Safety Efforts. Students
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Prevention,Safety,Crisis Management,Emergency Programs,Elementary Secondary Education,Students with Disabilities,Student Participation,School Safety,Planning,School Districts,Program Development,Readiness,Resources

This document lists resources for planning teams on engaging students in prevention, protection, mitigation, response, and recovery efforts and emergency operations plan development.
Summary of 2021-2022 Graduates by Diploma Type. Research Brief. Volume 2204
Author: Gonzalez Hernandez, Vanessa
Date: 2023-03-00
Type: Reports - Research
Subjects: Public Schools,High School Graduates,Graduation Requirements,Advanced Placement Programs,Academic Achievement,Bilingualism,Recognition (Achievement),Certification

M-DCPS had 20,833 graduates in the 2021-2022 academic year as of June 2022. Most students, 89%, achieved a standard diploma (24 credits). Some students chose an alternative curriculum where 857 (4%) achieved an Advanced International Certificate of Education (AICE) diploma and 454 (2%) achieved an International Baccalaureate (IB) diploma. An additional 364 (2%) students earned an Academically Challenging Curriculum to Enhance Learning (ACCEL) 18-credit diploma. Nearly a third of graduates earned the Superintendent's Diploma of Distinction for outstanding academics and community service. Florida's Scholar and Merit diploma designations were awarded to 5,797 (28%) graduates demonstrating academic strength and/or success in attaining career industry certifications. This year 2,986 (14%) students also earned the Florida Seal of Biliteracy, in Gold or Silver, demonstrating mastery of a foreign language. [For the previous report, &quot;Summary of 2020-2021 Graduates by Diploma Type. Research Brief. Volume 2103,&quot; see ED618105.]
Chemical Management: Planning for Toxic Materials in School Laboratories and the Accidental Release of Hazardous Materials from within the School
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Hazardous Materials,Readiness,Emergency Programs,Science Laboratories,School Safety,Training,School Community Relationship,Information Dissemination,Best Practices,Laboratory Safety

Integrating chemical management into a comprehensive emergency operations plan (EOP), including through the creation of a Toxic Materials Annex and a Hazardous Materials Annex, helps improve a school district's or individual school's preparedness for a chemical-related incident. To ensure the annexes remain relevant and useful, districts and individual schools should practice them through emergency exercises and make revisions based on lessons learned. Additionally, districts and individual schools should review, update, and strengthen these annexes regularly. The lessons learned in this document are the reflections of one school and are based on one chemical spill. They are suggestions to consider when developing an emergency operations plan that incorporates planning for hazardous chemicals; they are not prescriptive best practices for every school or school district. The names of the school and school district have been changed to protect identities.
The Deficit in Visuo-Spatial Working Memory in Dyslexic Population? A Systemic Review and Meta-Analysis
Author: Du, Yujie
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Dyslexia,Spatial Ability,Short Term Memory,Language Usage,Children,Adolescents,Chinese,Ideography,Written Language,Language Classification

Development dyslexia (DD) is a common language disorder, which significantly affects children. Despite having ordinary intelligence, dyslexic people struggle with reading, writing, and comprehension in their native tongue. It is still unclear whether dyslexic kids have difficulties with visuo-spatial working memory. Using meta-analysis, this gap was filled. Applying a Boolean search on Web of Science was necessary to find the pertinent papers. Thirteen studies were analyzed. The average, standard deviation, and sample size for each task were extracted. There were large effect sizes between children with DD and their age-matched peers in terms of their visuo-spatial working memory. The findings imply that visuo-spatial working memory deficiencies in dyslexic children indicate that dyslexia might exhibit domain-general characteristics. We discovered during our research that the type of language used, and the testing procedure could have an impact on the test outcomes. Therefore, future research should focus on the type of tasks or language. [For the full proceedings, see ED631133.]
Crime Prevention through Environmental Design: Enhancing the Security of Your K-12 School Using an All-Hazards Approach. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Crime Prevention,Elementary Secondary Education,School Community Relationship,Emergency Programs,Program Development,School Safety,Neighborhoods,Safety,Environmental Influences,Teamwork,Cooperative Planning,School Security,Evaluation,Training,Educational Environment,Space Utilization,Community Involvement

In collaboration with their local government and community partners, schools can take a proactive approach to crime prevention as a part of developing, implementing, and maintaining school emergency operations plans (EOPs) using the &quot;Guide for Developing High-Quality School Emergency Operations Plans (School Guide)&quot; [ED571878]. In addition to outlining the school's approach to operations before, during, and after an emergency, the &quot;School Guide&quot; suggests that comprehensive all-hazards and all-threats school EOPs include &quot;courses of action that schools will implement on a routine, ongoing basis to secure the school from criminal threats originating from both inside and outside the school,&quot; including implementation of Crime Prevention Through Environmental Design (CPTED). This fact sheet presents an overview of the CPTED approach to reducing and removing opportunities for criminal behaviors, along with tips and strategies for applying CPTED in a K-12 school environment.
Self-Assessment in Mathematics Learning among Chinese Secondary School Students: Do Girls Underestimate Themselves?
Author: Huan, Chang
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Self Evaluation (Individuals),High School Students,Gender Differences,Mathematics Education,Student Attitudes,Feedback (Response),Reflection,Evaluation Methods,Females

Mathematics learning plays a significant role for high school students. Although gender differences in mathematics learning have been well documented, gender differences in mathematics learning self-assessment have not been adequately studied. The purpose of this study was to investigate whether gender differences existed in the mathematics learning self-assessment process. In this study, nine Chinese high school students answered interview questions about self-assessment (Step 1: determine/set self-assessment criteria; Step 2: seek external and internal feedback; Step 3: reflect the learning process and product with the support of feedback) in mathematics learning. The findings revealed that all high school students self-assessed their mathematics learning. Gender differences varied across the self-assessment steps. In Step 1 and Step 2, it did not show significant gender differences. However, in Step 3, gender differences were significant. This study can help educators and researchers better understand the variability and complexity of self-assessment in mathematics learning. [For the full proceedings, see ED631133.]
The Foundation for Interdisciplinary Team Learning in the 360 Degree Global Ed Model
Author: Breitkreuz, Karen R.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: International Cooperation,Service Learning,Interdisciplinary Approach,Science Education,Models,Outcomes of Education,Dialogs (Language),Cultural Awareness,Foreign Countries,Undergraduate Students,Elementary Schools

The 360 Degree Global Education Model (360 Global Ed Model) provides a comprehensive framework for creating meaningful interdisciplinary student team learning through international service learning. Providing successful multi-disciplined undergraduate education necessitates creating a foundation for productive team-science based learning between disciplines. The pedagogical foundation employed by Breitkreuz and Songer within the 360 Global Ed model creates a shared values student dialogue for enhancing undergraduate team learning and performance. This paper provides a summary of the 360 Global Ed Model, a discussion of methods used to create a student shared dialogue (&quot;Team Learning Foundation&quot;), lessons learned, and student outcomes. Methods for shared dialogues include creating a team-defined mission, team-defined behavioral standards, building shared cultural understandings and expectations for developing cultural intelligence, and developing realistic expectations for interpersonal understandings through use of self-assessments. Student team-led projects provide an authentic context impetus for implementing the team learning foundation. [For the full proceedings, see ED631133.]
Resources on the Role of Special Educators in School Safety Efforts. Special Educators
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2023-00-00
Type: Reference Materials - Bibliographies
Subjects: Readiness,Emergency Programs,School Safety,Special Education Teachers,Students with Disabilities,School Security,Student Needs,Training,Program Development,Elementary Secondary Education,Coping,Trauma,Teacher Role

The Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center has created a list of resources on the role of special educators in school safety efforts. The list includes the following categories: (1) Access and/or Functional Needs (AFN) and Emergencies; (2) Emergency Operations Plan (EOP) Development; (3) Hazard- and Threat-Specific; and (4) General Resources.
The Impact of the &quot;Third Mission&quot; of Universities and Research Institutions on Physics Education in Secondary Schools
Author: Riccardi, Pierfrancesco
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Physics,Science Education,Barriers,Universities,College School Cooperation,Educational Change,Secondary School Students,Educational Opportunities,Foreign Countries,Institutional Mission,Extracurricular Activities,Work Experience Programs,Outreach Programs

Because of the increasing importance of the so called &quot;third mission&quot;, the number of activities toward the public, conducted at various scales by individual scientists, research institutions and universities, is steadily increasing. Educational programs developed by universities and research institutions for secondary schools have also been promoted. This contribution examines the opportunities and challenges that the interaction with research environments is having on physics education in secondary schools, starting from the interactions that the Physics department of University of Calabria has established with schools through extracurricular programs and citizen science projects, often combined with work-based learning programs, recently introduced in Italian schools by the recent reform of secondary education. [For the full proceedings, see ED631133.]
University Students&apos; Perceptions about the Educational Videos on YouTube
Author: Koc, Mustafa
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Video Technology,Age Differences,Gender Differences,Learning Motivation,Teaching Methods,Undergraduate Students,State Universities,Attitude Measures,Foreign Countries,Learning Processes,Majors (Students)

YouTube is a Web 2.0 technology-based social media platform that enables users to produce and share their own videos as well as watch and interpret other users' video materials. The purpose of this study is to determine how university students perceive educational video clips shared on YouTube and whether their perceptions differ across some demographic variables. The study was designed as a survey research within the quantitative research paradigm. The sample of the study was made up of 125 university students attending at a major state university in Turkey. Data were collected through an online questionnaire including demographic information form and an 11-item opinion scale for the use of YouTube videos as educational material obtained from the related literature. As a result of the study, it was found that participating university students generally agreed the potential motivation and contribution that YouTube educational videos provide to their learning. In addition, students' perceptions were found to be independent of their gender, age, grade level, program type, and faculty. [For the full proceedings, see ED631133.]
Private Schools: Emergency Management Planning for All Settings. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Private Schools,Emergency Programs,Cooperative Planning,School Safety,School Security,Community Involvement,Elementary Secondary Education,Institutional Characteristics,Barriers,Program Development,Teamwork,School Community Relationship

As outlined in the &quot;Guide for Developing High-Quality School Emergency Operations Plans (School Guide)&quot; (ED571878), multidisciplinary planning teams--composed of school personnel and community partners--can develop a comprehensive school emergency operations plans (EOP) customized to the needs of the students, the staff, and the community that the school comprises. The &quot;School Guide&quot; and six-step planning process are for both private and public schools and allow for flexibility at the school level. Like public schools, private schools are susceptible to a wide range of threats and hazards, of which their core planning teams should be aware so that they address them in their EOP. The purpose of this fact sheet is to provide considerations for private schools, including their administrators, core planning teams, and community partners, to incorporate in their emergency management planning efforts. This fact sheet presents challenges and considerations, points to consider when developing a school EOP, methods of engaging the community and promoting partnerships in emergency management planning, and resources.