ethanporcaro/eric-fulltext-meta huggingface dataset:
I Belong to This World! A Teacher Practice for Developing Relatedness in the School Environment
Author: Calp, Sükran
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Interpersonal Competence,Student Attitudes,Sense of Community,Preservice Teachers,Foreign Countries,Public Colleges,Psychological Needs,Caring,Self Evaluation (Individuals),Teaching Methods,Elementary Education,Communication Problems,Young Adults,Creative Activities,Art Activities,Dramatic Play,Student Development

The need for relatedness is seen as the need for human connection. Relatedness refers to the social nature of human beings and the connectedness with others. It can be stated that the person meets the needs of being related with sensitivity, warmth, emotional sensitivity and social acceptance. People need to interact with other people socially. In the self-determination theory, this need is considered necessary for people to feel mentally healthier. The aim of this study is to support development of basic relatedness skills in students, who think that they have difficulties in building relationships. The second aim of the study is to determine students' thoughts about relatedness and sense of belonging after the developed practices. In this study, qualitative research method, one of the scientific research methods, was used. It is an action research based on practice and mutual cooperation. The study group of the research consisted of 21 students from Department of Primary Education at a state university in Turkey. In this study, criterion sampling method was used. The criterion used in the study is that students emphasize that they have communication problems. The research data were obtained from (1) the semi-structured interview questions developed by the researcher, (2) the evaluation questions to answer at the end of each practice, and (3) the diaries written by students at the end of each practice. In order to collect the data of this study, a total of 7 weeks of practice was performed, six of which were the relatedness practices and one was the preparatory practice. Practices were made at the same time every week. Results showed that the students have positive thoughts about relatedness and sense of belonging after practices. According to the students, when &quot;getting to know yourself, caring and respect, getting to know others, having a sense of belonging and developing social skills&quot; come together, relatedness improves positively.
Chemistry Achievement and the African Caribbean Immigrant Student&apos;s Home: A Mixed-Methods and Multi-Dimensional Study
Author: Pinder, Patrice Juliet
Date: 2013-06-30
Type: Reports - Research
Subjects: Science Achievement,Chemistry,Ethnic Groups,Immigrants,Family Influence,High School Students,Secondary School Science,Parent Participation,Predictor Variables,Student Attitudes,Family Life,Latin Americans

The central goal of this study was to explore the influence of the African Caribbean students' home life on their chemistry achievement. The study utilizes a mixed-methods approach and two research designs. A quantitative correlational design (using Spearman Rho correlational analysis) and a phenomenological qualitative design were used. For the quantitative part of the study, a questionnaire was given to 18 Baltimore high school students. Chemistry test scores were also collected. The results revealed that the students' home factors associated with parental involvement and parental encouragement influences were all significantly correlated to the students' chemistry success and these factors were also best predictors of these students' achievement. For the qualitative part of the study, seven parents were interviewed. The interview data were coded and common themes identified. Qualitative and quantitative data suggested that &quot;parental involvement factors&quot; significantly influenced Caribbean students' academic success. The findings of this study also revealed that 1st-generation students (22% in this study) and 2nd-generation African Caribbean immigrant students (78% in this study) are doing well academically. Important implications are discussed.
Standing up for Equality in Germany&apos;s Schools
Author: Open Society Foundations (OSF)
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Equal Education,Migrants,Social Discrimination,Children,School Segregation,Racial Bias,Teacher Student Relationship,School Law

Why do children of &quot;migration background&quot;--whose families may have arrived in Germany as many as two generations ago but are still perceived as &quot;foreigners&quot;--often perform significantly worse at school than their native German counterparts? The problem is discrimination. This report gives a face and a voice to the discrimination that many children of migration background experience in Berlin. Its purpose is to show, through concrete stories, that discrimination in schools against migrant children is widespread--and to call on all Berliners to condemn and end it.
2019 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Philanthropic Foundations,Donors,Private Financial Support,Accountability,Institutional Mission,Educational Policy,Educational Research,Charter Schools,Academic Achievement,State Regulation,State Departments of Education,School Effectiveness,Elementary Secondary Education,State Legislation,Public Education,Performance,School Closing,Urban Schools,Language Arts,Value Added Models,Educational Finance,Governance,Academic Standards,State Standards,Mathematics Achievement,High Achievement,Reading Achievement,Advanced Placement,Risk,Open Enrollment,Federal Legislation,Educational Legislation,Adolescents,Teacher Attendance,Poverty

In our 2019 annual report, we provide insight into our sponsorship work during the year and the performance of our sponsored schools. We are also pleased to highlight the good work of our colleagues on Fordham's policy and research teams. Our schools' academic performance shows several schools doing very well on Ohio's value added (growth) measure this year, although other schools struggled. We are excited to continue to grow our portfolio and in turn serve more Ohio students; approximately 5,500 in 2018-19. The report also draws attention to the hard work and dedication of the boards, leadership and staff at each of our sponsored schools. We are glad that we have the opportunity to support all of them. [For the 2018 report, see ED596225.]
The Unwavering SES Achievement Gap: Trends in U.S. Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 19-01
Author: Hanushek, Eric A.
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Socioeconomic Status,Achievement Gap,Foreign Countries,Science Achievement,Mathematics Achievement,Secondary School Students,Age Differences,At Risk Students,Family Structure,Parent Background,Educational Attainment,Family Income,Racial Differences,African American Students,White Students,Poverty,Scores,Ethnicity,Grade 8,Grade 12,Adolescents,Occupations,Ownership,Reading Achievement

Concerns about the breadth of the U.S. income distribution and limited intergenerational mobility have led to a focus on educational achievement gaps by socio-economic status (SES). Using intertemporally linked assessments from NAEP [National Assessment of Educational Progress], TIMSS [Trends in International Mathematics and Science Survey], and PISA [Programme for International Student Assessment], we trace the achievement of U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom deciles and the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by overall improvements in achievement levels, which have risen at age 14 but remained unchanged at age 17 for the most recent quarter century. The long-term failure of major educational policies to alter SES gaps suggests a need to reconsider standard approaches to mitigating disparities.
Long-Run Trends in the U.S. SES-Achievement Gap. Program on Education Policy and Governance Working Papers Series. PEPG 20-01
Author: Hanushek, Eric A.
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Science Achievement,Achievement Gap,Socioeconomic Status,Age Differences,Secondary School Students,Poverty,Low Income Students,Adolescents,Correlation,Racial Differences,Ethnicity,African American Students,White Students,Ownership,Parent Background,Educational Attainment,Occupations,Mathematics Achievement,Reading Achievement,Grade 8,At Risk Students

Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP [Long-Term Trend assessment administered by the National Assessment of Educational Progress], Main-NAEP, TIMSS [Trends in International Mathematics and Science Study], and PISA [Programme for International Student Assessment] that are psychometrically linked over time, we trace trends in achievement for U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by improved achievement levels, which have risen at age 14 but have remained unchanged at age 17 for the past quarter century.
Effective Educational Practices in Health Profession Education (A Collection of Educational Projects completed by NTTC Alumni from 2006 to 2013)
Author: Zayapragassarazan, Z., Ed.
Date: 2020-06-00
Type: Books
Subjects: Educational Practices,Alumni,Medical Education,Graduate Medical Education,Intervention,Student Attitudes,Foreign Countries,Medical School Faculty,Medical Research,Computer Assisted Instruction,Teaching Methods,Clinical Experience,Group Discussion,Biochemistry,Surgery,Undergraduate Students,Problem Based Learning,Communication Skills,Pharmacology,Active Learning,Competition,Taxonomy,Pretests Posttests,Clubs,Anatomy,Professionalism,Item Analysis,Formative Evaluation,Pathology,Nursing Education,Lecture Method

This e-book is a collection of educational projects completed by the alumni of National Teacher Training Centre (NTTC), Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER) and was published by the Alumni Association of NTTC, JIPMER in association with the Dept. of Medical education, JIPMER. The main objective of this publication is to provide an opportunity for the alumni of NTTC to share their experience with significant educational practices and interventions that worked for them in promoting knowledge, attitude and skills among their learners.
Increasing Digital Platform Use to Help Youth Find Work. Policy Brief. RTI Press Publication PB-0023-2005
Author: Johnson, Eric M.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Employment Opportunities,Computer Use,Developing Nations,Youth Employment,Job Search Methods,Foreign Countries,Social Media,Unemployment

Young people face myriad obstacles in finding work, and more than 71 million are unemployed globally. Many of these youth have limited job search skills, poor labor market information, and difficulty accessing jobs, obstacles more pronounced for marginalized youth and first-time work-seekers. Digital professional platforms may give some youth a more effective way to find work than traditional job search strategies. In this brief, the authors explore digital professional platform use in developing economies. They then present evidence on low-cost ways to teach youth to use these platforms. The authors end by drawing policy implications for the education and workforce development field.
Lexical Cohesion Study in Collection of Hujan Bulan Juni Poetry and It&apos;s Relevance as a Literature Learning Material in Junior High School
Author: Muhyidin, Asep
Date: 2019-00-00
Type: Journal Articles
Subjects: Connected Discourse,Junior High School Students,Poetry,Phrase Structure,Language Usage,Cultural Traits,Teaching Methods,Poets,Indonesian,Foreign Countries,Relevance (Education)

This research focuses on the use of lexical cohesion in collection of poems Hujan Bulan Juni. The object of this research is the lexical cohesion includes repetition, synonymy, hyponymy, and collocation. This research approach uses qualitative descriptive. The data in this study are linguistic data in the form of lingual units contained in an array and verse containing repetition, synonymy, hyponymy, and collocation in a collection of poems Hujan Bulan Juni. The data collection technique used in this research is direct technique by studying documentation. Analysis of the data in this study was carried out using the distributive method. The findings that there are lexical cohesion which includes: (1) repetition; (2) synonymy, (3) hyponymy; and (4) collocation. The most dominant lexical cohesion in the poems is repetition. Collection of poems Hujan Bulan Juni can be used as teaching material in junior high school because (1) the language is easy to understand; (2) psychologically according to the level of student development; and (3) in terms of culture reflecting the daily culture of the Indonesian nation.
A Proposed Framework for Developing Online Courses: The Case for a VR Course
Author: van Wyk, Norman
Date: 2019-09-25
Type: Reports - Research
Subjects: Online Courses,Computer Simulation,Teaching Methods,Blended Learning,Instructional Design,Guidelines,Teacher Attitudes,Learning Theories,Constructivism (Learning),Models,Taxonomy,Feedback (Response),Research Methodology

Online learning has become a standard in today's teaching environment whether teaching fully online or using a blended learning approach. Various kinds of emerging technologies such as Virtual Reality are continually evolving or being developed, and educators are required to keep up with this trend. Educators are required to create and teach courses that not only informs and educates, but also motivates the learner to complete the courses. The traditional educator is often asked to develop an online course with perhaps no experience or guide to do so. The main research question this study attempted to answer was if an Online Course Development Framework could be created that can aid educators in developing online courses for emerging technologies. This research study set out to discover if there are any theories, methods and models that can support educators to develop online courses for emerging technologies and then, to develop a framework that can be used to aid educators in developing online courses. To achieve the findings of the main research question, the research conducted a literature review to discover theories models and methods that could be used in the creation of an online course, then conducting semi-structured interviews with expert educators. The semi-structured interviews were then analysed using a thematic analysis process. An Online Course Development Framework was then created based on literature review findings and interview responses. Thereafter, the framework was tested by gathering feedback from experienced educators after presenting the Online Course Development Framework and an Online Virtual Reality Development course outline that was created by using the framework. The research found that by combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom's Taxonomy to construct the framework, the Online Course Development Framework could be used to support educators in creating online courses for emerging technologies. When tested, the Online Course Development Framework proved to be relevant to the expert educators that responded to requests for feedback. All the educators thought that it could be used to help support the development of online courses for emerging technologies and provided an all-important motivational design element that is needed in online courses. By providing a useful online course development framework, educators could develop more online courses for emerging technologies.
2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) Data File Documentation. NCES 2020-522
Author: Bryan, Michael
Date: 2019-10-00
Type: Reports - Research
Subjects: Longitudinal Studies,Postsecondary Education,Student Financial Aid,School Statistics,Student Surveys,Enrollment,Institutional Characteristics,Student Characteristics,Academic Persistence,Educational Attainment,Data Collection,Student Records,Student Recruitment,Research Methodology,Statistical Analysis,Interviews,Higher Education,Federal Legislation,Educational Legislation

The 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17), conducted by the National Center for Education Statistics (NCES) at the U.S. Department of Education, is the second follow-up of students who began postsecondary education in the 2011-12 academic year. BPS:12/17 draws from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12) to create a nationally representative sample of first-time beginning (FTB) undergraduate students. BPS is designed to cover topics pertaining to student persistence and attainment in postsecondary education, and transition into the workforce. The study includes student surveys as well as the collection of administrative data from institutions where the students were enrolled and from other relevant data sources, including U.S. Department of Education records on student financial aid. The data collected in this second follow-up are intended to provide researchers and policymakers with key information on persistence and attainment in the sixth academic year after students' initial enrollment in postsecondary education. [For the &quot;2011-12 National Postsecondary Student Aid Study (NPSAS:12),&quot; see ED545104.]
Entering the Skilled Technical Workforce after College. Research Brief. RTI Press Publication RB-0024-2004
Author: Chen, Xianglei
Date: 2020-04-00
Type: Reports - Research
Subjects: Postsecondary Education,Undergraduate Students,STEM Education,Employment Level,Job Skills,Skilled Occupations,Gender Differences,Racial Differences,Ethnicity,Hispanic Americans,Low Income Groups,Parent Background,Educational Attainment,Salaries,Technical Occupations,Socioeconomic Status,Outcomes of Education,Majors (Students),Job Satisfaction,Academic Degrees,Educational Certificates,Fringe Benefits

This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor's degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW. [For the &quot;2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17),&quot; see ED606008.]
Indicators of Higher Education Equity in the United States: 2020 Historical Trend Report
Author: Cahalan, Margaret W.
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Indicators,Equal Education,Educational Trends,Trend Analysis,Educational Legislation,Higher Education,Federal Legislation,Federal Aid,Grants,Postsecondary Education,Enrollment Trends,College Choice,Educational Attainment,Academic Degrees,Educational Policy,Educational Practices,Barriers,Family Characteristics,Paying for College,Student Financial Aid,Demography,Comparative Education,Income,Socioeconomic Status,Social Stratification,Civil Rights,Access to Education,Racial Differences,Ethnicity,Geographic Location,Census Figures,Sustainable Development,Disease Control,Epidemiology,Public Health,Crisis Management,Resilience (Psychology),Systems Approach,Admission Criteria,Goal Orientation,Loan Repayment,School Closing,Low Income Students,COVID-19,Pandemics

This report, the sixth in this series, brings together again in partnership the Pell Institute with the Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD). These reports draw from multiple sources of existing data to provide, in one place, indicators that describe trends in equity in postsecondary enrollment, choice, and degree attainment, as well as indicators of college affordability. The purposes of this equity indicators project are to: (1) Report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) Identify policies and practices that promote and hinder progress; and (3) Illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. As in previous Indicators reports, the data in the 2020 Indicators show persisting inequality in higher education opportunity based on family income, race/ethnicity, parent education, geographic location and dependency status. [For &quot;Indicators of Higher Education Equity in the United States: 2019 Historical Trend Report,&quot; see ED595444.]
AASA COVID-19 Recovery Task Force Guidelines for Reopening Schools: &quot;An Opportunity to Transform Public Education&quot;
Author: AASA, The School Superintendent's Association
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Disease Control,Disease Incidence,Prevention,Educational Facilities,School Closing,Educational Environment,Guidance,School Safety,Public Health,Crisis Management,Elementary Secondary Education,Preschool Education,Symptoms (Individual Disorders),Sanitation,Hygiene,Superintendents,Well Being,Public Policy,Equal Education,Social Development,Emotional Development,Partnerships in Education,School Schedules,Access to Computers,Budgeting,Food Service,Professional Development,Pupil Personnel Services,Trauma,Educational Change,Curriculum Development,COVID-19,Pandemics

AASA, The School Superintendents Association, is committed to supporting superintendents and other school district leaders throughout the country during this challenging and unprecedented time. The following report presents a synthesis of the Guidelines for Reopening Schools recommended by superintendents throughout the United States as part of an ongoing AASA task force.