ethanporcaro/eric-fulltext-meta huggingface dataset:
Following Through: 5 Strategies for Getting Federal Relief Aid to Students Who Need It Most. Federal Relief Aid Series. Brief 4
Author: Krausen, Kelsey
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Federal Aid,Financial Support,COVID-19,Federal Legislation,Pandemics,Kindergarten,Elementary Secondary Education,Educational Planning,Equal Education,Educational Equity (Finance),Strategic Planning,Decision Making,Public Education,Expenditures,Money Management,Resource Allocation,Technical Assistance,Public Agencies,Information Dissemination,School Districts,Funding Formulas,Disadvantaged,Student Needs,Educational Finance

To address the increased needs of students and schools resulting from the COVID-19 pandemic, the federal government has enacted a series of three relief and stimulus bills -- the Coronavirus Aid, Relief, and Economic Security Act (CARES Act), the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA), and the American Rescue Plan (ARP) -- that have collectively infused nearly $200 billion directly into K-12 public education. State education agency leaders play a critical role in providing guidance and technical assistance to local education agencies regarding the equitable allocation and use of funding to help ensure that dollars reach and positively affect the students with highest need. In addition, states have an opportunity to support LEAs in thoughtfully engaging community stakeholders, elevating the voices of underserved communities and utilizing their input in strategic resource decisions, and strengthening LEAs' ongoing planning processes. This policy brief offers five strategies that state and local education agency leaders can use to follow through on the intended use of federal relief aid -- including measuring, monitoring, and disseminating information on the impact of local investments in order to meaningfully support students most impacted by the pandemic. [For Brief 3, &quot;Three Strategies for Investing One-Time Federal Relief Aid to Make a Lasting Difference: Sustainable Financing of Education Innovations,&quot; see ED615945.]
Attracting Industry Experts to Become VET Practitioners: A Journey, Not a Destination. Research Report
Author: Tyler, Mark
Date: 2021-00-00
Type: Reports - Research
Subjects: Vocational Education,Vocational Education Teachers,Teacher Qualifications,Teacher Recruitment,Teacher Persistence,Industry,Professional Personnel,Career Change,Expertise,Foreign Countries,Certification,Compensation (Remuneration),Work Environment,Credentials,Standards,Teacher Role,Wages,Individual Characteristics,Teacher Attitudes,Job Training,Incentives,Barriers,Aging (Individuals),Professional Identity,Career Development

There is general consensus that vocational education and training (VET) faces a number of workforce problems, including the ageing of VET teachers, the high level of casualisation, the need to increase the capacity of trainers, and the maintenance of industry currency. These issues, along with the need for the VET sector to respond to critical national workforce development requirements, have been exacerbated by the COVID-19 pandemic. Industry experts, who are highly knowledgeable and experienced in their sector, are an underutilised resource as VET practitioners. Their knowledge and experience can provide rich information on up-to-date workplace skill needs, thus adding value and quality to the VET sector. The continuing debate associated with the minimum qualifications for VET practitioners and flexibility in entry points to the VET profession indicates that further input into innovative and practical solutions is required. Through interviews and surveys with registered training organisations (RTOs) and VET practitioners, this report explores approaches to attracting industry experts to become and remain VET practitioners. Drawing on findings from the research, the authors provide strategies for consideration by government, industry, regulators, RTOs and VET practitioners that can help the journey from industry expert to VET practitioner be more rewarding and productive. [For the supporting literature review &quot;Attracting Industry Experts to Become VET Practitioners: Literature Review -- Support Document,&quot; see ED615948.]
Attracting Industry Experts to Become VET Practitioners: Literature Review -- Support Document
Author: Tyler, Mark
Date: 2021-00-00
Type: Information Analyses
Subjects: Vocational Education,Vocational Education Teachers,Teacher Qualifications,Teacher Recruitment,Teacher Persistence,Industry,Professional Personnel,Career Change,Expertise,Training,Foreign Countries,Certification,Work Environment,Credentials,Standards,Teacher Role,Wages,Individual Characteristics,Teacher Attitudes,Job Training,Professional Identity,Career Development,Professional Continuing Education,Barriers,Incentives,Communities of Practice,Job Sharing,Aging (Individuals)

There is a lack of distinction and definition around how the vocational education and training (VET) sector in Australia might effectively recruit and retain suitably qualified teachers, trainers and assessors. The logic is clear: in order to enable and develop an immediate pool of competent and qualified workers for new and developing industries, as well as develop the skills and knowledge of workers in the stalwarts of Australian industry, such as the mining, building, finance and service industries, particular talented individuals are required. This is a requirement for a dynamic training environment that is also impacted by, for example, the internet of things, the diversity of learners and the consequences of an aging population. In order to make sense of the VET landscape and the demand for VET practitioners, the following literature review firstly provides a snapshot of the current state of the VET workforce and the changing industry climate in Australia. It then considers some of the factors that appear to be barriers or 'stumbling blocks' to recruiting teachers and trainers into vocational education and training. This is followed by examination of some of the incentives that have been adopted in other countries in an effort to boost their VET workforces, and exploration of other strategies that might help to increase the number of educators and to retain their services. [For the research report &quot;Attracting Industry Experts to Become VET Practitioners: A Journey, Not a Destination. Research Report,&quot; see ED615947.]
Intercultural Youth: The Global Generation and Virtual Exchange
Author: Szobonya, Patricia
Date: 2021-08-16
Type: Reports - Descriptive
Subjects: Generational Differences,Educational Technology,Technology Uses in Education,International Cooperation,Computer Mediated Communication,Student Projects,Interpersonal Relationship,World Problems,Partnerships in Education,Activism,Global Approach,Telecommunications,College Students,Higher Education,Foreign Countries,Equal Education,COVID-19,Pandemics,School Closing,Community Colleges

Due to the interconnectedness of our world and the ubiquitous presence of technology, it is imperative that students be introduced to and be actively involved in cross-cultural activities. Generation Z (Gen Z) students have been raised with computer-based technology; and as a result, they are cognizant of social and global issues that transcend borders and require collaborative solutions. Collaborative Online International Learning (COIL) and other virtual exchange programs provide students with the opportunity to engage in real conversations and problem solving with students from other countries. Students connect asynchronously and/or synchronously to discuss, analyze, and solve problems together. Simplified short-term projects also have relevance as they provide the opportunity for communication leading to empathy and awareness of social and economic injustices around the world. While study abroad is considered a traditional method of introducing students to other cultures, most students do not have the time nor the financing to be able to travel. However, today virtual exchange empowered by technology is a viable, sustainable method. In this contribution, examples of tasks, activities, technologies, and challenges resulting from various collaborations around the globe, in particular with Morocco, Iraq, and China, are highlighted. Through these collaborations, students established personal connections and shared responsibility in addressing local and global concerns. All of the collaborations underscore the value of virtual exchange activities, transcontinental partnerships, and collective action. The global pandemic has fostered the opportunity to explore more of these enriching exchanges. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Can COIL Be Effective in Using Diversity to Contribute to Equality? Experiences of iKudu, a European-South African Consortium Operating via a Decolonised Approach to Project Delivery
Author: DeWinter, Alun
Date: 2021-08-16
Type: Reports - Descriptive
Subjects: Diversity,International Educational Exchange,Program Descriptions,Capacity Building,International Education,Online Courses,Cooperative Learning,Equal Education,African Culture,Foreign Policy,Educational Change,Consortia,English (Second Language),Second Language Learning,Language Usage,Computer Mediated Communication,Educational Philosophy,Higher Education,Foreign Countries,Intercultural Communication,COVID-19,Pandemics,Teaching Methods,Computer Simulation

The iKudu project is a north-south collaboration between five universities in South Africa and five in Europe. As an EU-funded project, the overall aim is to capacity build around internationalisation at home through Collaborative Online International Learning (COIL). Originally presented at IVEC2020, this paper explores how iKudu navigates and utilises concepts of equality, equity through decolonisation, and Africanisation. Drawing from experiences of the first year of operation, this paper presents how the iKudu project was designed with equality in mind in order to ensure that as many students can engage in internationalisation activities, but notes how the realities of decolonisation introduce challenging contradictions for the consortium to navigate, particularly around the use of the English language in a global context. This paper also presents some of the underlying working philosophies from the perspective of the iKudu leadership to show just how COIL can be effective in contributing to equality within internationalisation of Higher Education (HE). [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
From &quot;You Have to Have Three Numbers and a Plus Sign&quot; to &quot;It&apos;s the Exact Same Thing&quot;: K-1 Students Learn to Think Relationally about Equations
Author: Stephens, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Equations (Mathematics),Symbols (Mathematics),Kindergarten,Grade 1,Algebra,Intervention,Concept Formation,Mathematical Concepts,Mathematical Logic,Thinking Skills

This research shares progressions in thinking about equations and the equal sign observed in ten students who took part in an early algebra classroom intervention across Kindergarten and first grade. We report on data from task-based interviews conducted prior to the intervention and at the conclusion of each school year that elicited students' interpretations of the equal sign and equations of various forms. We found at the beginning of the intervention that most students viewed the equal sign as an operational symbol and did not accept many equations forms as valid. By the end of first grade, almost all students described the symbol as indicating the equivalence of two amounts and were much more successful interpreting and working with equations in a variety of forms. The progressions we observed align with those of other researchers and provide evidence that very young students can learn to reason flexibly about equations.
Community Math Night Facilitators&apos; Toolkit. REL 2022-120
Author: Friedman, Kerry
Date: 2021-11-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Activities,Family Involvement,Elementary School Teachers,Mathematics Teachers,Elementary School Students,Community Involvement,Mathematics Education,Mathematics Instruction,Educational Planning,Positive Attitudes,Program Development,Meetings,Facilitators (Individuals),Educational Games,Mathematical Concepts,Workbooks,Parent Participation

The Community Math Night Facilitators' Toolkit is a detailed resource for elementary school educators to plan and implement a Community Math Night event. Community Math Nights use interactive math activities to engage families in building positive math attitudes, facilitate their participation in children's learning in grades K-5, and build a community of educators, students, families, and other caring adults. This toolkit includes planning and organizational resources, research findings on community engagement and math instruction strategies, and step-by-step instructions and printable materials for the interactive activities. It also includes a workbook that can be used as a professional learning resource on key math-learning research findings and how to apply them in practice. [For &quot;Community Math Night Professional Learning Workbook. Appendix A. [REL 2022-120],&quot; see ED615953. For Appendix B-H Templates and Tools and Appendix I Instructions, Prompts, and Handouts, see https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=6685 for links.]
Community Math Night Professional Learning Workbook. Appendix A. [REL 2022-120]
Author: Regional Educational Laboratory Appalachia (ED)
Date: 2021-11-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Activities,Mathematics Education,Mathematics Instruction,Elementary School Teachers,Mathematics Teachers,Educational Planning,Program Development,Program Implementation,Educational Strategies,Family Involvement,Parent Participation,Mathematical Concepts,Workbooks,Facilitators (Individuals),Positive Attitudes,Evidence Based Practice,Mathematics Skills,Educational Games

This workbook is a companion to the &quot;Community Math Night Facilitators' Toolkit. REL 2022-120&quot; (ED615952), a comprehensive resource for elementary school educators to plan and implement a Community Math Night. A Community Math Night brings together educators, students, and their families to: (1) learn about, talk about, and have fun with math; (2) reinforce positive math mindsets; and (3) help family members participate in their child's learning. The Community Math Night program helps schools and communities create a shared understanding of math concepts and raise expectations for math knowledge and achievement, both of which promote children's success in school. The content and activities in the Community Math Night Facilitators' Toolkit are based on key research related to supporting student success in math Understanding the research foundations for the Community Math Night program can help educators feel confident about hosting a math night and implementing math night activities. A stronger understanding of the &quot;why&quot; behind the Community Math Night program can also help educators connect the math night activities to their own beliefs and practices, which in turn can strengthen their work with students and families beyond the event. This workbook is designed as a professional learning resource for educators and other school staff, though other stakeholders may engage as they have interest. The workbook pairs with Section 1--Learn of the toolkit and includes important research on four key topics that form the basis of the Community Math Night program: (1) The importance of learning math for future success; (2) Supporting equitable family engagement in math; (3) Building a growth mindset and positive math attitudes; and (4) Effective practices for math instruction in elementary school. The workbook describes the research base and then provides examples of how to apply the evidence in practice. The workbook also includes questions prompting users to reflect on related teaching practice and to use while planning and implementing a math night. For each topic the workbook also includes a curated list of additional resources for deeper study. [For Appendix B-H Templates and Tools and Appendix I Instructions, Prompts, and Handouts, see https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=6685 for links.]
Supporting Intercultural Communication with Visual Information in Virtual Exchanges: When a Picture Paints a Thousand Words
Author: Fondo, Marta
Date: 2021-08-16
Type: Reports - Research
Subjects: Intercultural Communication,Video Technology,Undergraduate Students,Nonverbal Communication,Computer Mediated Communication,Visual Aids,Foreign Countries,Synchronous Communication,Speech Communication,Second Language Learning,Second Language Instruction,International Educational Exchange,Videoconferencing,Self Disclosure (Individuals),Spanish,English (Second Language)

Virtual exchanges (VEs) based on synchronous video communication allow learners to benefit from online intercultural experiences with a high degree of interactivity (Wang, 2004). Video conferencing tools allow synchronous audio-visual and non-verbal communication as in Face-To-Face (FTF) situations (Kock, 2005), although synchronous video communication differs from FTF communication because participants are not in the same physical space during interactions. However, technological restrictions during interaction can be compensated by media users as they adapt their communication behaviour (Walsh, 2018). This is the case of the present study which analyses the use of the video camera by learners to support oral communication with the visual information present in their physical spaces. For this purpose, 50 video-recorded intercultural activities carried out by 30 pairs of undergraduate students in Spain, Ireland, Mexico, and the United States were analysed through observation techniques. Results show how Visual Supported Actions (VSAs) are a new digital non-verbal communication which supports intercultural communication in the Foreign Language (FL), blurring the contextual physical restrictions of video conferences. Moreover, the study shows that VSAs are a new way of online Self-Disclosure (SD), a process of communication through which one person reveals information about themselves to another (Sprecher et al., 2013). [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Virtual Exchange: From Students&apos; Expectations to Perceived Outcomes
Author: Nissen, Elke
Date: 2021-08-16
Type: Reports - Research
Subjects: Computer Simulation,International Educational Exchange,Student Attitudes,Educational Benefits,Second Language Learning,Second Language Instruction,Expectation,Peer Relationship,Outcomes of Education,Educational Experience,Correlation,Course Objectives,Student Mobility,International Cooperation,Educational Cooperation,Intercultural Communication,Cultural Awareness,Transfer of Training,Undergraduate Students,Skill Development,Likert Scales,Cooperative Learning,Teamwork,Technological Literacy

What do students expect before starting a Virtual Exchange (VE) with peers? Are their initial expectations mirrored in the final outcomes they perceive after the VE experience? Or, else, do students acknowledge benefits and acquired skills which they did not expect at first? This study draws on qualitative and quantitative data collected across a variety of VE settings within the Erasmus+ EVOLVE project (16 VEs and 248 students in total). In a mixed-methods approach, it confronts students' expectations and perceived outcomes in order to outline the learning potential of VE, beyond the specific learning objectives set in the different Higher Educational (HE) courses in which a VE was implemented. It brings to light that the overlap between students' expectations and the benefits they see is only partial. The declared outcomes deviate more from the course learning objectives than the initial expectations do, and they are, unsurprisingly, more nuanced and manifold. Expectations of intercultural and language practice and skills development are more often aligned with outcomes voiced by students than is the case for digital and disciplinary skills. What stands out is a great occurrence of transferable skills in the outcomes, including collaborative, relational, and communicative skills that are not always promoted in the course objectives. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Continuous Professional Development on Virtual Exchange in Europe: Insights from the Erasmus+ VE Introductory Online Course
Author: Beaven, Ana
Date: 2021-08-16
Type: Reports - Descriptive
Subjects: Introductory Courses,Online Courses,Second Language Learning,Second Language Instruction,College Faculty,Computer Mediated Communication,Technological Literacy,Exchange Programs,Experiential Learning,Teaching Methods,Teacher Administrator Relationship,Course Evaluation,Cultural Awareness,Faculty Development,Listening Skills,Communication Skills,Student Mobility,Study Abroad,Educational Cooperation,Teacher Attitudes,International Educational Exchange,Feedback (Response),Foreign Countries

This presentation focuses on the Erasmus+ online introductory training course, which aims to introduce university educators and administrative/technical staff to Virtual Exchange (VE). The training, which requires no previous experience with VE, engages the participants in tasks that help them understand the requirements to successfully integrate an Erasmus+ VE project into existing courses and curricula, while gaining experience in digital literacy, including communicating and collaborating online. After a brief presentation of the structure of the four-week course, we will show how the design of the course -- based on an experiential learning approach -- elicited reflections and discussions on pedagogical and technological issues crucial to successful VE projects. Finally, we will show how forum interactions between teaching and administrative staff helped all the participants understand the pedagogical, technological, and administrative implications of setting up VE projects, and identify the necessary steps to engage the different stakeholders (teachers, administrative and technical staff, top management, and students) within their institutions. The overall evaluation of all training courses was highly positive: respondents reported discovering that the course boosted their confidence in communicating or working in a culturally diverse setting. They also felt that the training helped them develop their intercultural awareness, digital competences, active listening, communication skills, and acquire ideas for new teaching practices. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]