ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of COVID-19 on Pupil Attainment: A Summary of Research Evidence
Author: Twist, Liz
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Foreign Countries,Age Differences,Socioeconomic Status,Disadvantaged Youth,Reading Achievement,Mathematics Achievement,Elementary School Students,School Closing,Achievement Gains,Learner Engagement,Geographic Regions,Secondary School Students

The pandemic has led to considerable disruption to the learning of all pupils in England. This report analyses the general trends in the data across several studies investigating the impact of COVID-19 on educational attainment in England, from March 2020 onwards, and identifies where particular attention is needed. It is broken down into four research questions which consider the impact of COVID-19 by: (1) pupil age; (2) disadvantaged and non-disadvantaged pupil status; (3) prior pupil attainment levels; and (4) school subject (reading and mathematics). This report looks at the available evidence about the scale of the COVID gap and whether specific groups of pupils and curriculum areas have been impacted to a different extent by the pandemic. The main focus is on the impact in primary schools, as most of the evidence is drawn from this age group's attainment.
LDC in Action: Learning Effects in a Large Urban District. Policy Brief No. 14
Author: Herman, Joan L.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Language Arts,Urban Schools,Skill Development,Professional Development,Teaching Methods,College Readiness,Career Readiness,Literacy Education,Program Effectiveness,Program Implementation,Communities of Practice,Elementary Schools,Middle Schools,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Academic Achievement,Student Characteristics

The Literacy Design Collaborative (LDC) was created in 2009 to support schools' implementation of rigorous college and career ready standards for English language arts (ELA). Combining evidence-based principles of professional development with a systematic design process, LDC helps teachers to embed literacy skill development throughout their content area curricula and promotes teachers' engagement in formative assessment and continuous improvement practices. UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has served as LDC's independent evaluator since 2011 and is currently completing a 5-year, nationally funded study of LDC's implementation and impact. This policy brief summarizes study results from a large, urban district on the West Coast. The brief starts with background on LDC and study methodology and then shares study findings, which demonstrate LDC's substantial effects on student learning. [For related reports, see &quot;Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 863&quot; (ED600053) and &quot;Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 867. Revised&quot; (ED606343).]
Do I Belong? Gender, Perceived Competence and the Development of Field Belonging for Physics Undergraduates
Author: Dicke, Anna-Lena
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Physics,Science Education,Disproportionate Representation,Females,Undergraduate Students,Gender Differences,Competence,Self Concept,Student School Relationship,Introductory Courses,Socioeconomic Status

Women in physics and engineering continue to remain underrepresented in higher education. To illuminate underlying processes, we used data from undergraduate Physics students (N= 338) enrolled in an introductory physics course to investigate the development of field belonging and its association with gender and perceived competence. Latent change models showed a decrease in students' perceived field belonging across one academic term. While males and females did not differ in their initial level, females reported a stronger decline in their perceived field belonging. In addition, while perceived competence was associated with a higher initial level of perceived field belonging for both genders, higher levels of perceived competence buffered the decline in field belonging for females, but not for males.
Four Things We Learned about the Impact of COVID-19 on Mainstream Schools and Special Education Settings in 2020 and 2021. Research Summary: Public
Author: Sharp, Caroline
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Regular and Special Education Relationship,Educational Environment,Foreign Countries,Students with Disabilities,Low Income Students,School Closing,Mental Health,Well Being

The COVID-19 pandemic has had profound effects on education in both mainstream and special schools. Education in England was considerably disrupted during the 2020/1 and 2021/22 school years. There were two periods of partial school closure when most pupils stayed at home (March-May 2020 and January-March 2021). Schools were asked to prioritise on-site places for vulnerable pupils (i.e. those with an Education, Health and Care Plan (EHCP) to address their special educational needs and disabilities (SEND); a social worker; or identified as vulnerable by the local authority or education provider) and the children of key workers. Schools had to adopt strict infection control measures for those attending on site, while simultaneously providing remote teaching/learning activities for pupils at home. This report summarises key findings from a series of surveys and interviews conducted by two research teams in the summer terms of 2020 and 2021. It also draws on other research to put the findings into a wider context. [This report was co-published with ASK Research (United Kingdom).]
Communication -- A Key Factor for Professional and Institutional Accomplishment
Author: D., Bindu
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Leadership,Educational Administration,Professional Development,Communication Problems,Communication Strategies

Managing communications have effectively been a key leadership and management skills of a teacher. Many problems, in and out of the educational institutions, can be directly traced to whether the information was communicated, how it was communicated, and who communicated it. This paper reviews and discusses effective communication in educational settings and its necessity intended for professional and institutional growth and development. Theory adaptation method was used for conceptualizing this paper. For this various theories viewed and adapted and make improvements, and by revising the existing ones as on the author's viewpoint. In the education system teachers has to perform multiple roles. Communicative efficiency acts as a basic factor for performing all these roles. Though, teaching, educational leadership or management and communication are inseparable. One's ability to energize, inspire, and arouse pupil to ever higher levels of performance is directly related to their capability to communicate. These competent human resources are the asset for institutional growth and development.
Are Children Really Learning? Exploring Foundational Skills in the Midst of a Learning Crisis
Author: United Nations Children's Fund (UNICEF)
Date: 2022-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Educational Attainment,At Risk Students,Dropouts,Reading Skills,Numeracy,Cross Cultural Studies,Equal Education,Outcomes of Education,Educational Quality,Out of School Youth,Developing Nations,Attendance,Gender Differences,Child Labor,Elementary Secondary Education,Native Language,Language of Instruction,Second Language Learning,Social Differences,Income,Disadvantaged

Even before the onset of the COVID-19 pandemic, there were serious questions about whether children were actually learning. With widespread school closures and other disruptions to the education system brought about by the pandemic, the learning crisis has escalated to new heights. As the pandemic enters its third year, 23 countries -- home to around 405 million schoolchildren -- are yet to fully open schools, with many schoolchildren at risk of dropping out. Over the past two years nearly 147 million children missed more than half of their in-person schooling, amounting to?2 trillion hours of lost learning. Children have to get back to the classroom, but changes are needed to ensure that they really learn, starting with the foundational basics of reading and numeracy. This report offers unique insight into the extent of the learning crisis by providing an in-depth picture of which children are most at risk of not acquiring foundational learning skills. The analysis of 32 low- and middle-income countries and territories uses newly released data to examine the equity perspectives of the crisis, exploring learning outcomes among different subgroups of children, with a focus on the most vulnerable. [This work was supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada.]
Infusing the Social Studies with Literacy Practices to Improve Outcomes for Students with Learning Disabilities
Author: Swanson, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,Social Studies,Literacy Education,Content Area Reading,Grade 8,Reading Comprehension,Teacher Responsibility,Vocabulary Development,Middle School Students,Intervention,History Instruction

It is critical that students possess content knowledge. After all, content knowledge is predictive of reading comprehension among elementary school students [1], middle school students, and high school students [2, 3]. Social studies classes provide a unique opportunity for students with and without learning disabilities (LD) to gain this important content knowledge. Students with LD are frequently included in the general education social studies classrooms [4, 5], and their inclusion poses a unique challenge to teachers. While students with LD benefit from literacy support in social studies in order to develop content knowledge [6], general education social studies teachers view themselves as content area experts and not responsible for literacy instruction [7, 8]. Teacher perception is supported by the types of literacy instruction observed in social studies classrooms, where teachers rarely engage in explicit vocabulary or comprehension instruction [9]. In order for students with LD to meet the demands of upper level content area classrooms, literacy support within the content areas is necessary.
Teaching Competency of Graduate Level Teacher Trainees of Kerala
Author: K., Bindusha
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Skills,School Effectiveness,Outcomes of Education,Preservice Teachers,Comparative Analysis,Teacher Qualifications,Graduate Students,Teacher Education Programs,School Districts,Foreign Countries,Teacher Effectiveness,School Administration

In all education system, the performance of teachers is one of the handfuls of factors determining school effectiveness and learning outcomes. This paper intended to understand the teaching competency of graduate level teacher trainees of Kerala. Main objectives of this study are to compare the teaching competency level of graduate level teacher trainees in terms of their locality, type of management of their institution and qualification of the trainees. 150 graduate level teacher trainees from Thiruvanthapuram district is selected as sample for the study. Data were collected by using teaching competency scale prepared by the investigator with the help of supervising teacher. The data were analysed by t-test. The result of the data revealed that the there is no significant difference in the teaching competency level of graduate level teacher trainees in terms of locality and qualification of the trainees. In the case of type of management of the institution there is significant difference is seen in the level of teaching competency of graduate level teacher trainees.
The Impact of Modern Technology on Education
Author: Arrington, Qui'Shonta
Date: 2022-04-21
Type: Reports - Evaluative
Subjects: Influence of Technology,Technology Uses in Education,Educational Technology,Integrated Learning Systems,Computer Assisted Instruction,Educational Benefits,Barriers,Cheating,Information Technology,Information Security

At present, technology is essential for everyone in their daily lives. The classroom is no exception to this rule. Within the last 15 years, the relationship between technology and education has grown tremendously. This article seeks to examine the impact of modern technology like LMS, 1:1 initiatives, and other computer-assisted teaching methods in the world of education. Data has shown that there are positives like increased engagement, and individualized learning as well as negatives such as increased cheating and security. The data reveals that there is an ever-constant need for the implementation and use of technology in schools to be closely monitored so that things like the cost associated with technology programs, skills training for students and teachers who are required to use and facilitate using various technological tools are consistently adjusted and considered.
Time to Teach: Teacher Attendance and Time on Task in Primary Schools. Côte d&apos;Ivoire
Author: Albán Conto, Carolina
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Employee Absenteeism,Teacher Attendance,Elementary School Teachers,Time Management,Teacher Behavior,Educational Policy,Governance,Teaching Conditions,Well Being,Motivation,Barriers,Rural Schools,Urban Schools,Public Schools,Private Schools,Teacher Qualifications,Teacher Education,Teacher Attitudes,Environmental Influences,Educational Administration,Teacher Characteristics,Gender Differences,Accountability,Administrator Role,Weather,Travel,Health

Côte d'Ivoire has made great strides in improving access and quality in its education system, but significant gaps in student learning and achievement remain. It is estimated that 8 out of 10 Ivorian children are not proficient in reading by the age of 10, and do not have enough math skills at the end of primary school. In Côte d'Ivoire, teacher absenteeism is estimated to responsible for the loss of approximately 25 per cent of teaching time. In the specific case of primary education, it is estimated that teacher absenteeism and other calendar delays are responsible for the loss of two months of courses per year on average. This Time to Teach study seeks to contribute to a better understanding of teacher attendance in Côte d'Ivoire's primary schools. The study adapts a broad concept of teacher absenteeism which includes: absence from school, lack of teacher punctuality, absence from the classroom and reduction in the time dedicated to teaching.
The Representation of Social Groups in U.S. Educational Materials and Why It Matters: A Research Overview
Author: Armstrong, Amanda LaTasha
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Culturally Relevant Education,Instructional Materials,Ethnic Groups,Racial Differences,LGBTQ People,Printed Materials,Electronic Publishing,Diversity,Stereotypes,Social Bias,Racial Bias,Social Influences,Mass Media Effects,Minority Groups,Childrens Literature,Reading Materials,Indigenous Populations,American Indians,Alaska Natives,Blacks,African Americans,Asian Americans,Hawaiians,Pacific Islanders,Hispanic Americans,Arabs

Culturally responsive education is an asset-based approach to teaching and learning, which incorporates materials that reflect students' cultural communities (&quot;mirrors&quot;) and those of different communities (&quot;windows&quot;). These materials support students' engagement, learning and interests in career fields, expose them to different perspectives and experiences, and influence their understanding of self and social groups. However, are all students provided with opportunities for windows and mirrors, specifically through characters and people featured in educational materials? This report synthesizes the results of more than 160 studies to explain the connection between culturally responsive education materials and learning, and examines representation of different social groups. More specifically, it captures the frequency and portrayal of different racial, ethnic, and gender groups within printed and digital educational media to provide a comprehensive understanding of who is presented and how. Findings from the report suggest there is disparity in representation of characters from different racial, ethnic, and gender groups. When portrayals of these groups are present, they tend to be affirming and authentic portrayals. However stereotypes, limited roles and inaccurate information are still present and tend to be unique to specific communities. Based on the review, the results indicate a need for educational materials that create a sense of belonging, develop cultural authenticity, and recognize nuanced identity in different characters.
The Rise of the Organisational Society in Canadian and U.S. Textbooks: 1836-2011
Author: Choi, Minju
Date: 2020-09-00
Type: Reports - Research
Subjects: Educational History,Textbooks,Content Analysis,Cross Cultural Studies,Social Problems,Organizations (Groups),Global Approach,Nonprofit Organizations,Role,Problem Solving,Foreign Countries

This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries, creating the foundation for an organisational society, which expands to incorporate global organisations in the post-World War II period. We argue that such portrayals in textbooks both reflect and legitimise the role of organisations in society, strengthening their taken-for-granted status as social actors. [This paper was published in &quot;Globalisation, Societies and Education&quot; v19 n1 p7-22 2021 (EJ1283872).]
Investigating the Potential Use of Long-Term School and College Destination Measures. Final Report
Author: Julius, Jenna
Date: 2022-02-00
Type: Reports - Research
Subjects: Goal Orientation,Success,Job Satisfaction,Young Adults,Outcomes of Education,Employment Level,Educational Attainment,Foreign Countries,Student Characteristics,Income,Postsecondary Education,Measures (Individuals),Value Added Models,Career Pathways,Apprenticeships,Labor Market

Educational success is often measured using short-term metrics such as exam results and league tables. While these offer snapshots in time, they also provide an incomplete and misleading picture. Success is about more than short-term achievements -- it's also about individuals' long-term goals, career success, personal fulfilment and contribution to society. New destination measures have been developed and published by the Department for Education (DfE), providing information about what young people were doing in the 12 months after leaving compulsory education. While this is useful, this does not provide much information about where young people end up five or ten years after they left an institution. However, the DfE have recently developed the Longitudinal Education Outcomes (LEO) dataset. This compiles data on young people's (up to the age of 30) activities and earnings over a decade, providing greater insight into young people's longer term prospects and trajectories. The purpose of this exploratory study is to investigate the potential for using DfE's LEO dataset to track the labour market outcomes of young people (up to age 30) who completed their education in the English education system. It also seeks to provide information about the value that schools and colleges can add to young people's destinations. Specifically, this study considers to what extent destination measures can provide information about the 'value-added' by schools and colleges in supporting young people to progress onto high quality destinations. In other words, by 'value-added', it focuses on isolating the impact of the institution where they studied their main 16-18 qualification, over and above their prior attainment and wider contextual factors (including socio-economic background, region and qualification studied). [For the accompanying Technical Report, see ED619072.]
Investigating the Potential Use of Long-Term School and College Destination Measures. Technical Report
Author: Julius, Jenna
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Labor Market,Outcomes of Education,Young Adults,Foreign Countries,Value Added Models,Postsecondary Education,Research Methodology,Data Analysis,Student Characteristics,Measures (Individuals)

This technical report provides an overview of the datasets and methodology used in the main report, &quot;Investigating the Potential Use of Long-Term School and College Destination Measures. Final Report&quot; (see ED619071). The purpose of the main report is to investigate the potential for using Department for Education's (DfE's) Longitudinal Educational Outcomes (LEO) dataset to historically track the labour market outcomes of young people (up to age 30) who completed their education in the English education system. It also seeks to provide information about the value that schools and colleges can add to young people's destinations. Specifically, the research considers to what extent destination measures can provide information about the 'value-added' by schools and colleges in supporting young people to progress onto high quality destinations. In other words, by 'value added', it focuses on isolating the impact of the institution where they studied their main 16-18 qualification, over and above their prior attainment and wider contextual factors. As this project was of several chosen to pilot opening up the LEO data to third party researchers, in addition to providing an overview of the datasets and methodology used, it also outlines a number of additional recommendations for improving and enhancing the LEO data.