ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Program Management in Turkish Cypriot Educational Context: Qualitative Case Study
Author: Ironsi, Chinaza Solomon
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Program Administration,Expertise,Training,Retraining,Resources,Educational Finance,Competition,Universities

This study is carried out to examine EFL program managers' working conditions, eliciting information on their views on EFL program management within the Turkish Cypriot context. This study also upholds that an understanding of their perceptions as EFL program managers will help create a better working condition and improve EFL programs and instruction, characterized by excessive proliferation of language centers that put profit-making as their utmost priority. Two research questions were utilized to investigate EFL program managers' challenges and barriers while managing foreign language institutes and centers. The study adopted a qualitative research design approach; 45 EFL program managers and coordinators with international qualifications with over ten years of experience were purposefully sampled and recruited as participants for this study. A semi-structured interview was the instrument for data collection, which experts validated to ensure it measures what it purports to measure. Data collected were transcribed and analyzed through thematic analysis to uncover themes used to define and interpret findings. This study's findings indicate that the absence of professional expertise, training/retraining programs, resource availability, and competition from other universities were the significant challenges EFL program managers face while carrying out their duties. It was also unveiled that over monetization of EFL programs within institutions brings about challenges in program management. Recommendations were given to bridge these gaps.
Post-Qualitative Inquiry and CHAT&apos;s Formative Interventions: Epistemological Legitimacy beyond Methodological Concerns
Author: Marcelli, Andrea Mattia
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Theories,Formative Evaluation,Intervention,Qualitative Research,Inquiry,Epistemology,Educational Research,Research Methodology,Research Design

Cultural-historical activity theory (CHAT) appears to match the tenets of post-qualitative inquiry. However, post-qualitative inquiry is credited with being averse to method and to adopt post-modernist stances that are not consistent with CHAT's structured reading of social reality. Notwithstanding this, it is possible to propose an interpretation of post-qualitative inquiry that overcomes such conceptual challenges. This article tackles the issue both theoretically and with reference to the way current CHAT research is undertaken. First, we propose post-qualitative research should be understood as compliant with post-Gettier epistemological standpoints. Second, we show that CHAT-inspired formative interventions are both educational in nature and, given their approach to learning processes, display the core features of post-qualitative research. Given CHAT's distinction between immanent aspects of social reality and methods tailored to tackle local issues, post-qualitative inquiry is justified in retaining its flexible--almost anarchic--methodology while, at the same time, enjoying epistemological soundness.
Theatre for Development in Africa: Historical and Institutional Perspectives
Author: Balme, Christopher B., Ed.
Date: 2023-00-00
Type: Books
Subjects: Theater Arts,Developing Nations,Economic Development,Financial Support,Teacher Attitudes,Foreign Countries,History,Networks,Empowerment,Power Structure,Case Studies,Community Development,Higher Education,Classification,Informal Education

Theatre for Development is one of the most dynamic and controversial theatre movements on the global South. Emerging in Southern Africa in the 1970s to address social and economic problems using theatrical techniques, today it is taught in theatre departments across sub-Saharan Africa and employed in numerous contexts from health care to agriculture. This book investigates the emergence of TfD from its beginnings to its transformation into a coherent organizational field capable of attracting significant governmental and NGO funding. Drawing on leading African scholars and practitioners the volume examines the complex transnational processes that led to the institutionalization of Theatre for Development. [This book was published in cooperation with the publishing house Georg Olms and the University Library of LMU München.]
Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 4: School Safety and Mental Health of Rural Students--Things That Matter
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Rural Schools,Students,Equal Education,School Safety,Mental Health,Student Diversity,Well Being,Access to Computers,Disadvantaged,Achievement Gap,Student Behavior,Behavior Change,COVID-19,Pandemics,Suicide,School Violence,Prevention,Parent School Relationship,Partnerships in Education,School Community Relationship,School Culture,Child Health

Nearly 1 in 5 U.S. students attend rural schools. After a two-year pandemic, issues related to funding, teacher recruitment and retention, and serving disadvantaged students have become more severe in rural school districts. In the five-part report series, &quot;Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop,&quot; the National School Boards Association's (NSBA) Center for Public Education (CEP) examines the growing diversity of rural students, and the urgent need to fix the digital divide and support rural student well-being. The series explores five topics about unequal learning opportunities and the achievement gap that affect these students. This report presents data about how the COVID-19 pandemic changed rural student behaviors and aggravated mental health issues in rural schools. Challenges and considerations are examined in the areas of preventing suicide in rural schools, preventing school violence in rural areas, and partnering with parents and communities to foster a safe and healthy school culture. [For &quot;Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 3: Thinking Broadly and Deeply about Rural Student Achievement and Teacher Pipelines,&quot; see ED628333.]
The Future of Vocational Education and Training in Europe. 50 Dimensions of Vocational Education and Training: Cedefop&apos;s Analytical Framework for Comparing VET. Cedefop Research Paper. No. 92
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Futures (of Society),Comparative Analysis,Holistic Approach,Educational Policy,Research,Models,Educational Trends

This report presents a holistic approach to understanding and comparing vocational education and training (VET) systems. The approach has been developed jointly by a group of interdisciplinary VET researchers over a 5-year period as part of Cedefop's research on the future of VET and has been reviewed several times. The framework introduces 50 dimensions for analysing VET systems, as well as parts of them, structured according to three overlapping main perspectives: epistemological and pedagogical, education system, and socioeconomic or labour market. The framework is particularly suited to 'clearing the ground' for policy work and provides a model for how research can support policy. This model can be flexibly adapted and applied in any comparative research or international policy learning activity related to VET. [The research was carried out by a consortium led by 3s Unternehmungsberatung (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supports the project as sub-contractor. For &quot;The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63,&quot; see ED586251.]
The Future of Vocational Education and Training in Europe. Volume 4. Delivering Lifelong Learning: The Changing Relationship between IVET and CVET. Cedefop Research Paper. No. 91
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Adult Learning,Agency Cooperation,Lifelong Learning,Relationship,Futures (of Society),Barriers,Opportunities,Educational Policy,Educational Change,Continuing Education,Adult Education

This study compares the way IVET and CVET sub-systems interact to support the learning of adults, and thus facilitate lifelong and life-wide learning. By comparing the interaction between IVET and CVET sub-systems in the countries covered, the study analyses the extent to which IVET systems are opening up to adults, and questions whether national and regional policies and practices support or prevent a closer link between CVET and IVET. The study builds on concrete national case-studies, allowing for an in-depth, qualitative comparison and analysis of practices and policies. This allows for a better understanding of obstacles and opportunities in this complex area, directly supporting the stakeholders and policy-makers responsible for taking lifelong and life-wide learning in Europe forward. [The research was carried out by a consortium led by 3s Unternehmungsberatung GmbH (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supported the project as sub-contractor. For &quot;The Future of Vocational Education and Training in Europe. Volume 3. The Influence of Assessments on Vocational Learning. Cedefop Research Paper. No. 90,&quot; see ED626202.]
Self-Challenge and Flexibility: Its Impact on Entrepreneurial Intention
Author: Djatmika, Ery Tri
Date: 2023-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Intention,Self Efficacy,Business Administration Education,Management Development,Economics Education,Departments,Undergraduate Students,Student Attitudes,Gender Differences,Foreign Countries

This research article examines self-challenge and flexibility, and their impact on entrepreneurial intention mediated by self-recognition and self-efficacy. The research was conducted on students from the Department of Management, Faculty of Economics and Business, Universitas Negeri Malang. They have obtained Entrepreneurship Education programs held on campus. There was a total of 113 students participating in this study. The analysis was carried out with a T-Test to see the differences between male and female students in the variables studied, and path analysis to examine the effect between variables. The results of the study revealed that there was no difference between male and female students, furthermore, there was no direct effect of self-challenge and flexibility variables on entrepreneurial intention.
Shedding Light on the Education Formula: How the K-12 General Education Revenue Program&apos;s Complexities Work for Rural Districts.
Author: Asche, Kelly
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,School Districts,Rural Schools,Funding Formulas,Educational Finance,Income,General Education,Equal Education

Increasing education funding is a topic of discussion every year at the Minnesota State Legislature. In January, Governor Tim Walz proposed a 4% increase to the basic education formula allowance within the K-12 general education revenue program, the &quot;education formula&quot; that determines the majority of funding school districts receive from the state. Whenever any changes to the general education revenue program are proposed, it brings up an ongoing question--will some districts benefit more than others? To help with this transparency issue, this report examines how an increase to one component of the general education revenue program--the basic education revenue formula allowance--would impact districts across the state, and in doing so, hopefully provides some insight into how the general education revenue program works.
A Policy Framework for Bridging the Gender Divide in Digital Technology Courses and Careers in Kenya. Echidna Global Scholars Program
Author: Luvanda, Anthony
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Technology Education,Digital Literacy,Careers,Gender Discrimination,Sex Fairness,Equal Education,Educational Policy,Technology,Disadvantaged,Females,Access to Computers,Teacher Shortage,Educational Needs,Sex Role,Gender Bias,Sex Stereotypes,Behavior Standards,Social Behavior,Advocacy,Career Counseling,Role Models,Intervention

Kenya's digital technology advancements--chief among them the mobile money transfer application referred to as Mpesa--has led to the country's status as an emerging digital economy. However, the long strides in the move toward a fully-fledged digital economy are not reflected in the digital technology workforce with regard to gender balance. While digital technology careers are highly touted as the jobs of the future, women occupy less than 30 percent of digital technology positions in Kenya. The root cause of the problem can be traced to disadvantages that girls and young women accumulate throughout their years in education. This study takes a qualitative approach in trying to identify the root causes for the exclusion of girls and young women from digital technology courses at all levels of education--namely lower primary, upper primary, junior high school, senior high school, and the tertiary level in both rural and urban communities. The study identifies various cumulative factors that contribute to fewer women taking up digital technology courses, such as: (1) inadequate infrastructure; (2) insufficient staffing and training of digital technology personnel at learning institutions; (3) the negative impact of gendered social norms; (4) poor advocacy of digital technology careers and the absence of vocational counseling; and (5) the lack of women role models.
Supportive Program Strengths and Gaps for New Hampshire Families: &quot;Just Enough Money to Barely Pay for Most Things.&quot; National Issue Brief #170
Author: Boege, Sarah
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Family Needs,Surveys,Family (Sociological Unit),Children,Early Childhood Education,Child Care,Access to Education,Knowledge Level,Family Programs,Financial Problems,Information Needs,Services,Needs Assessment,Parents,Program Effectiveness

New Hampshire families have not been exempted from the disruptions and challenges associated with an enduring pandemic, including disruptions to their children's care and education arrangements, pressure on household budgets due to rising inflation, and new challenges of meeting children's social, emotional, and physical needs amid persistent stressors and healthcare workforce shortages. The 2022 Preschool Development Grant's (PDG) New Hampshire Family Needs Assessment Survey explored how New Hampshire families with children under age nine fare in accessing early childhood care and education, measured their knowledge and use of supportive programs, and identified new and enduring needs. Using survey responses from a non-random sample of parents statewide, this brief focuses on the use of programs to support families in caring for and educating their children.
Child Care Is a Barrier for Parenting Students
Author: Kaverman, Ellie
Date: 2023-06-00
Type: Reports - Research
Subjects: Parents,Child Care,Barriers,Grants,Student Costs,Community College Students,State Aid,Developmental Disabilities,Family (Sociological Unit),Friendship,Compensation (Remuneration)

Parenting students work hard every day to pursue their goals, often juggling work, classes, and caregiving responsibilities. Public systems and programs can provide critical support, but frequently create additional hurdles for parenting students and their families--especially those with low incomes. In 2022, the Center for the Study of Social Policy and Project SPARC conducted research to better understand the barriers experienced by parenting students participating in CalWORKs, California's cash assistance program for families with children. This brief highlights findings from the research on parenting students' experiences with child care. For parenting students, the lack of accessible and affordable child care is a significant barrier because parents must first ensure that their children are taken care of before they can dedicate time and energy to class, study time, and work.
The Relationship between Pandemic-Era Teacher Licensure Waivers and Teacher Demographics, Retention, and Effectiveness in New Jersey. Working Paper No. 286-0623
Author: Backes, Ben
Date: 2023-06-00
Type: Reports - Research
Subjects: Teacher Certification,Accountability,Teacher Background,Teacher Persistence,Teacher Effectiveness,Beginning Teachers,Personnel Selection,Diversity (Faculty),Temporary Employment,Scores,Pandemics,COVID-19,Emergency Programs

The onset of the pandemic in spring 2020 substantially disrupted routes into teaching and offered a unique opportunity to study this process with different requirements for initial entry into the classroom. We examine the impacts of the Temporary Certificate of Eligibility (Temporary CE), which allowed teacher candidates in New Jersey to enter the workforce before completing assessment and performance requirements. Relative to the novice teacher workforce before the pandemic, Temporary CE teachers were substantially more diverse without any significant effects on teacher performance or student test scores. However, Temporary CE holders were less likely to remain in the same school or in the New Jersey teaching workforce between 2020-21 and 2021-22. Although Temporary CE holders disproportionately entered through alternate routes into teaching, these patterns hold for both traditional- and alternate-route entrants.
New Hampshire Parents Use Child Care but Seek More Options. National Issue Brief #169
Author: Carson, Jess
Date: 2023-00-00
Type: Reports - Research
Subjects: Child Care,Parent Attitudes,Barriers,COVID-19,Pandemics,Budgets,Child Development,Preschool Education,Grants,Family Needs,Needs Assessment,Elementary School Students,Preschool Children,Child Care Centers,Costs,Working Hours,Employed Parents

New Hampshire families have not been exempt from the disruptions and challenges associated with an enduring pandemic, including disruptions to their children's care and education arrangements, pressure on household budgets due to rising inflation, and challenges of meeting children's emergent social, emotional, and physical needs amid persistent stressors. The 2022 New Hampshire Preschool Development Grant's (PDG) Family Needs Assessment Survey explored how New Hampshire families with children under age nine fare in accessing early childhood care and education, measured their knowledge and use of supportive programs, and identified new and enduring needs. Using survey responses from a non-random sample of parents statewide, this brief focuses on early childhood care and education, a sector for which the pandemic exacerbated long-simmering challenges. Key findings include: (1) three-quarters of respondents with young children had searched for child care in the past year; half reported the search was difficult, most often due to a lack of openings; (2) seventy-four percent of responding parents used at least some nonparental care for their young children, most commonly using a licensed center; and (3) respondents were most likely to indicate that the way to improve their child care arrangement was if it were more affordable.
Societal Factors Affecting the Mental Health of Junior High School Students
Author: Caayaman, Eduard T.
Date: 2023-07-00
Type: Journal Articles
Subjects: Social Influences,Mental Health,Junior High School Students,Foreign Countries,Gender Differences,Personality Traits,Crime,Violence,Poverty,Social Discrimination

In this study, the researchers aims to uncover the social factors that affects the students mental health of the junior high school students. The study participants are the Junior High school students of Northwestern Agusan Colleges. Based on the results, social factors contributes on the upbringing of the students and how they view their own selves. Furthermore, the results showed the extent of the effects of community programs and occurrence of incidents have greatly affects the mental health of the students.
The Long and Winding Road: Mapping the College and Employment Pathways to Teacher Education Program Completion in Washington State. Working Paper No. 288-0723
Author: Goldhaber, Dan
Date: 2023-07-00
Type: Reports - Research
Subjects: Teacher Education Programs,Teacher Qualifications,Teacher Supply and Demand,Credentials,Educational History,Unemployment,Insurance,Community Colleges,Educational Attainment,Bachelors Degrees,Masters Degrees,Work Experience,College Transfer Students,Academic Persistence,Educational Policy,Teacher Effectiveness,Labor Force,Student Recruitment,Teacher Shortage

Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in the prospective teacher pipeline. With that in mind, we analyze pathways into and through TEPs using historical postsecondary and unemployment insurance data from Washington state. We find that the pathways are quite varied with around 40% of bachelor's-level TEP completers spending at least some time in community colleges and less than 40% enrolling and finishing at the same university directly after high school. Pathways to master's TEP completion are even more varied, with almost half of the completers having prior employment experience. For researchers, this varied landscape raises important questions about the relationship between pathways, candidate persistence, and eventual job performance. For policymakers, the results suggest that efforts to recruit the next generation of teachers need to look beyond the pool of students already enrolled at a 4-year university to include students at 2-year colleges or in the labor force who might be interested in entering a TEP.