ethanporcaro/eric-fulltext-meta huggingface dataset:
Mastering Innovations in the Lens of Information and Communications Technology (ICT) Competence and Practices of 21st Century Filipino Teachers: A Comparison among Thailand, Vietnam, and the Philippines
Author: Hero, Jesson L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Innovation,Technology Integration,Technological Literacy,Information Literacy,Information Technology,Pedagogical Content Knowledge,Knowledge Level,Teacher Competencies,Private Schools,21st Century Skills,Professional Development,Correlation,Electronic Learning,Distance Education,Information Security,Safety,Foreign Countries

In the advent of Information and Communications Technology in education, competence and skills for technology-based instruction are essential for teachers. With this, there is a need to continually train and equip teachers with understanding and capabilities that will enable them to maximize the utilization of ICT in their instructional practices. Hence, this research determined the correlation of teachers' level of ICT competence towards their ICT integration practices and corroborated it to existing findings in Thailand and Vietnam. Using a descriptive-correlational design, the researchers found a link between and among variables. The chosen respondents for the study consisted of one-hundred and nineteen (119) teachers from private institutions in a district in Bulacan. Results showed that teachers exhibited competence towards ICT integration. More so, teachers highly practiced ICT integration as part of their instructional practices and strategies in teaching. Results of regression analysis of the data revealed that the six dimensions of ICT competence significantly correlated to the teachers' ICT integration practices. The pedagogical practices and competence of Filipino teachers are the same as the Thai and Vietnamese teachers towards ICT Integration. It is recommended that schools maintain teachers' competence and confidence towards ICT integration thru enhancement or faculty development programs.
Dusan M. Savicevic--World&apos;s Best Andragogy Researcher: Inspiration for My Andragogical Research Perspective
Author: Henschke, John
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Andragogy,Educational Research,Educational Researchers,Independent Study,Performance Contracts,Learning Theories,Adult Education,Mass Media,Educational History,Lifelong Learning

Dusan M. Savicevic has been a towering figure working, researching and publishing in andragogy for more than a half-century. Dusan's prism of world-wide experience has been connected very vitally with helping establish it as a science, self-directed learning, work, and has inspired others to develop their own andragogical perspective, including, but not limited to, learning contracts. He linked andragogy with mass media, various countries, ancient leaders, other learning theories, and a panoramic overview of it around the world. In this article, I seek to bring together aspects of his presence and work in andragogy, self-directed learning, learning contracts, that have inspired me to invest myself in this fertile field, which encompasses adult education. Subsequent to when Dusan passed from this earthly world in June 2015, I was requested to bring some of my perspectives on andragogy inspired by his prolific worldwide efforts in this regard. This task I humbly accepted and trust it will do him honor in some small way. Thanks, Dusan for being who you are. [For the full proceedings, see ED613257.]
Designing Program-Level Metrics for Federal Higher Education Accountability
Author: Blagg, Kristin
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Higher Education,Accountability,Federal Aid,Educational Finance,Student Loan Programs,Classification,Income,Loan Repayment,Federal Programs,Debt (Financial),Loan Default

Evidence shows that what students study matters as much as, if not more than, where they study. Program-level measures can provide important data on student outcomes, which will allow policymakers to hold institutions and programs that receive federal funding accountable. This fact sheet highlights some of the most frequently discussed measures that might be used for program-level accountability, such as earnings and student loan outcomes. Key policy considerations are emphasized for each proposed measure, as well as information on how these data are currently reported. To build program-level accountability measures, the authors recommend setting a minimum program size, pooling two years of data, and combining programs, based on the Classification of Instructional Programs (CIP) codes. The report &quot;The Feasibility of Program-Level Accountability in Higher Education: Guidance for Policymakers&quot; provides more details. [For the full report, see ED613287.]
Enhancing Social Engagement in Nigeria through Teachers&apos; Professional Development: A Case of TRCN
Author: Alimigbe, Frances A.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Competencies,Faculty Development,Global Approach,Social Problems,Social Change,Teacher Role,Citizen Participation,COVID-19,Pandemics,School Closing,Technological Literacy,Technology Uses in Education,Educational Technology

The quality of teachers is an important factor in the achievement of educational goals, and this is why Wokocha (2013) asserts that the quality of the teacher could be determined through intellectual competence, mastery of content, teaching experience, skills and dissemination of knowledge. Thus, one of the best ways to raise the quality of teachers is by building their capacity through Mandatory Continuous Professional Development Programmes, (MCPD). Social engagement through teacher education and training has been one of the areas of emphasis of the Teacher Registration Council of Nigeria (TRCN). This paper uses secondary data analysis to discuss the activities of Teachers Registration Council of Nigeria. It examines how social dynamism and globalization demand emerging skills from education and educators. It argues that the new reality requires the need to incorporate new skills into teaching including social issues to encourage deeper connection to social engagement issues. It concludes that teacher education and training is one of the effective ways of ensuring social engagements. Using the experience of the TRCN, the paper shares some strategies and skills that can be employed to inculcate social engagement in teacher training and education. [For the full proceedings, see ED613257.]
Teaching Materials Development of Indonesian Language Based on Islamic Text in Islamic Universities
Author: Firman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Materials,Material Development,Higher Education,Indonesian,Religious Colleges,Islam,Textbooks,Teacher Attitudes,Student Attitudes,College Faculty,College Students

Teaching materials development in Islamic universities is oriented to the concept of scientific integration which is expected to contribute positively to the development and study of Islam. This study aims to develop valid, practical and effective Indonesian language teaching materials at the Institut Agama Islam Negeri (IAIN) Palopo. This research is a research and development (Research and Development) using the Borg &amp; Gall model involving 117 students, 6 Indonesian lecturers, and 2 Indonesian language learning experts. The research instrument is questionnaire validation of teaching materials which included aspects of material, presentation, graphic and language, observation sheet of practicality of teaching materials, and student achievement test. This study produced a textbook with the title &quot;Indonesian Language for Islamic Universities&quot;. This book was developed based on the needs of students and lecturers at IAIN Palopo. Based on the analysis results, the validity of this textbook is in the category of very valid. The quality of this textbook is equivalent to the results of the learning implementation. The response of students and lecturers, observations of the implementation of learning and student learning outcomes showed positive results. This is supported by quantitative data obtained from the results of descriptive and inferential statistical analysis.
Mutual Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice Partnerships
Author: Farrell, Caitlin C.
Date: 2020-00-00
Type: Reports - Research
Subjects: Theory Practice Relationship,Researchers,Educational Research,Teachers,Interpersonal Relationship,Teamwork,Prior Learning,Interpersonal Communication,Leadership Styles,Organizational Theories,Partnerships in Education

Given the rapid growth of research-practices partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate mutual learning for those involved. Drawing on both cultural-historical and organizational learning theories, we argue that learning can happen in RPPs for both researchers and practitioners at the boundaries of research and practice. The conditions for learning depend on the development of boundary spanners, practices, and objects that facilitate joint work. Engaging productively at the boundaries of is moderated by the prior conditions of educational organizations and their research partners. Where mutual learning occurs at the boundaries, we are more likely to see changes in collective knowledge, policies, and routines for participating organizations.
A Motivational Conundrum on Transition to Secondary Education: &quot;What Are the Sources of Information for Primary Pupils on the Next Levels of Schooling in Tanzania?&quot;
Author: Sumbizi, Enerico J.
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Information Sources,Student Motivation,Secondary School Students,Relevance (Education),Secondary Education,Administrators,Parents,Principals

This research article is focusing on the analysis of motivation of primary school pupils towards secondary level schooling the study was conducted in Mpanda district council, Tanzania. The study applied aa mixed research approaches with a survey study design. The study involved 286 participants; students in secondary and primary schools, Ward executive Officers, Village Executive Officers, Primary and secondary education Officers, Region Education Officer, School Board Chairpersons, Parents and other key informants as education stakeholders. Bothe probability and nonprobability sampling techniques were applied. Data collection methods used were questionnaires and interviews. SPSS and contents analysis were used to process data collected. Based on the advocacy of the sources, the study informed that sources of information on the relevance of secondary education were categorized into right and wrong sources. The former brings positive motivation whereas the later brings negative motivation. Overall, the study revealed that teachers, parents, successful people with post-primary education level and local Government authorities were right sources of information and models to primary pupils on the relevance of secondary education. However, Wrong sources included peer groups who failed to join secondary education or those joined but could not make it to completion to form four and unemployed graduates. The study recommends that knowledge, network, and information should be linked together. The community at large should tie hands together to share information that will play an advocacy role to primary pupils on the relevance of secondary education to help them cultivate both intrinsic an extrinsic motivation to participate into secondary education and lifelong learning process.
New York State Testing Program: English Language Arts and Mathematics Tests. School Administrator&apos;s Manual, v202, 2021. Grades 3-8
Author: New York State Education Department
Date: 2021-00-00
Type: Guides - General
Subjects: Testing Programs,Mathematics Tests,Test Format,Computer Assisted Testing,Test Preparation,Testing Accommodations,Elementary School Students,Middle School Students,Examiners,Supervision,Cheating,Scoring,Test Results,Test Validity,Test Reliability,Language Arts,Tests,Students with Disabilities,English Language Learners

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This &quot;School Administrator's Manual&quot; serves to guide school administrators in general test administration activities for both paper- and computer-based testing. [Cover title varies: &quot;Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual v202 2021 Edition.&quot; For the 2020 manual, see ED609943.]
Facing Learning Disruption: Examining the Effects of the COVID-19 Pandemic on K-12 Students. Education Insights
Author: Kwakye, Isaac
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,School Closing,Access to Education,College Readiness,Postsecondary Education,Student Needs,High School Students,High School Graduates,Credits,Academic Achievement,Minority Group Students,Public Schools,Grades (Scholastic),Racial Differences,Ethnicity,Low Income Students,Teacher Student Relationship,Enrollment Rate,Economic Impact,Intervention,State Programs

Higher education can help improve Washington residents' outcomes so they will have the opportunity to lead productive and financially rewarding lives and contribute to the economic success and social wellbeing of the state. But the COVID-19 crisis is having a major impact on higher education, and postsecondary enrollment in Washington was down 13 percent in the fall of 2020 compared to the prior year. School closures and remote learning during the ongoing COVID-19 crisis have also profoundly impacted K-12 students' routines and may have an impact on their transitions to postsecondary programs. Understanding the impact on learning for K-12 students can help prepare educators and policymakers to address the potential effects on future high school graduation rates and transitions to postsecondary education that are critical for the state's economic and social wellbeing. Addressing learning disruption is critical to ensuring that K-12 students can get back on track, make sufficient progress to reach high school graduation, and be prepared with the skills and knowledge they need to pursue postsecondary opportunities. This report presents insights about the impact on learning. Addressing learning disruption is critical to ensuring that K-12 students can get back on track, make sufficient progress to reach high school graduation, and be prepared with the skills and knowledge they need to pursue postsecondary opportunities.
Exploring the Use of Visual Metaphors in Teaching Business and Management Subjects
Author: Camps, Nuria
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,Visualization,Imagination,Visual Perception,Business Administration Education,Administrator Education,Teaching Methods,Instructional Effectiveness,Cultural Differences,Difficulty Level,Concept Formation

The use of visual metaphors has received growing attention in recent years, but their widespread use is not without certain challenges. The most common critique of visual metaphors in teaching indicates that they can be misleading as the meaning attributed by the recipient can be far apart from the intended one. This can make learning less intuitive and even create confusion. This paper explores the merits and demerits of the use of visual metaphors in business education.
Flute Education in Turkey in the Process of COVID-19 Pandemic
Author: Senol Sakin, Ajda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Musical Instruments,Music Education,Teaching Methods,Music Teachers,Readiness,Teacher Competencies,Coping,Teacher Attitudes,Online Courses,Faculty Development,Barriers,Blended Learning,Video Technology,Synchronous Communication,Asynchronous Communication

The experience of the COVID-19 pandemic worldwide has caused education to be carried out through distance learning. Due to this situation, flute instructors faced many difficulties in instrument training, which had to be done remotely in professional music education institutions. A research was conducted to determine the training and examination processes of the instructors for flute education, their experiences, readiness for online education, negativities, and solutions during the pandemic process. Convergent parallel design, one of the mixed research methods, was used in the study. The study group consists of 22 flute instructors who work in different professional music education institutions in Turkey. An open- and close-ended questionnaire was used as a data collection tool. It was revealed that flute instructors conducted classes in different ways during the pandemic, they had to make their evaluations mostly individually, and they had many difficulties due to the internet and the applications used. As a result of the research in order for online flute training to be more effective, it was recommended that both instructor communication be more active and trainers receive training that will contribute to their professional development in online education.
Personal Resilience and Its Influence on COVID-19 Stress, Anxiety and Fear among Graduate Students in the Philippines
Author: Oducado, Ryan Michael F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),COVID-19,Pandemics,Stress Variables,Anxiety,Fear,Graduate Students,Foreign Countries,Mental Health

The COVID-19 pandemic is putting new and unforeseen pressures and has resulted in substantial disruption in the lives of the people across the globe. Although there is a budding body of literature on the impact of COVID-19 on mental health and psychological well-being, little research has been published among Filipino graduate students in the context of a pandemic. This descriptive-correlational, cross-sectional research examined the relationship of resilience on COVID-19 perceived stress, anxiety, and fear. Two-hundred and three graduate students participated in the online survey conducted in the last week of August 2020. Four self-reported questionnaires were used to gather the data. Descriptive statistics and correlational analysis were performed. Results indicated that the composite scores of the COVID-19 stress, anxiety, and fear were 2.81 (SD=0.605), 3.94 (SD=0.686), and 3.03 (SD=1.004) respectively. The composite score on the resilience scale was 3.33 (SD=0.496). COVID-19 stress and fear had a significant inverse correlation with resilience. Resilience has a protective influence on COVID-19 fear and is pivotal to cope with COVID-19 stress. Educational institutions may need to cultivate and harness the resilient trait of graduate students in the midst of pandemic and other stressful events to help combat negative mental states and undesirable psychological consequences.
Encouraged or Overwhelmed: The Fine Line in Student Involvement. A Mixed Method Reasoning Correlational Study
Author: Turner, Isabelle
Date: 2021-05-20
Type: Reports - Research
Subjects: Student Participation,High School Students,Adolescents,Student Athletes,Extracurricular Activities,Self Esteem,Correlation,Time Management,Burnout,Sense of Community,Student School Relationship,Suburban Schools,Team Sports

The present study investigated the correlation between student involvement in extracurricular activities and self esteem. Societal focus on self esteem has increased significantly as mental health has been prioritized, and due to this necessity of self esteem within young people, the focus of this paper is on the self esteem of involved high school student athletes. This paper analyzes if there is a correlation between extracurricular activities and the self esteem levels of high school students. To search for one, the researcher used a mixed method correlational study in which 22 student athletes answered an assortment of questions of varying question types. From there, a Self Esteem Index was constructed, an expert advisor was contacted, and the correlation coefficient was calculated from the data the participants granted. There was found to be a moderate to high negative correlation between self esteem and the number of extracurricular activities. This conclusion was confirmed through triangulation of self esteem levels through two different indexes (Self Esteem Index, and Self Determined Self Esteem), a correlation coefficient, and experience from an expert advisor, which all came to a consensus of a negative correlation.
How Should Policymakers Apportion School Funding Postpandemic? Five Solutions for K-12 Funding Allocations in 2021-22
Author: Blagg, Kristin
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Funding Formulas,State Aid,Educational Equity (Finance),COVID-19,Pandemics,Enrollment,Poverty,Measurement Techniques

With declines in enrollment and attendance, increases in student poverty, and potential reductions in state revenue, policymakers are facing a perfect storm of uncertainty in apportioning K-12 education funding. State policymakers typically use prior-year enrollment numbers or average daily attendance to allocate funding proportional to the number of students a school serves. In most states, these funding formulas are designed to more equitably distribute money to schools serving low-income students. This year, however, substantial pandemic-induced changes in enrollment, as well as uncertainty in the measurement of student poverty, will complicate the assessment of which school districts need funding the most. To understand how states can most equitably allocate available funding, the Urban Institute modeled the following five policy approaches presented in this report, each with benefits and drawbacks: (1) Use pandemic measures; (2) Ignore pandemic measures and use prepandemic measures; (3) Average both 2019-20 and 2020-21 measures; (4) Average from both years, but weight toward prepandemic measures; and (5) Use progressive adjustments to benefit low-income districts. From the analysis, it is clear that policymakers cannot rely on the status quo to efficiently distribute resources to the districts most in need. [This fact sheet draws from the research report &quot;How COVID-19-Induced Changes to K-12 Enrollment and Poverty Might Affect School Funding. Research Report&quot; (ED613234).]