ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing and Delivering a Remote Experiment Based on the Experiential Learning Framework during COVID-19 Pandemic
Author: Kularatne, W. D.
Date: 2022-03-00
Type: Journal Articles
Subjects: Experiential Learning,COVID-19,Pandemics,Electronic Learning,Engineering Education,Laboratory Experiments,Academic Achievement,Student Attitudes,Computer Simulation

The students following Engineering disciplines should acquire a conceptual understanding of the concepts and the processors and attitudes. There are two recognizable learning environments for students: classroom and laboratory environments. With the COVID-19 Pandemic, both environments merged to online environments, impacting students' processes and characteristic attitudes development. This paper introduces a theoretical framework based on experiential learning to plan and deliver processes online. A case study based on the power-factor correction experiment was presented. The traditional experiment that runs for 2 hours was broken into smaller tasks such as pre-lab activity, simulation exercise, PowerPoint presentation, remote laboratory activity, and final report based on the experiential learning approach. The delivery of the lab under online mode delivery was presented. Then students' performance was compared before and after the online mode of delivery. It was found that students' performance on average has a distinct improvement. In order to obtain students' reflections about the online experiential learning approach, a questionnaire that carries close and open-ended questions was administered. The majority of the students liked the approach followed and praised for allowing them to experiment in a novel way during the COVID-19.
Explaining the Relative Decline in Teacher Salaries
Author: Meling, Ådne
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Salaries,Foreign Countries,Teacher Certification,Personnel Selection,Teaching (Occupation),Medical Education,Legal Education (Professions),Teacher Education,Lawyers,Physicians

The article describes possible explanations for the relative decline in teacher salaries during recent decades. The article focuses on the Norwegian case, but the situation regarding teacher salaries in Norway is equivalent in many other countries across the globe. Based on comparisons with other professions, three contributing explanations are proposed. All of these contributing explanations relate to a common theme of flexibility. The first proposed explanation is flexibility in certification, while the second and third have to do with flexibility in hiring.
Teachers&apos; Information and Communication Technology Competencies: The Basis for a Competency-Based Training Plan
Author: Mijares, Benjamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,Information Technology,Competency Based Teacher Education,National Standards,Teacher Workshops,Elementary School Teachers,Foreign Countries

Information and Communication Technology (ICT) in education pertains to using information and communication technology to support, enhance, and optimize information delivery. The study sought to ascertain the ICT competencies of elementary teachers in District 2 of the SDO Malolos City. The study employed a descriptive-quantitative method. The standardized questionnaire was adopted from the National ICT Competency Standards for Teachers (NICS), which covered the four domains of the ICT framework in education. Data were analyzed using the mean Kruskal-Wallis Test and the Mann-Whitney U test to determine significant differences between teacher respondents' profile and their level of National ICT Competency Standards. Results showed that teachers have a high level of competencies in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but an average level in the Professional domain. Likewise, a significant difference was not established in their gender, age, educational attainment, position, number of ICT-related training, and years of using ICT in teaching but found in teachers' length of service. The findings suggest that teachers must increase their level of competence in the Professional Domain to become more proficient and effective in carrying out their duties and responsibilities. This can be accomplished through seminar workshops on professional growth and development, research, innovation, and collaboration. To maximize their ICT skills, a competency-based training program should be provided in District 2 of SDO City of Malolos schools.
Digital Teacher Competence Dimensions: Experiences of Norwegian Preservice Teachers
Author: Meling, Ådne
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Preservice Teachers,Teacher Education Programs,Assignments,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Teacher Educators,Foreign Countries,Social Studies,Videoconferencing,Computer Software,Elementary School Teachers,Secondary School Teachers,Decision Making,Information Technology

Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students' interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year social studies students were required to develop digital teaching arrangements, apply these arrangements during their teaching practice, and finally share their experiences with their peers in online presentations. In the present study, these student presentations are used to examine how future teachers understand digital teacher competence, and a model consisting of five digital teacher dimensions is suggested. This way, the article aims to provide students and teacher educators with a conceptualisation of digital teacher competence.
Insights from Replication on the Factors Affecting Task Engagement in Mobile-Based Learning Activities
Author: Stockwell, Glenn
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Replication (Evaluation),Computer Assisted Instruction,Second Language Instruction,English (Second Language),Foreign Countries,Second Language Learning,Data Collection,Technology Uses in Education,Influence of Technology,Cultural Background,Cultural Differences,Teaching Methods,Environmental Influences,Educational Environment

Despite the large amount of research that has taken place with mobile devices for language learning over the years, there are still limited conclusions that can be reached as to what contributes to sustained task engagement. A common problem that has long been seen in the CALL literature is that many tasks and activities that are reported are small scale studies taking place in a single environment with a limited number of subjects, often as a result of teachers investigating the outcomes of their own teaching (see Warschauer, 1997; Hubbard, 2005). Given the nature of the environments in which many teachers find themselves, it is in some way inevitable that studies tend to be of a smaller scale and often undertaken within a single class. It is possible to gain deeper insights into the tasks used through replication studies (Porte, 2012). This paper discusses the potential insights gained from replicating approximately the same basic language learning tasks in varied contexts. Research on vocabulary and listening tasks was carried out in Japan over an 8-year period from 2010 through 2017 for Japanese learners of English. In addition, the same tasks were adapted for Australian learners of Japanese in 2012 and Taiwanese learners of English in 2013, with a total of 420 participants. Data were collected through post-treatment surveys, semi-structured interviews and server logs recording the times spent on the tasks, the scores achieved, and the devices used to engage in the tasks. The same methods of data collection were used in each of the studies, using primarily the same tasks apart from adaptations made for developments in technology and for the different language learning contexts. Carrying out the same tasks in subsequent years with increasingly newer technologies and with teachers and learners from different cultural backgrounds provided insights into the effect of the context, the technology, and role of both teachers and learners in successfully implementing the tasks.
The Fiscal Effects of the Indiana Choice Scholarship Program. Working Paper No.11
Author: Scafidi, Benjamin
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: School Choice,Scholarships,Taxes,Student Financial Aid,Budgets,Educational Vouchers,Private Schools,Kindergarten,State Programs,Low Income Students,School Districts,Expenditure per Student,Counties,Corporations,Debt (Financial),Educational Finance,Program Effectiveness

The Indiana Choice Scholarship Program (ICSP), which began in fall 2011, is a state taxpayer-funded financial aid program that helps low and lower-middle income Hoosiers to send their children to the private K-12 school of their choice. This voucher program has been extremely popular among families, as the number of students receiving scholarships has increased from 3,911 students in academic year (AY) 2012 to 36,707 by 2020. This report addresses two questions regarding the fiscal effects of the ICSP up through and including academic year (AY) 2020: (1) The fiscal effects of the ICSP on the state of Indiana budget; and (2) The fiscal effects of the ICSP on local school corporation budgets (in Indiana public school districts are termed &quot;school corporations&quot;). The estimates in this report suggest that the ICSP has provided modest fiscal benefits to taxpayers to date--however, the fiscal savings per scholarship recipient are quite large. Therefore, as more students access the ISCP the savings to Indiana taxpayers will increase significantly. The major findings include: (1) The ICSP saved state taxpayers a total of $42.5 million in 2019-20. These savings translate to savings of $1,158 per scholarship student--a significant sum on a per student basis; and (2) The ICSP yielded a total of $60.6 million in savings to local public school corporations in 2017-18, which was the most recent year with complete data available. These savings to local school corporations were $1,709 per student. These findings are not surprising given that the average scholarship awards are below both total expenditures per student and state per pupil funding as well.
Keep It Simple: Picking the Right Data Science Method to Improve Workforce Training Programs. OPRE Report 2023-058
Author: Preel-Dumas, Camille
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Programs,Prediction,Success,Data Science,Research Methodology,Educational Improvement,Management Information Systems,Program Effectiveness,Dropout Prevention,Artificial Intelligence,Employment Level,Prior Learning,Educational Attainment,Barriers,At Risk Persons,Data Use

This brief explores data science methods that workforce programs can use to predict participant success. With access to vast amounts of data on their programs, workforce training providers can leverage their management information systems (MIS) to understand and improve their programs' outcomes. By predicting which participants are at greater risk of dropping out of their program and why, providers can segment their caseloads so that participants receive services better tailored to their needs. Within the data science field, machine learning (ML) has gained popularity for its ability to extract hidden patterns without being explicitly guided by a data analyst. While these data science methods hold promise, are the added costs and complexity worth it? The authors explore the tradeoffs by answering the following questions: (1) What factors are important in predicting a participant's outcome in a program?; (2) Are participant outcomes predictable using simple methods, like creating basic risk indicators in Management Information Systems (MIS)? For example, how well does an indicator for prior education predict participant outcomes?; and (3) What is the added value and cost of incorporating regression and more complex machine learning methods?
Teachers&apos; Perceptions about the Use of Mandarah as a Learning Platform in EFL at Omani Public Basic Education Schools
Author: Al-Riyami, Buthaina Hamed Saoud
Date: 2021-05-17
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Online Courses,Electronic Learning,Distance Education,Program Effectiveness,COVID-19,Pandemics,Public School Teachers

In the fall of 2020, teachers in Oman used Mandarah for teaching for the first time. This research will focus on understanding and analysing English teachers' attitudes and reactions to teaching English online through Mandarah. To depict their attitudes, I used the triangulation method, using a questionnaire and interview. This research showed that 64 out of 106 teachers shared that using Mandarah in teaching was a difficult experience and they were not satisfied with it at all.
Advancing Equity, Centering Student Perspectives
Author: Association of Public and Land-grant Universities (APLU)
Date: 2022-11-00
Type: Reports - Research
Subjects: Equal Education,Student Attitudes,Access to Education,Academic Achievement,Career Pathways,Reflection,Barriers,Disproportionate Representation,College Students,Student Personnel Services,Success

The Association of Public and Land-grant Universities' Powered by Publics (PxP) Equity Roundtable initiative brought students and administrators together to participate in roundtable discussions to capture barriers related to access, success, and career pathways for historically underrepresented students in higher education. The roundtables were also designed to gather recommendations for advancing equity in these areas. A diverse group of students was required for participation (i.e., alumni, transfer students, students of color, adult learners, veterans, etc.). Roundtables were held both in-person and virtually. The specific objectives included: (1) Providing opportunities to include student voices in institutional policies and practices; (2) Providing a forum for candid discussions of equitable and inequitable policies and practices; and (3) Creating a vehicle to develop and disseminate promising strategies that eliminate barriers to the success of marginalized students on their academic journey.
Spring 2022 Survey of Stride K12 Families: Why Do Families Choose These Virtual Schools for Their Children? Working Paper No.12
Author: Scafidi, Ben
Date: 2023-02-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Parent Attitudes,Educational Technology,Virtual Schools,Satisfaction,School Effectiveness,Individual Characteristics,Barriers,Traditional Schools,School Choice,Family Characteristics,Place of Residence,Family Structure,Racial Differences,Ethnicity,Educational Environment,Geographic Location,Political Affiliation,Socioeconomic Status,Educational Attainment,In Person Learning,COVID-19,Pandemics

In March 2022 a random sample of one third of Stride K12 families (37,856) were emailed a survey asking parents a series of questions about their families' experiences in their children's current Stride K12-powered online schools and their experiences in their children's former schools. 1,949 parents completed the survey, and of that total, 1,613 had Stride K12 students who had attended another school prior to attending their current online schools. These families reside in one of 28 states that have Stride K12-powered schools that were included in the survey. The purpose of the survey, and this report, are to learn more about what parents value regarding the education of their children, why they chose to enroll their children in a Stride K12-powered online school, their degree of satisfaction with various aspects of their current online schools, and their satisfaction levels with their children's Stride K-12 powered schools as compared with their former schools, when applicable. The survey results indicate that parents have overwhelmingly positive views of how their children are faring at their Stride K12-powered online schools and that their children who did migrate from other schools faced a variety of challenges in their former schools.
Changing Workforce Development Systems to Better Serve Young Adults and Advance Equity: The First Five Years of Generation Work
Author: Grossman, Jean B.
Date: 2023-05-00
Type: Reports - Research
Subjects: Young Adults,Labor Force Development,Social Justice,Change Strategies,Racism,Employment,Minority Groups,Low Income Groups,Job Search Methods,Training,Policy,Program Implementation,Program Effectiveness,Employment Patterns,Equal Opportunities (Jobs)

A 2014 report on global human capital trends found that many employers across the United States had difficulties maintaining a skilled and committed workforce. Yet unemployment among young people ages 16 to 29 years was well above the overall unemployment rate. In 2016, 8.2 percent of this group were unemployed, while the national average was 4.9 percent. However, among Black young adults it was even higher: 13.8 percent. Indeed, unemployment among young Black men was more than triple the national average. To help address racial inequity and increase employment among young people, workforce development systems and other systems that serve young adults would need to change. Given this context, in 2016, the Annie E. Casey Foundation launched Generation Work™ to connect more young adults--especially young people of color from families with low incomes--with meaningful employment by changing the way public and private systems prepare them and support their search for jobs. As part of the initiative, it asked partnerships made up of key workforce organizations in five cities to change how their workforce systems operated by better aligning education, training, and support services across organizations, and weaving into their systems best practices related to employers and youth. This report examines the first five years of the initiative as implemented by five partnerships.
Green Education for Primary Teachers in Bulgaria, Romania and Serbia. Theoretical and Practical Model
Author: Afrikanov, Lachezar
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary School Teachers,Conservation (Environment),Sustainability,Environmental Education,Teaching Methods,Teacher Education,Cultural Differences,Global Approach,Sustainable Development,Values,Citizenship Responsibility,Learning Activities,Student Projects,Educational Resources,Outdoor Education

This book proposes an innovative theoretical and practical model to promote green education in primary schools, focusing on inspiring teachers to design and execute effective green education activities. This model was pilot-tested with over 60 teachers in Bulgaria, Romania, and Serbia. The book is divided into four chapters. The first examines the national baseline of green education in the named countries and global trends. Chapter two presents chosen methods for promoting green education, including educational space design, rituals, multimedia resources, project and game-based learning, outdoor activities, and external speakers. The third chapter outlines a methodological framework for a training course to prepare primary teachers for green education, providing an analysis of the pilot training, its scope, implementation, and evaluation. Lastly, the fourth chapter presents the 'Green Schools Model' and discusses European and international trends in this area, concluding with additional recommendations for school leaders. The results reveal that the proposed model, aligning with the EU's Green Deal and circular economy goals, is effective in promoting sustainability and environmental consciousness among primary school teachers and their students. These findings carry significant implications for policy and practice in green education, underscoring the need for a focused and coordinated effort to instill a sense of environmental responsibility in the younger generation. This work suggests future studies on a broader scale and deeper analysis of individual components of the model for further refinement. It contains 85 references, numerous tables, graphs, and images to aid comprehension, as well as an appendix with additional materials and test instruments. By equipping teachers with practical tools and insights, this book makes a critical contribution towards creating future change agents, pivotal in addressing our planet's environmental challenges. [This publication is created within the European project &quot;Green Schools&quot;, which includes three organizations: the Bulgarian Union of Teachers (SEB), Teachers Union of Serbia (TUS) and the Trade Union of Teachers in Romania (FSLI). The project is implemented within the Erasmus+ program by the National Agency for Human Resources Development in Bulgaria (HRDC).]
Critical Review on the Future of Teaching and Learning in the Post-Pandemic World: Top Ten Issues and Top Ten Ideas
Author: David, Solomon Arulraj
Date: 2022-06-00
Type: Journal Articles
Subjects: Teaching (Occupation),Futures (of Society),Educational Trends,Trend Analysis,COVID-19,Pandemics,Instruction,Learning,Equal Education,Access to Education,Social Justice,Educational Quality,Expectation,Teaching Conditions,Job Security,Teacher Effectiveness,Reputation,Teacher Student Ratio,Class Size,Technology Uses in Education,Curriculum Design,Alignment (Education),Evidence Based Practice,Evaluation Criteria,Faculty Development,Professionalism,Faculty Mobility,Well Being,Instructional Leadership

This paper explores the top ten issues and ideas for the future of teaching and learning in the post-pandemic world. The study uses the researcher's informed reflection as a method. The informed reflector role allows the researcher to explore realities from multiple dimensions by scanning existing teaching and learning scholarship. The subjective accounting, the lack of external verification of the thinking, overshadows limitations. The researcher devises phenomenological bracketing to reduce the researcher to a reflector. The researcher acknowledges that there could be other critical issues and ideas than those in this study. Nevertheless, the reflections shared in this study may contribute to the existing stock of all other contemplations, discussions, and debates.
Challenges Faced by IIUM Postgraduate Students in Conducting the Qur&apos;an Memorization and Working for Living during Their Study Period
Author: Husnaini, M.
Date: 2022-03-00
Type: Journal Articles
Subjects: Graduate Students,Islam,Religious Education,Memorization,Student Attitudes,Education Work Relationship,Time Management,Barriers,Universities,Case Studies,Learning Strategies,Foreign Countries,Learning Experience

This study looks at the difficulties that IIUM postgraduate students have when memorizing the Qur'an and working at the same time during their studies. The goal of this study is to find out how IIUM postgraduate students balanced Qur'an memorization and working activities during their studies, to identify the difficulties they faced, and to find out how they balanced Qur'an memorization and working activities. A case study was used in this study to create a qualitative design. The data was collected via methodical triangulation, and the data was gathered through verbal interviews. Two postgraduate students from IIUM were chosen to be interviewed. Thematic analysis was used to examine the data. The keywords were determined once the data from the interviews were transcribed. The researchers then identified the theme for further investigation before analyzing the data. The findings revealed that these students value Qur'an memorization but that there is no timetable for memorizing the whole Qur'an due to their busy schedules.