ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education. Discussion Paper. No. 1896
Author: Maurer, Stephan
Date: 2023-01-00
Type: Reports - Research
Subjects: Role Models,Females,Sex,Foreign Countries,Universities,Academic Achievement,Small Classes,Teacher Student Relationship

We study whether female students benefit from being taught by female professors, and whether such gender match effects differ by class size. We use administrative records of a German public university, covering all programs and courses between 2006 and 2018. We find that gender match effects on student performance are sizable in smaller classes, but do not exist in larger classes. This difference suggests that direct and frequent interactions between students and professors are important for the emergence of gender match effects. Instead, the mere fact that one's professor is female is not sufficient to increase performance of female students.
Making Change: A State Advocacy Playbook for Equitable Education Finance
Author: Dammu, Indira
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,State Aid,Educational Finance,Equal Education,Advocacy,Influences,State Policy,Educational Policy,Educational Change,Finance Reform,Court Litigation

State education finance sets the stage for what is possible in schools. Too many state education finance systems today are inequitable, outdated, and inadequate, and there are often significant political barriers to change. Advocates for educational equity can and should play an essential role in shaping the allocation and structure of state funding for pre-K through grade 12 public schools. For this report, the authors interviewed advocacy leaders in six states -- California, Connecticut, Illinois, Kansas, Maryland, and Nevada -- to learn more about the conditions that enabled and influenced big changes in their education finance systems. Leaders reflected on their policy wins and losses and offered advice to other advocates interested in pushing for funding reform. These conversations revealed five common conditions that emerged in different ways across states and paved the way for state policy changes. In order of frequency, they were: (1) Coalitions; (2) Champions; (3) Research; (4) Economics; and (5) Lawsuits. This playbook is about the contexts and conditions that facilitated those changes.
One-Time State Investments for School Mental Health
Author: Children Now
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Student Needs,Mental Health,Depression (Psychology),Anxiety,Social Isolation,Mental Health Programs,Program Implementation,School Funds

The COVID-19 pandemic and the closure of schools shone a spotlight on the issue of student mental health. Rates of depression and anxiety among youth skyrocketed, resulting in an increase in emergency room visits related to youth mental health. While children and youth were reporting the need for behavioral health supports prior to the pandemic, the isolation, stress, and increased material hardships of the pandemic strained the vulnerable mental health of California's young people. This document highlights recent, state-funded, one-time investments in counties, districts, schools, and health plans that are eligible to receive dollars to implement various student mental health projects. Children Now's review of these programs revealed some fundamental shortcomings in statewide implementation that must be addressed for these dollars to be fully leveraged to close gaps in access to support for children and youth most in need.
Justification for Developing a Bachelor of Manufacturing Technology Program
Author: Albayyari, Jay
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Manufacturing,Undergraduate Study,Agricultural Education,Curriculum Development,Educational Cooperation,Skill Development,Program Implementation,Engineering Technology

Top industries impacting Ohio and East Central Indiana's economies are: (1) agriculture; (2) manufacturing; (3) IT; and (4) service. Without continuation of agriculture and manufacturing receipts, our people and communities will be unable to afford to critical services throughout our region (Aiman-Smith &amp; Green, 2002, Deryn, 1989, Ditcher, 2001, Gianesi, 1998, Liker, 1997, Lozano, 2009, Minarro-Viseras Baines, &amp; Sweeney, 2005, Ohio Economy, 2016). Collaboration and articulation agreements between Wright State University-Lake Campus (WSU-LC), the State of Ohio and our bordering Indiana counties have ensured local agricultural students will have the opportunity to increase skill sets as necessitated by regulations and agricultural innovations. Manufacturing has an equal, if not greater, need for increased manufacturing skill sets. As a regional college campus in the University System of Ohio, we propose to create a Bachelor Degree in Applied Manufacturing Science (BAMS). The curriculum developed will provide a solid core of foundational coursework complemented by applied technical courses industrial manufacturing disciplines. The technical courses will focus on the practical application of manufacturing knowledge and include the basics of applied mathematics, manufacturing safety, and understanding manufacturing symbols and blueprints. Advanced skills will include mastering basic electrical through automation systems, hydraulics and pneumatics, additive and subtractive manufacturing processes, including CNC mill and lathes, machining, welding and 3D printing. Other coursework will include management theory. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Going Digital: How Learning and Employment Records Shape Access to Quality Education and Jobs
Author: Goger, Annelies
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Distance Education,Academic Records,Employment Patterns,Access to Education,Employment Opportunities,Educational Technology,Equal Education,Educational Development,Technology Uses in Education,Foreign Countries,Postsecondary Education,COVID-19,Pandemics,Labor Market

This report examines how digital credentials and learning and employment records (LERs) are shaping the ways people access education and career opportunities around the world. In this report, the authors share key findings from their research on digital credentials and LERs and present three detailed case studies of initiatives to govern and implement digital and microcredentials with the goal of achieving the fourth United Nations Sustainable Development Goal (SDG 4): equitable access to quality education and lifelong learning. This requires creating opportunities for marginalized populations and closing gaps in achievement and employment outcomes, while recognizing that learners are starting from different points and have different needs. Based on the interviews, case studies, literature review, and feedback from public engagements, the authors present a conceptual framework for guiding the further development of digital credentials and LERs. This framework builds on three key principles from the Global Convention on Higher Education--equity, sovereignty, and mobility--which were refined further to add the principle of trust. For each principle, the authors provide recommendations to guide the development of more ethical and fair education technology ecosystems that do more good than harm. The goal is to make the complex and evolving ecosystem more accessible to nontechnical audiences.
Perceptions, Reflections, and Actions of the Teacher in the Classroom: An Instrument of Analysis
Author: Lima, João Paulo Camargo de
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Role,Matrices,Teacher Attitudes,Measures (Individuals),Teacher Characteristics,Teacher Education,Classroom Techniques,Foreign Countries,Elementary School Teachers,Grade 5

For decades researchers have considered as the main functions of the teacher in the classroom to be the teaching of the content and classroom management. Taking this concept of the dual role of the teacher in the classroom, the ideas of regarding the didactic-pedagogical triangle and aspects of Charlot's theory of the relationship to knowledge, we constructed a 3x3 matrix (table) called the Teacher Matrix as an instrument for analyzing teachers' perceptions, reflections, and actions in the classroom. The instrument was applied into the interviews of two teachers in activities in a teacher education program. The instrument was very interesting for identifying teachers' characteristic movements, as well as their perceptions, reflections, and actions from their speeches. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Supporting Adolescent English Learners in Distance Learning: What Can Teachers Do?
Author: Walqui, Aída
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Learning,Distance Education,Barriers,Personal Autonomy,Synchronous Communication,Peer Relationship,Educational Strategies,Equal Education,Access to Computers,Educational Quality,Learning Experience

This brief presents a clear blueprint for how educators can design engaging and generative instruction for English Learners in distance learning environments. Acknowledging the challenges that prevent students from learning in traditional ways, Walqui emphasizes the importance of teaching students to engage in metacognition as a way of becoming autonomous learners, the need to devote synchronous learning time to interactions with teachers and peers, and flexibility in allowing students to interact through text, email, or phone conversations when synchronous learning is not possible. Ideas for interacting with engaging texts are provided.
Promoting a Person-Centered Approach to Strengthening Early Childhood Practices That Support Social-Emotional Development
Author: Fettig, Angel
Date: 2022-01-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Teachers,Social Emotional Learning,Emotional Development,Social Development,Teaching Methods,Faculty Development,Stress Variables,Job Satisfaction,Educational Quality,Teacher Attitudes,Teacher Effectiveness,Teacher Characteristics,Self Efficacy,Teacher Background,Experience,Discipline

This paper presents findings from an exploratory study to define associations between social-emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2-5 in the U.S. Pacific Northwest. We analyzed teachers' observed classroom social-emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy; (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy; (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy; and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. The results suggest that a tailored and tiered professional development approach is needed that considers the complex connections between teachers' practices, beliefs, and job attitudes. [This paper was published in &quot;Early Education and Development&quot; (EJ1323884).]
Data in the Cloud: A Legal and Policy Guide for School Boards on Student Data Privacy in the Cloud Computing Era. Version 1.0
Author: National School Boards Association (NSBA)
Date: 2014-04-00
Type: Guides - Non-Classroom
Subjects: Internet,Computer Software,Computers,Users (Information),Information Technology,Information Management,Delivery Systems,Information Storage,Data,Student Records,Privacy,Information Security,Educational Policy,Laws,Elementary Secondary Education,Boards of Education

The Cloud's presence in both personal and professional lives has happened so quickly. In fact, many of the educational tools employed by teachers and district offices operate through an Internet connection only. The advantages of Cloud-based platforms and learning tools are obvious--ease, convenience, 24/7 accessibility, less staff time maintaining on-site servers, individualized learning, and compliance with testing requirements. But along with these benefits come serious challenges, particularly the potential for loss of privacy that accompanies the transfer of personal student information to the Cloud. Concerns about data privacy are real and must be addressed by public school districts, which reflect the values and norms of their communities. This guide is a resource for a K-12 public school board member. It is designed to help identify the crucial issues associated with student privacy when school districts use online educational services, and recommends a comprehensive approach to addressing student data privacy protection. This guide is not intended as a substitute for appropriate legal counsel.
Supporting Adolescent English Learners in Distance Learning: What Can School and District Leaders Do?
Author: Chu, Haiwen
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Secondary School Students,English Language Learners,Second Language Learning,English (Second Language),Distance Education,Social Support Groups,Skill Development,Faculty Development,Expertise,Instructional Design,Student Needs

Focused on the role of school and district leaders, this brief is part of a series from the National Research and Development Center to Improve Education for Secondary English Learners that articulates concrete actions that teachers, leaders, parents, and policymakers can undertake to ensure that adolescent English Learners develop substantive and generative knowledge and skills in distance learning environments. This brief builds on literature on distance learning in general and on distance learning with English Learners in particular. School and district leaders operate in a multilayered, nested, ecological system in which all aspects and layers of the system interact and affect each other. Because school and district leaders' actions influence all of the other layers of the system, the brief first presents important aspects of this nested system, outlining district responsibilities and school roles that relate to what school and district leaders can do to better serve English Learners. The brief then explores how to support the development of teacher expertise in designing and implementing distance learning for English Learners.
COVID-19&apos;s Impact on Learning Losses and Learning Inequality in Colombia
Author: Vegas, Emiliana
Date: 2022-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Disadvantaged,Foreign Countries,Learning Processes,Academic Achievement,Trend Analysis,Personal Autonomy,Achievement Tests,Comparative Analysis,Gender Differences,Advantaged,Socioeconomic Status,School Effectiveness,Correlation

This brief focuses on Colombia which, like most countries globally, closed its schools in March of 2020 due to the COVID-19 pandemic. As throughout most of Latin America, Colombian schools remained closed for over a year, and they only began to gradually reopen in July 2021. The brief explores the pandemic's impact on student learning by analyzing trends in student achievement in national assessments from 2015 to 2019 and comparing them with student achievement in the same national assessments carried out in 2020 and 2021. It also explores the extent to which students in subnational territories (ETCs)--the equivalent to U.S. states, except some are certified by the national government to have more autonomy in spending than others--with different lengths of school closure periods experienced varying levels of learning losses. Findings indicated that the effects of COVID-19 on student learning in Colombia were greatest for female students and students from wealthier backgrounds, a surprising finding given that studies from other countries have found that students from socioeconomically disadvantaged households suffered larger learning losses than their peers from wealthier households. A plausible explanation is that in Colombia students from wealthier backgrounds tend to attend better schools. Findings also showed that learning losses due to COVID-19 were lower in ETCs that provided access to in-person schooling sooner.
Data Security for Schools: A Legal and Policy Guide for School Boards
Author: Czuprynski, Christine N.
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Boards of Education,Data,Information Security,Educational Policy,Laws,Privacy,Student Records,Information Storage,Information Management,Computer Software,Computer Security,Risk

&quot;Data security&quot; describes the protections in place to prevent unauthorized access to or acquisition of personal student and staff information. A school district's data security measures might include keeping student and staff personal data in locked filing cabinets, and limiting access to those filing cabinets to people within the school district who need that data in order to do their jobs. Data security also includes using encryption when transmitting personal data electronically, requiring school district employees to use passwords to access files containing personal data, and installing software that detects intruders in the computer network. Consider an educational application, digital learning tool, or other online educational program used by a classroom teacher that collects student data. Data privacy is the concept covering the collection and use of that data, while data security covers the steps taken to prevent that data from being lost or stolen. School districts across the country are grappling with how to balance the need and convenience of this technology with the data privacy and security concerns of students, parents, educators, and the district itself. This guide is a companion to &quot;Data in the Cloud: A Legal and Policy Guide for School Boards on Student Data Privacy in the Cloud Computing Era&quot; (ED626188), which addresses the issues about regarding data privacy. Neither guide is intended as a substitute for appropriate legal counsel.
Student/Learning Supports: A Brief Guide for Moving in New Directions
Author: Adelman, Howard
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Change,School Role,Educational Improvement,Multi Tiered Systems of Support,Intervention,Behavior Problems,Emotional Problems,Learning Problems,Equal Education,School Districts,School Community Relationship,Educational Legislation,Elementary Secondary Education,Federal Legislation,Barriers,Mental Health

Schools have long wrestled with how best to deal with student and schooling problems. The COVID-19 pandemic and other recent events have increased the number of such problems. This pressing reality along with growing concerns about social injustice and increasing criticism of public education have heightened calls for changes in how schools play a role in addressing such matters. This is a pivotal time for making fundamental system changes. This guide provides material for helping others understand the need for major changes, offers a blueprint for rethinking student and learning supports, and delineates first steps in making changes. And it offers direct links to online aids for more in-depth details.
Improving Teachers&apos; Instruction: An Evaluation of the Impact of Project EQuiPD--Summary Report
Author: Edmunds, Julie A.
Date: 2022-01-00
Type: Reports - Research
Subjects: Faculty Development,Models,STEM Education,Teacher Education,Instructional Effectiveness,Systems Approach,Technology Uses in Education,Inquiry,Teacher Improvement,Program Effectiveness,Control Groups,Knowledge Level,Teacher Persistence,Teacher Attendance,Skill Development,Program Evaluation,Academic Achievement,Elementary School Teachers,Secondary School Teachers

Project EQuIPD--Engaging Quality Instruction through Professional Development--sought to establish and test for efficacy a professional development model to produce highly qualified teachers in STEM practices for all children, especially for students who are in traditionally underserved schools and districts within the State of Florida. The project did this by providing two years of intensive professional development that helped teachers use system thinking to infuse technology-based inquiry into their regular instructional practices. The project also prepared the teachers, using a train-the-trainer model, so that they could train other teachers and sustain the work moving forward. This brief provides a summary of key findings from the impact study of Project EQuIPD. If specific information on program implementation and on the impact study--including the methodology and detailed impact findings--can be found in the technical report, &quot;Improving Teachers' Instruction: The Impact of Project EQuIPD. Final External Evaluation Report&quot; (ED618488).
Microcredentials for Labour Market Education and Training. First Look at Mapping Microcredentials in European Labour-Market-Related Education, Training and Learning: Take-Up, Characteristics and Functions. Cedefop Research Paper. No. 87
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Microcredentials,Vocational Education,Career Readiness,Labor Needs,Educational Trends,Labor Market,Job Training

This study examines the role of microcredentials in supporting learning for employment. The study collected information through an online survey among mostly European VET providers, national authorities, employee and employer organisations, in-depth country case studies and interviews, as well as Cedefop's ReferNet network. While the topic has gained in importance in the context of higher education, focusing on vocational education and training does justice to the complexity of microcredentials in education, training and learning for the European labour market. Results show that microcredentials have only recently become prominent in Europe-wide policy-level debates, despite the existence for many decades of short courses and credentials that support labour-market-related education and training. Although there is uncertainty linked to the naming and function of microcredentials, clear benefits with regards to their flexibility and responsiveness to labour market needs can be observed. The current report focuses on and explores the take-up, characteristics and functions of microcredentials in European labour-market-related education, training and learning. The mapping exercise helps to identify the main characteristics of microcredentials as currently emerging in the context of VET and reskilling and upskilling initiatives.