ethanporcaro/eric-fulltext-meta huggingface dataset:
Explaining the Racial School Climate Gap: Evidence from Georgia
Author: Graham, Jerome
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Predictor Variables,Racial Differences,Middle Schools,High Schools,African American Students,Minority Group Students,White Students,Student Attitudes,African American Teachers,School Surveys

Research documents positive associations between school climate and student outcomes, and, as such, many policymakers have positioned it among their chief priorities for school improvement. Despite this increased focus, extant research has offered mixed findings on the presence and magnitude of racial school climate disparities. The present study uses administrative data of middle and high schools in Georgia to examine disparities in school-climate perceptions and factors predicting them. I find that Black and &quot;Other&quot; students consistently report worse perceptions on nearly all measures of school climate compared to White students and that these disparities persist within school. Furthermore, Black teachers moderate Black students' climate perceptions and are critical protective factors against the risks they face in school. Implications suggest that an increased focus on school climate is unlikely to yield equitable returns absent ancillary policy and practices that improve schooling conditions influencing disparities in students' school climate perceptions.
Negative Impacts from the Shift to Online Learning during the COVID-19 Crisis: Evidence from a Statewide Community College System
Author: Bird, Kelli A.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Community College Students,Academic Achievement,Online Courses,Technology Uses in Education

The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in the spring of 2020. We use two complementary difference-in-differences frameworks: one that leverages within-instructor-by-course variation on whether students started their spring 2020 courses in person or online and another that incorporates student fixed effects. We estimate the impact of this shift on the academic performance of Virginia's community college students. With both approaches, we find modest negative impacts (3%-6%) on course completion. Our results suggest that faculty experience teaching a given course online does not mitigate the negative effects. In an exploratory analysis, we find minimal long-term impacts of the switch to online instruction.
Distance Learning in the Time of Corona: A Study of University Professors Experiences in the UAE
Author: Obeidat, Bilal Fayiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Readiness,Coping,Distance Education,College Faculty,Private Colleges,School Closing,COVID-19,Pandemics,Adjustment (to Environment),Barriers,Training,Administrator Role,Teacher Student Relationship,Technological Literacy,Faculty Development,Foreign Countries,Cultural Influences,Interaction,Students with Disabilities,Teacher Attitudes,Experiential Learning

The purpose of this study is to explore faculty members' readiness to cope in a distance learning and the challenges they face. The study was conducted at a private university in the United Arab Emirates and employed a focus group qualitative design. Data were collected using semi-structured interviews during 18 focus groups with university professor. Findings revealed that some staff were not ready to switch from conventional teaching in classes to distance learning, and revealed some obstacles they face to adjust to the new learning environment such as proper training, administrative barriers, and interaction between instructors and students. The study recommends conducting frequent training on using modern technology to improve the quality and efficiency of distance learning. The study provides techniques to improve faculty staff training and quality of teaching methods, which may provide more insights about necessary training instructors' needs and expectations to increase student's engagement.
The Effects of Multilingual Teaching Materials on Pupils&apos; Understanding of Geographical Content in the Classroom
Author: Repplinger, Nikolaus Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Geography Instruction,Instructional Materials,German,Teaching Methods,Second Language Learning,Prior Learning,Learning Processes,Second Languages,Independent Study,Multimedia Materials,Turkish,Arabic,Polish,Russian,Foreign Countries,French,Italian,Dravidian Languages,Indo European Languages,Serbocroatian,Grade 8,Learning Management Systems,Native Language,Achievement Gains,Outcomes of Education

The article sounds the potentials of multilingualism as a resource for geography lessons. In detail, it examines the use of multilingual teaching media and their effect on the comprehension of the content. First, the potentials of multilingualism for geography lessons are theoretically developed. After the development and adaption of the material, field research was conducted with a test group of pupils. Based on this, the results of an empirical classroom study are presented. A pretest elicited their prior knowledge, then a multi-perspective analysis on the learning process using screen recording took place. Finally, the data gained was evaluated quantitatively and qualitatively. The central aims of the study are how pupils use teaching media that are offered in different language. In addition, it will be analysed what effect the use of multilingual teaching materials have on pupils' understanding of content. Nearly all pupils used the material in different languages. The multilingual approach had a positive effect on the learning process. The pupils who had the best learning outcome used more non-German media and consumed the same contents repeatedly, but in several translations. Multimedia and digital learning tools are suited well for a multilingual approach and fosters pupils' independence in the learning process and the self-directed acquisition of knowledge.
Exploring Bhutanese Primary School Teachers&apos; Technological Knowledge
Author: Dhendup, Sonam
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Educational Technology,Technology Uses in Education,Technological Literacy,Online Courses,Self Efficacy,Access to Computers,Internet,Barriers,Pedagogical Content Knowledge,Predictor Variables,COVID-19,Pandemics,School Closing

The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers' perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study's findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = 0.008, [beta] = 0.236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = 0.001, [beta] = 0.306] were statistically significant predictors of technological knowledge (TK).
Alabama Education Report Card for the 2014-2015 School Year
Author: Alabama Department of Education
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Statistical Data,Elementary Secondary Education,State Boards of Education,Graduation Rate,Enrollment Trends,Safety,Discipline,Lunch Programs,English Language Learners,College Readiness,National Competency Tests,Alternative Assessment,School Personnel,Academic Degrees,Certification,Educational Attainment,Institutional Characteristics,Vocational Education,Educational Finance,Expenditures

This 2014-2015 &quot;Alabama Education Report Card&quot; includes a wide variety of data and financial information that, when taken together, provides a holistic picture of the world of K-12 education in the state of Alabama and is committed to academic excellence which provides education of the highest quality to all Alabama students, preparing them for the 21st century. Topics covered include Student Information, ACCESS for English Language Learners, ACT Aspire, ACT Plan, Alabama Alternate Assessment, National Assessment of Educational Progress Report, General System Information, Staffing/Classroom Information, Career Technical Information, and Funding Information, [For a prior &quot;Alabama's Education Report Card, 2012-2013,&quot; see ED547254.]
The Evolution of Virtual Exchange and Assessment Practices
Author: Dooly, Melinda
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Exchange Programs,Second Language Instruction,Educational Change,Computer Mediated Communication,Distance Education,Electronic Learning,Scholarship,Student Evaluation,Educational Practices,Vocabulary,Test Construction

This chapter provides a general synopsis of the evolution of Virtual Exchange (VE) as it has progressively become more immersed in the paradigms of language teaching approaches. Inevitably, this transformation unfolds in pace to advances in communication technology as the interactional tools are key for facilitating connection between distanced partners in the exchanges. Coming full circle, these advances have had an impact on the organization of the exchanges as well as the focus, methods, and tools used for assessing VE. We will first foreground seminal authors' work and their impact on VE, next we will review the more commonplace terminology and how these terms have evolved. Through this lens we will then consider how, historically, these concepts have impacted and are now manifested in the different typologies of implementations and assessments in more current VE research and practice, including the chapters in this book. We finish by presenting some of the thornier challenges in assessing VE and examples of how these are being addressed. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Collaborating for Impact: How Workforce Boards Thrive in Unprecedented Times
Author: Bertolini, Carlo
Date: 2022-09-00
Type: Reports - Research
Subjects: Labor Force Development,COVID-19,Pandemics,Cooperation,Labor Market,Adult Education,Educational Change,Career Centers,Partnerships in Education,Postsecondary Education,Elementary Secondary Education,Employers,Futures (of Society)

In the last two years, the nation's workforce development boards have focused on job training and placement in the face of many challenges related to the changing labor market, a global pandemic, and an economic shutdown. The Council for Adult and Experiential Learning (CAEL) spoke with five workforce development board directors from across the United States to gain a clear sense of how they operate, their experiences in the early days of the pandemic, and their preparations for meeting the changing labor market needs of 2022 and beyond. This research brief summarizes the conversations. It illustrates how there is a need for reimagining and reinventing the nation's workforce system. A new approach with greater flexibility and one that will encourage more collaboration and innovation among various regional partners, bolster high-quality training along with the support services that will help job seekers and incumbent workers succeed, and provide greater incentives to think and operate more effectively and creatively.
Statewide Districts: A Way to Unleash Creative New Learning Options--and Study Them as They Grow
Author: Lake, Robin
Date: 2022-09-29
Type: Reports - Evaluative
Subjects: Public Education,School Districts,State Programs,State Government,COVID-19,Pandemics,State Policy,School Community Relationship,School Business Relationship,College School Cooperation,Access to Education,Educational Innovation,Educational Finance,Governance,Human Resources,Research and Development

An abundance of opportunities to innovate in public education have emerged post-pandemic and the rules for defining how schooling works are up for grabs like never before. Yet, school districts are struggling to keep teachers on the job and schools open, much less address the mental health and academic toll of the pandemic. How can school systems possibly find the bandwidth to act on new visions for public education when their leaders are constantly trapped in crisis mode? One particular mechanism might allow them to pull this off: statewide school districts. This report outlines several existing statewide oversight efforts that overcome barriers that traditionally constrain schools or traditional districts. The report also explains how statewide districts could promote creative new learning options, including the following: (1) Providing infrastructure and support to allow cities, community groups, or even individuals to form small learning communities; (2) Creating a statewide system to validate students' learning, and to provide credit for those efforts; (3) Allowing youth to access a variety of service providers and mentors; (4) Ensuring all families can access educational options; and (5) Conducting or commissioning research on K-12 education innovations. We can't afford to allow possibilities that came into view during the pandemic to vanish in a rush to return to normal school operations, nor can we afford to watch innovations flourish outside of public education but remain inaccessible to students who stand to benefit from them. We need to build public-education systems that encourage and support innovation--and we need new state policies to help encourage those actions. [This report was written with contributions from Travis Pillow and Emily Liebtag. Education Reimagined partnered with the Center for Reinventing Public Education (CRPE) to co-author this paper.]
Local Approaches to Recovery: A Thematic Review. A Report by HM Inspectors
Author: Education Scotland
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Early Childhood Education,Special Education,School Districts,Community Education,COVID-19,Pandemics,Emergency Programs,Educational Change,Adjustment (to Environment),Elementary Secondary Education,Change Strategies,Achievement Gap,Parent Participation,Well Being,Local Issues

This report is based on evidence gathered during visits undertaken in November and December 2021. HM Inspectors (HMI) visited four stand-alone early learning and childcare (ELC) settings; 15 primary schools including 13 with nursery classes and one with Gaelic Medium Education; 13 secondary schools; three special schools; three community learning and development service; three Gaelic schools; and one local authority education department. The sample of 42 schools and settings visited covered a wide geographical spread of urban and rural areas across Scotland. This report considers some of the main areas schools and settings have identified as priorities to support continuous improvement within the context of COVID-19 with a particular focus on outcomes for learners. Almost all schools and settings are developing approaches to support recovery that reflect their local context. In almost all schools and settings, staff have blended priorities that they would usually focus on with those that have arisen specifically from the pandemic. While there are specific priorities that reflect sectors such as planning for the full roll out of 1,140 hours of high-quality early learning and childcare, the following are common priorities reflected in strategic planning across sectors: (1) supporting wellbeing of children and young people; (2) prioritising staff wellbeing; (3) addressing gaps in learning; and (4) strengthening parental engagement.
Towards a Digital Equity Foundation: Best Practices for Governance, Accountability, &amp; Transparency for Foundations Established with Public Assets
Author: Bell, Charles
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Best Practices,Governance,Accountability,Public Agencies,Federal Government,Government Role,Federal Legislation,Federal Aid,Internet,At Risk Persons,Access to Computers,Disadvantaged,Philanthropic Foundations,Older Adults,Rural Areas,Low Income Groups,Access to Health Care,Technological Literacy,Training,Veterans,Electronic Learning,Disabilities,Safety,Telecommunications,Program Development,Citizen Participation,Cooperative Planning,Position Papers,Taxes,Legal Responsibility,Documentation,Advisory Committees,Governing Boards,Financial Support

In April 2021, New America's Open Technology Institute (OTI) and the Philanthropication thru Privatization Project (PtP) released a joint proposal that the federal government should invest a substantial portion of the windfall proceeds from future auctions of public airwaves (spectrum) to seed a new Digital Equity Foundation dedicated to addressing equity gaps in broadband adoption and affordability, education, telehealth, access to government services, and other critical areas. The next step in realizing this vision is now in the hands of Congress and other federal policymakers, as allocation of spectrum auction proceeds to support the creation of a Digital Equity Foundation requires legislation. Policymakers will also play a critical role in establishing the guidelines for the creation of an initial foundation board and mission. This paper serves to help flesh out the options for how that could be accomplished, drawing on a review of existing foundations created with public and nonprofit assets to identify best practices for how to start a foundation with public, quasi-public, or nonprofit funds. This paper is structured in five parts. Part I provides a brief overview of the proposed Digital Equity Foundation; Part II, examines some key examples of existing U.S. foundations that illustrate the use of public or quasi-public funds to support priority public needs; Part III, explores ways the proposed Digital Equity Foundation might be structured and organized to achieve its programmatic goals to advance digital equity and inclusion, while operating with appropriate transparency and public accountability; Part IV, considers additional legal considerations that surfaced in a review of foundations previously established under federal legislation; and Part V, provides a summary of concrete recommendations for the proposed foundation. [This report is a joint product of the Open Technology Institute at New America and the Philanthropication thru Privation Project.]
Relating a Picture and 1000 Words: Self-Derivation through Integration within and across Presentation Formats
Author: Esposito, Alena G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Processes,Comparative Analysis,Teaching Methods,Laboratory Experiments,Classroom Environment,Memory,Computer Graphics,Tests,Scores,Elementary School Students,Illustrations,Auditory Stimuli,STEM Education,Written Language

To build knowledge, separate yet related learning episodes can be integrated with one another and then used to derive new knowledge. Separate episodes are often experienced through different formats, such as text passages and graphic representations. Accordingly, in the present research, we tested integration of learning episodes provided through different presentation formats with children in the laboratory (Experiment 1; n = 24; M = 8.36 years) and in classrooms (Experiment 2; n = 85; M = 9.34 years and Experiment 3; n = 154; M = 10.67 years). Children in the laboratory were successful in both same-format and different-format conditions. Children in the classroom were also successful in both conditions, but in Exp. 2 showed a cost to integration across two different presentation formats compared to the same-format condition. In Exp. 3, greater support for encoding the graphic information was added and performance no longer showed a cost between conditions.
Virtual Exchange: Issues in Assessment Design
Author: Czura, Anna
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Higher Education,Second Language Learning,Test Construction,Second Language Instruction,Curriculum Development,Exchange Programs,Computer Mediated Communication,Electronic Learning,Student Evaluation,Telecommunications

Virtual Exchange (VE) is typically set up in an institutional context, which implies the need to verify student learning through assessment. The difficulties in designing and implementing assessment in VE arise principally from the complexity of VE itself, as well as from a combination of institutional and sociocultural factors. This chapter aims to discuss the main tenets that need to be considered when designing assessment in VE on tertiary level. In particular, the importance of defining the construct and selecting appropriate content in safeguarding the validity of assessment is highlighted. The chapter also discusses the interplay between the purposes and the consequences of assessment in VE, and the form of assessment. All of these features are interconnected and often need to compromise formative and summative functions in order to comply with the institutional requirements. Next, the constructive alignment between the course objective, learning tasks, and assessment is addressed. The chapter concludes with the discussion of the sociocultural factors that require particular consideration in pedagogical initiatives involving participants from two or more distinctive educational contexts. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Leveraging the Digital Equity Act to Advance Digital Skills
Author: Fall, Jaime
Date: 2022-07-00
Type: Guides - Non-Classroom
Subjects: Technological Literacy,Federal Legislation,Job Skills,Business,Federal Aid,Grants,Skill Development,Access to Computers,Employment Qualifications,Employers,State Aid,State Policy,Sustainability

Nearly one-third of workers in the United States lack digital skills, and more than 38% of those workers are required to use moderate or advanced computer skills on the job. This skills gap creates talent and growth issues for businesses of all sizes -- from large companies looking to grow and invest in the United States, to small and mid-size companies that employ the greatest share of workers with low or no digital skills. To address this gap and expand access to economic opportunity, the Digital Equity Act (DEA), a provision of the Infrastructure Investment and Jobs Act, will deploy $2.75 billion in grants to states. Over five years, states will apply these resources to advance foundational digital literacy and industry-specific digital skills, promote digital equity, and help workers and businesses adapt to the rapidly changing digital economy. As state policymakers prepare plans to bridge the digital divide, employers can help them better understand the digital skills gap and collaborate on solutions to address those disparities -- all while promoting digital equity and high-quality jobs. Employer input will be critical to ensure that communities can fully capitalize on these monumental investments to build a digitally resilient and high-quality workforce. This guide offers three key strategies and guiding questions for employers to contribute to DEA planning and implementation, as well as strategies for state policymakers to support and collaborate with employers in exploring these key questions. [This guide was co-published by UpSkill America, an initiative of the Aspen Institute.]