ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19, a Rumour That Became Reality: The Impact on Business Education Students of Using Online Learning
Author: Achinewhu-Nworgu, Elizabeth
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Business Administration Education,Online Courses,School Closing,Educational Technology,Technology Uses in Education,College Students,COVID-19,Pandemics,Barriers,Foreign Students,Foreign Countries,Student Attitudes

This work is part of an ongoing research project and literature review on the role of art in education and the interrelationships between art, creativity and online learning (focused on Business Education students from a university in Mexico). This research looks at the experiences of international students studying a business programme in the UK of the move to online teaching and learning that was suddenly imposed by the COVID-19 pandemic. The first part shares the issues and challenges of the COVID-19 pandemic on international students studying in the UK based universities that were identified in a seminar organised by FLS and QC Media Team. The second part draws on a guest lecture delivered to Business Education students from a university in Mexico using online learning, which sought to ascertain their experiences and the support needed during the current COVID-19 pandemic. The methodology used was a focus group with the students, using a set questions focused on their experience of engaging in online teaching and learning, compared to traditional classroom-based, face-to-face learning. The findings of the research confirm that the move to online teaching and learning has had both negative and positive impacts on the Mexico students, in relation to creativity, arts and painting practice. Tellingly, both groups of students -- from the first stage and second stages of the research -- said they wanted to go back to classroom based face-to-face teaching and learning. All of the students indicated that they wanted more support from their teachers and their institutions. [For the complete Volume 19 proceedings, see ED613922.]
Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research. Appendixes. REL 2021-084
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Research
Subjects: Literacy Education,Preschool Children,Language Acquisition,Emergent Literacy,Intervention,Language Skills,Phonological Awareness,Decoding (Reading),Writing Skills,Program Effectiveness,Evidence Based Practice,Early Childhood Education,Written Language,Alphabets,Teaching Methods,Faculty Development,Effect Size,Phoneme Grapheme Correspondence,Program Content,Program Implementation,Kindergarten,School Readiness,Reading Skills

The &quot;Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research&quot; study examined information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works Clearinghouse (WWC) methodology to systematically identify effective early childhood curricula, lesson packages, instructional practices, and technology programs in studies conducted from 1997 to 2017. The study team identified 132 interventions evaluated by 109 studies that the study team determined were high-quality experimental or quasi-experimental studies. The WWC's evidence standards are used to assess the quality of an evaluation study and the strength of its claims about whether an intervention caused the observed effect on student achievement. This document presents the following six appendixes that accompany the study: (1) The search, screening, and review process; (2) Technical results; (3) Effects of interventions by domain and outcome type for the 132 interventions evaluated by high-quality impact studies; (4) Implementation characteristics of the 132 interventions evaluated by high-quality impact studies; (5) Research basis for the 109 high-quality impact studies; and (6) Three-hundred fifty-seven studies reviewed using the evidence standards. [For the full report, see ED613947. For the Study Snapshot, see ED613950.]
The Implications of Physical Distancing during COVID-19 for Education Researchers
Author: Rossouw, J. P.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Disease Control,COVID-19,Pandemics,Higher Education,Computer Mediated Communication,Foreign Countries,Teacher Researchers,College Faculty,School Closing,Technology Uses in Education

Physical distancing, isolation and an absence of face-to-face meetings with participants and respondents, as ramifications of the current COVID-19 pandemic, have an adverse effect on research projects, research processes and data generation. Furthermore, researchers' professional development and career prospects are seriously hampered, most notably those of early career academics. These predicaments considerably outweigh the admitted positive effects of the pandemic on research endeavours. The literature sources consulted were published in 2020 and 2021. This paper therefore can merely claim to reflect an early 2021 cross-cut of the rapidly developing pandemic and its influence on higher education, and specifically research. This paper represents a scenario where the focus has shifted from the 2020 lockdowns and travel restrictions to the 2021 vaccination period. It explores the implications of physical distancing -- the relative absence of unhindered personal contact -- in the sphere of research in general, and especially research in education contexts. A literature survey generated several insights from scholars worldwide, while personal experience also forms part of the discussion. As indicated by the literature, researchers have to make the most of the current virtual communication during data generation, conferences and interaction with colleagues and fellow project participants. I trust that vaccination will soon ensure that physical distancing will become unnecessary during research and on the campus. [For the complete Volume 19 proceedings, see ED613922.]
Student Mobility and Dropout in Philadelphia High Schools, 2013-14 through 2016-17
Author: Steinberg, Matthew P.
Date: 2019-09-00
Type: Reports - Research
Subjects: High School Students,Student Mobility,Dropout Rate,Racial Differences,Academic Achievement,Age Differences,Low Income Students,Minority Group Students,Racial Composition,Socioeconomic Status,Dropouts,Educational Policy,School Holding Power,Enrollment Trends,Low Achievement,Institutional Characteristics,Correlation,Student Characteristics,Incidence,Students with Disabilities,English Language Learners,Reading Skills,Mathematics Skills

Philadelphia offers an extensive array of public high school options for students, including charter schools, traditional schools, schools with selective admissions, and schools at which admission is based on residence (that is, neighborhood catchment zones). A large number of education options might benefit students by enabling them to find schools that are the right fit for them. But a choice-rich education system might also increase student mobility from one school to another during high school. For example, schools might counsel students experiencing academic or behavioral problems to enroll elsewhere, while the extent of school choices might lead some students to continue shopping for schools throughout their high school years. The purpose of this study is to understand the extent of school mobility among Philadelphia public school students--in both charter schools and traditional district schools--during grades 9-12. The study also examines the characteristics of mobile students and the types of schools they most commonly exit and enter, as well as the characteristics of schools with higher rates of student mobility. The study concludes with an examination of the association between student mobility and high school dropout.
Students&apos; Perspectives Regarding (Dis)advantage on Making Choices about Universities to Enrol In: A South African Case
Author: Gore, Oliver Tafadzwa
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Low Income Students,Disadvantaged Youth,Student Attitudes,College Choice,Decision Making,Costs,Paying for College,Access to Information,Admission Criteria,Barriers,Inclusion,Blacks,Racial Bias,Student Diversity,Undergraduate Students,Institutional Characteristics,Student Characteristics,Reputation,Middle Class,Minority Group Students

Although engagement of the low-income students increased since the introduction of inclusive policies in the post-apartheid higher education in South Africa, inequality of access, participation and achievement still persists. While focus has been on increasing enrolment and addressing students' concerns in universities, little attention has been dedicated to exploring student (dis)advantage when making choices about a given university. This study aims to understand the opportunities that students from diverse socio-economic backgrounds have in making choices about the universities they wish to attend. Using the capability approach the findings of this study show that when students have the opportunity and agency to make informed decisions about university selection, they are able to follow their desired educational and career goals and become advantaged. This qualitative study draws from semi-structured interviews from 26 final-year undergraduate and honours students from one South African university. Findings show that despite of students' aspirations, the low-income students' abilities to make informed decisions were constrained by the circumstantial factors particularly the interplay of lack of financial resources, support and information, and failure to meet the required entry requirements, which imply disadvantage. By a way of contrast, middleclass students' decisions were based on their long-term plans and were reflective of their rational choices pointing to advantage. While universities might not be able to address some of the reported challenges, the study offers some recommendations for universities and schools to consider as a way of improving students' inclusive access to universities. [For the complete Volume 19 proceedings, see ED613922.]
Technology as an External Determinant of the Education Systems of South Africa and India: A Comparative Study
Author: de Beer, Zacharias Louw
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Needs,Technology Uses in Education,Teaching Methods,Cross Cultural Studies,Foreign Countries,Comparative Education,Technology Integration,Technological Literacy,Educational Technology,Information Technology,Influence of Technology,Educational Change,Access to Education

The framework of the education system can be defined as an effective educational environment where learners are prepared for different roles in society. It also contributes to providing for the learners' existing needs in society (Steyn et al., 2017, p. 15). The functioning of the education system can be influenced by different internal and external determinants (Steyn et al., 2017, p. 23). External determinants are external contextual factors that influence the education system such as geography, demography, and technology. In this research study, the emphasis was placed on technology as an external determinant of the education system. Technology is a very important external determinant because it influences the nature, content, and delivery of the educational programs and the curriculum. This research aimed to compare technology as an external determinant on the education systems of South Africa and India. [For the complete Volume 19 proceedings, see ED613922.]
The Impact of National Independence and Globalization on the Status of English Language Instruction within Uzbekistan
Author: Abdullaev, Ruslan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Russian,Official Languages,Turkic Languages,Language Minorities,Language Attitudes,Employment Opportunities,Educational Opportunities,Presidents,Language Role,Teacher Education Programs,Elementary Secondary Education,Educational Quality

Uzbekistan is a multinational country where the Uzbek language remains the only official language within the country. While historically the Russian language has served the function of a &quot;lingua franca&quot; for ethnic minorities, and was often viewed as a second &quot;mother tongue&quot; within Uzbekistan, its status appears to be declining with assent of the English language since independence in 1991. Clearly, the English language has been viewed as a more desirable alternative to the more repressive Russian language, and was viewed as a basic opportunity to obtain an internationally based education. It is often seen as the route to better employment within a competitive global marketplace. The importance of English language instruction was underscored by the first President of Uzbekistan, Islam Karimov, and the role of English was also emphasized in both education and the media. The emphasis on continuous English language training was also included in the presidential decree. Today, English language instruction begins in the 1st grade, rather than in the 5th grade of primary school. However, with this emphasis on continuous English language instruction, have teacher education programs in Uzbekistan kept pace? Has there been financial support for the development of quality English language instruction throughout Uzbekistan's schools? Moreover, has this emphasis on quality English language instruction been universal across all populations within Uzbekistan? These issues will be examined in detail within the paper. [For the complete Volume 19 proceedings, see ED613922.]
Addressing the Health Care Workforce Crisis Begins with Diversifying the Student Pipeline. Policy Brief
Author: Shapiro, Eve
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Allied Health Personnel,Allied Health Occupations,Student Diversity,Labor Needs,Access to Education,First Generation College Students,Low Income Students,Minority Group Students,Disproportionate Representation,Student Financial Aid,Academic Advising,Postsecondary Education,State Aid,Internship Programs,Student Recruitment,Career Readiness

In 2019, the California Future Health Workforce Commission released &quot;Meeting the Demand for Health,&quot; a report that highlights recommendations for addressing California's workforce gaps: the state does not have enough of the right types of health workers in the right places to meet the needs of its growing, aging, and increasingly diverse population. To address these gaps, the Commission made a series of recommendations, including that the State support all students, but especially those who are first-generation, low-income and underrepresented students of color into and through health care professions. This brief identifies the need to increase the number of health care professionals in California, reviews the benefits of diversifying student pipelines into health professions, and makes key recommendations for state policymakers' consideration that would increase the number of first-generation, low-income and underrepresented students of color who enter health care professions. Recommendations include: (1) Diversifying pipeline and advising programs at post-secondary institutions; (2) Broadening the availability and accessibility of academic programs and supports; and (3) Increasing institutional and financial aid and paid internship opportunities. [Vincent Stewart, Adrienne Bell, Maya Kamath, and Nima Rahni of Children Now provided support for this report. This report was produced with Beyond 12.]
Revisiting the Tension between Management and Leadership Practices in Ensuring Quality Teaching and Learning
Author: Mampane, Tebogo Jillian
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Teaching Methods,Learning Processes,Accounting,School Administration,Administrator Effectiveness,Instructional Leadership,Foreign Countries,Leadership Styles,Administrator Attitudes,Educational Policy,Innovation,Metacognition,Principals,Cooperation

Leading and managing schools across the globe requires accountability for the utilisation of resources entrusted to schools for improving the quality of teaching and learning in schools. Little, however, is known about the school managers' effectiveness in accounting for the schools quality teaching and learning. This paper explored school managers' accountability in leading and managing schools for quality teaching and learning in South Africa. The research question posed is: How effective are school leaders and managers in addressing the tension between management and leadership practices in ensuring quality teaching and learning? Despite most school leaders and managers believing that they do their best to improve the effectiveness of teaching and learning in schools, available literatures on the same, contradict these perceptions. The study therefore concludes that, school leadership and management is not an effective accountability mechanism for ensuring quality teaching and learning in schools in South Africa and recommends a policy shift on school leadership from a control approach to an innovative and collaborative approach. [For the complete Volume 19 proceedings, see ED613922.]
Global Education Inequities: A Comparative Study of the United States and South Africa
Author: Kurtz, Brianna
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Equal Education,Comparative Education,Racial Segregation,Social Change,Access to Education,Educational Quality,Educational History,Governance,Educational Opportunities,Change Agents,Discipline Policy,Dropouts,Racial Differences,Blacks,African American Students,Federal Legislation,Foreign Countries,Critical Theory,Victims,Social Differences,Conflict,School Choice,Elementary Secondary Education

Access to quality education for all children is a common mantra for countless national and world organizations, such as the UN and its Sustainable Development Goals (SDGs). This paper examines the struggle within two nations who continue to move beyond the impact of racial segregation in the United States (US) and &quot;apartheid&quot; in South Africa (SA) to achieve equitable access to quality education for all children, regardless of race, ethnicity, language, or socio-economic status (SES). The paper begins with an overview of the historical paths both nations followed in their slow evolution away from harsh segregation and &quot;apartheid&quot; governance designed to provide unequal educational opportunities for its youth. Beyond these historical sketches is a brief review of theoretical perspectives to help explain how unequal systems of education are maintained and how they can be transformed into agents of positive social change. This is followed by an examination of factors in both the US and SA that are capable of sustaining unequitable access to quality education while providing disproportional levels of negativity such as suspensions or dropping out (or being &quot;pushed out&quot;) of school based on a child's race, gender, ethnicity or SES. The paper concludes by asking (at least in the US case), whether the &quot;way forward&quot; may be guided by examples of the past, such as the quality of education provided to Black children in the era of legally segregated Black schools in America's South. [For the complete Volume 19 proceedings, see ED613922.]
How Districts Planned for Pandemic Learning: Equity-Driven Practices and Lessons Learned from 2020 Learning Continuity and Attendance Plans
Author: Gonzalez, Xilonin Cruz
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: School Districts,COVID-19,Pandemics,Delivery Systems,Planning,Stakeholders,Student Needs,Special Needs Students,Conventional Instruction,Educational Technology,Technology Uses in Education,Achievement Gains,Minority Group Students,Educational Practices,Foster Care,Homeless People,Students with Disabilities,Juvenile Justice,Faculty Development,School Personnel,Mental Health,Social Development,Emotional Development,Well Being,Teaching Methods,Distance Education,Outreach Programs,Access to Education,English Language Learners,Trauma,Student Evaluation,Evaluation Methods,Costs,Educational Finance,Intervention,Access to Computers,Low Income Students,Expenditures,Elementary Secondary Education

In September 2020, local education agencies (&quot;LEAs&quot;) in California adopted Learning Continuity and Attendance Plans (&quot;Learning Continuity Plans&quot;). These plans included key information on how LEAs were preparing to provide instruction, programs and services to their students during the global COVID-19 pandemic. Among other requirements, LEAs had to include information in their Learning Continuity Plans about: (1) their engagement of important stakeholders; (2) additional supports for certain students with unique needs (students in foster care, students in the juvenile justice system, students experiencing homelessness, students who are English learners, students in low-income families, and students with disabilities); (3) planning for in-person instruction; and (4) how they would identify and mitigate instructional loss that their students would likely experience due to disruptions in education during the pandemic. This report provides a snapshot of LEA planning during COVID-19. The authors reviewed Learning Continuity Plans adopted by 48 LEAs across the state. They analyzed these plans not only to determine whether LEAs met legal requirements, but also to find out how these LEAs were planning and investing funds to support all students and especially students with unique needs and students of color, who have been disproportionately impacted by the pandemic. The authors identify in this report a multitude of promising practices that LEAs planned to implement. LEAs can draw on these promising practices as they develop their Local Control and Accountability Plans (&quot;LCAPs&quot;) for the 2021-22 school year and make plans for serving students with unique needs. [Laura Flores, Maen Bin Said, and Nicole Gon Ochi provided support for this report. This report was written with Californians Together and Public Advocates.]
Improving Part C Results and Compliance: A Six-Step Inquiry Cycle
Author: Center for IDEA Early Childhood Data Systems (DaSy)
Date: 2021-03-26
Type: Reports - Descriptive
Subjects: Equal Education,Educational Legislation,Federal Legislation,Compliance (Legal),Students with Disabilities,Data Collection,Early Intervention,Individualized Family Service Plans,Evidence Based Practice,Program Implementation,Fidelity

To support states in improving educational results and functional outcomes for children with disabilities while ensuring compliance with Individuals with Disabilities Education Act (IDEA) through state monitoring activities, a six-step inquiry process has been developed. The six steps describe a chronological process to assist states in selecting a focus area, collecting and using data to monitor this focus area, completing root cause analyses of the current performance, planning for and evaluating progress to resolve issues effectively, and implementing continuous and sustainable improvement. Since improving results and ensuring compliance is an ongoing process the six steps of inquiry should be used as an iterative cycle as infrastructure and practice improvements continue to be made. The six steps for improving results and compliance are outlined are outlined herein. This guide presents each step separately, providing a description of the step, activities to complete the step, the associated potential pitfalls, and relevant resources as available.