ethanporcaro/eric-fulltext-meta huggingface dataset:
Reasoning and Rationale versus Opinions and Ideas: Using Inquiry-Based Instruction to Reduce Political Bias in Today&apos;s College Classrooms
Author: Hunzicker, Jana
Date: 2023-10-02
Type: Reports - Descriptive
Subjects: Political Attitudes,Bias,Classroom Environment,Discussion (Teaching Technique),Conflict,Political Issues,Inquiry,Teaching Methods,Information Sources,Active Learning,Learner Controlled Instruction,Logical Thinking,Higher Education

In theory, the fact that American colleges and universities tend to be liberal-leaning should not be an issue. However, several studies document that political bias in today's college classrooms causes students to avoid discussing potentially controversial topics for fear of criticism and ridicule, lowered grades, and even physical harm. Inquiry-based instruction can increase students' feelings of safety in sharing their views, decrease student self-censorship, and allow students to practice engaging in uncomfortable yet collegial conversations. This article describes how inquiry-based instruction can be used to: (1) encourage students' consideration of a balanced range information drawn from a variety of sources (curriculum); (2) facilitate active and student-centered thinking, discourse, and decision-making (instruction); and (3) emphasize thoughtful and research-based logic, reasoning, and rationale over simply expression of opinions and ideas (assessment). Such an inquiry-based approach to curriculum, instruction, and assessment can reduce political bias in today's college classrooms.
Sparking Creativity in Entrepreneurship Courses: Investigating the Effect of Hybrid Brainstorming Sessions on Business Opportunity Identification Outcomes
Author: Farrokhnia, Mohammadreza
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Graduate Students,Foreign Countries,Entrepreneurship,Course Content,Opportunities,Business,Identification,Blended Learning,Brainstorming,Skill Development,Individual Development,Independent Study,Group Activities,Creativity

Opportunity Identification (OI) is one of the key entrepreneurial capabilities targeted in most entrepreneurship education programs. The most frequently used technique for facilitating business OI in entrepreneurship courses is brainstorming. Previous findings indicated the positive effect of hybrid (individual and group) settings on overall brainstorming outcomes, i.e., quality and quantity of the generated ideas, compared to only individual or group settings. However, to date, no study has explored the effect of hybrid brainstorming sessions on individual idea-generation skills outside the group, a possibility labelled &quot;group-to-individual transfer&quot;. This study aims to fill this gap by conducting an experimental study with 33 bachelor's and master's students who attended an entrepreneurship course at a Dutch university. A repeated measurement study design is used to explore the effect of group idea generation on individual performance outside the group. Based on this design, students passed three phases, i.e., (1) individual, (2) group, and (3) individual idea generation, using an online platform, and the measurement was taken after the individual idea generation phases. The findings indicated that individual idea generation after the group work resulted in fewer comprehensible business ideas but with a higher rate of concrete ideas that were more innovative compared to ideas generated before the group work. [For the full proceedings, see ED630948.]
Subject Origination and Methodical Analysis of Thesis Made in the Field of Social Studies Education in Turkey
Author: Akman, Özkan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Social Studies,Graduate Students,Masters Theses,Doctoral Dissertations,Content Analysis,Foreign Countries,Research Methodology,Qualitative Research,Research Design,Text Structure,Data Collection,Data Analysis

The aim of this study is the postgraduate thesis studies in the field of social studies education in Turkey between 2015 and 2021; to examine according to descriptive, methodological and subject distributions. Document analysis technique, which is one of the qualitative research designs, was used in the research. The main data source of the research is postgraduate theses. These theses were obtained by scanning in YÖK Thesis Center, and a total of 785 postgraduate theses, of which 659 are master's and 126 are doctoral theses, were examined. In the research, &quot;Thesis Classification Table&quot; and &quot;Methodical Classification Table&quot; were used as data collection tools. Content analysis technique, which is one of the analysis techniques used for qualitative research, was used in the research. According to the descriptive distribution results of the research; When the thesis type distributions were examined, it was observed that the master's theses were much more than the doctoral theses and the universities where the most studies were conducted were Gazi and Marmara universities. When the research type distributions of the theses were examined, it was observed that the most qualitative research type was used, and the scanning design was mostly used as a design. When the sample distributions of the theses were examined, it was observed that they mostly worked with secondary school students. According to the subject distribution results of the research; It was observed that subjects belonging to the categories of attitude/opinion/concern/belief and teaching method/technique/strategy/approach were studied. Another result is; It is the result of the theses made in the field of social studies education that there are some methodological deficiencies. It has been observed that some of the theses examined do not have a method section, and some theses have a method section, but are very incomplete and faulty in content. [For the full proceedings, see ED630948.]
College Planning and Student Emotions Report: Addressing Prospective Students&apos; Emotional Needs through Enrollment Marketing and Engagement Strategies
Author: Ruffalo Noel Levitz (RNL)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: High School Seniors,Anxiety,Student Attitudes,Psychological Patterns,College Planning,College Enrollment,Best Practices,Communication Strategies,Student Needs

After years of pandemic, lockdowns, remote learning, and anxiety, it is no surprise that high school students are feeling stressed. But how does that stress affect them as they search for colleges? To answer that, RNL and ZeeMee went straight to the source and polled high school seniors about the stress, anxiety, and worry they felt. The &quot;College Planning and Student Emotions Report&quot; details their answers and should be enough to make us reconsider how we communicate with them and what we communicate during the college planning and enrollment process. Read our findings to learn: (1) how many high school seniors say they are dealing with stress and anxiety; (2) how student emotions change over 12th grade; (3) the top sources of stress, anxiety, and worry about college planning; (4) what students are most excited about when it comes to college; and (5) best practices you can follow to communicate with students and make them feel confident about attending college. [This report was co-sponsored by ZeeMee.]
WCET Primer for Higher Education: General Brief on Generative Al
Author: Davis, Van L.
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Higher Education,Automation,Writing (Composition),Ethics,Technology Uses in Education,Educational Technology

This resource is a quick primer on AI, with examples of what the different programs can generate based on user prompts, challenges and opportunities, discussion of implications and our recommendations for higher education institutions.
What to Do When the Modality of a Learning Experience Is Unclear: Guidelines for Creating Multidimensional Learning Experiences
Author: Johnson, Nicole
Date: 2023-09-00
Type: Reports - Research
Subjects: Technology Integration,Educational Experience,Classification,Learning Experience,Definitions,Vocabulary,Visual Aids,Educational Policy,Distance Education,Information Technology,Technology Uses in Education,Educational Trends,Digital Literacy,Teaching Methods,Guidelines,Universities,Educational Finance,Student Centered Learning,Accreditation (Institutions)

The mix of technologies used in postsecondary instruction has become increasingly more varied, and information with students about instructional experiences can be confusing. Building upon on a series of WCET works over the past year on digital learning definitions, this paper presents several complex cases, based on real-world examples, where the learning modality is unclear. Discussion includes guidance and recommendations for categorizing and naming learning experiences that do not fit neatly into one category or another. [This report was written with assistance from Kathryn Kerensky and Russ Poulin.]
Persistent Unequal Access to Educational Opportunity in Pennsylvania: For K-12 Students
Author: Freeman, Justis
Date: 2022-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Elementary Secondary Education,Equal Education,Educational Opportunities,Access to Education,White Students,African American Students,Hispanic American Students,Racial Factors,Poverty,Low Income Students,Student Characteristics,Asian American Students

This brief presents findings describing how Pennsylvania compares to other states in providing its students with access to educational opportunity. Following a more detailed discussion of the indicators used to define educational opportunity, Pennsylvania's rankings on overall access are first examined and then how Pennsylvania compares to other states on gaps in access to educational opportunity between (1) White and Black students, (2) White and Hispanic students, and (3) students eligible for free/reduced price lunch (FRPL) and students who are not eligible (non-FRPL). Finally, the report discusses how racial gaps in access to education vary when separately examining subsets of schools characterized as having high-, medium-, or low-concentrations of student poverty.
State Funding to Support Out-of-School Time Programming in Pennsylvania
Author: Duffy, Mark
Date: 2023-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Aid,Educational Finance,After School Programs,Investment,Grants,Educational Quality,Educational Benefits,Skill Development,Social Development,Emotional Development,Program Development,Academic Standards

Prior to the pandemic, a survey of Pennsylvania parents found that for every child that was enrolled in an afterschool program, four more would participate if more programs were available. The pandemic has only emphasized the need for out-of-school time (OST) programs as students across Pennsylvania and the country cope with learning loss and increased social and emotional needs in the wake of the crisis. Despite the need for more programming, the only ongoing dedicated public source of funding for OST that is available statewide in Pennsylvania is the 21st Century Community Learning Centers (21stCCLC) program. This brief examines Pennsylvania's growing need for dedicated state funding to supplement the federal 21stCCLC grants, summarizes research evidence of the value of OST programming, identifies existing quality standards available to guide investments to high quality OST programs, and reviews how other states provide supplemental funding to OST that could serve as models to Pennsylvania.
State Tuition, Fees, and Financial Assistance Policies 2022
Author: Colorado, Jessica
Date: 2023-00-00
Type: Reports - Research
Subjects: State Colleges,Tuition,Fees,Student Financial Aid,Educational Policy,State Policy,State Legislation,Undocumented Immigrants,College Students,Two Year Colleges

The report provides detailed information on policies and practices that differ between two-year and four-year public institutions. It also includes specific information about the tuition-setting process for graduate students, details on state policies for setting nonresident student tuition, and more information on state policies regarding student fees. The enhanced data includes more specific information on the years in which each state had tuition freezes and/or limitations, the institution types subjected to those limits, and the amount of those limits. While the report does not provide actual tuition costs, it focuses on the policies that establish and regulate tuition, fees, and financial aid amounts.
2023 National First-Year Students and Their Motivation to Complete College Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2023-00-00
Type: Reports - Research
Subjects: College Freshmen,Student Motivation,Pandemics,COVID-19,Economic Factors,College Students,Intention,Graduation,Student Attitudes,Mental Health,School Holding Power,Academic Persistence,Student College Relationship,Career Guidance

This report provides insights into the challenges and factors affecting first-year students' motivation and success as they enter college, including the significant mental toll from the pandemic and economic uncertainty. The findings in this report are taken from data collected in 2022 from nearly 80,000 student records of first- and second-year students who completed an assessment in the RNL Retention Management System (RMS), a suite of three early-alert assessments that measure non-cognitive indicators in students. Key findings about incoming first-year students include: (1) nearly 30 percent of students question whether college is worth it; (2) three-quarters of incoming students want to meet new friends at college; (3) about 1 in 6 incoming students want to talk with a counselor; (4) two-thirds of students want help selecting an educational plan that will help them get a good job; and (5) nearly all entering students are committed to college. [For &quot;2021 National First-Year Students and Their Motivation to Complete College Report,&quot; see ED614951.]
Effects of the COVID-19 Pandemic on State Tuition, Fees, and Financial Assistance Policies
Author: Colorado, Jessica
Date: 2023-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,State Colleges,Tuition,Fees,Student Financial Aid,Educational Policy,Educational Change

This report focuses on the impacts of the COVID-19 pandemic on state tuition, fee, and financial aid policies for public institutions of higher education. The COVID-19 pandemic impacted several areas of state policy--most significantly through increased funding to state budgets. For higher education, states received federal funding that they allocated directly to higher education. Some states used these federal funds to protect existing state financial aid programs and initiatives, while others used funding to pilot new programs. Since 2003, the State Higher Education Executive Officers (SHEEO) State Tuition, Fees, and Financial Assistance Policies survey has asked state agencies about how economic conditions have impacted policies on tuition and fees. The 2022 survey covers the period from 2018 through 2022, providing a unique opportunity to include questions on the influence of the COVID-19 pandemic. Among the report's highlights are the innovative financial assistance programs reported by state agencies surveyed, including changes made to tuition rate setting, tuition relief, and financial aid policies. [For the &quot;State Tuition, Fees, and Financial Assistance Policies 2022&quot; report, see ED631012.]
2023 Prospective Family Engagement Report: A Survey of 12,000+ Family Members of Prospective College Students
Author: Ruffalo Noel Levitz (RNL)
Date: 2023-00-00
Type: Reports - Research
Subjects: Parent Role,Access to Information,College Role,Information Dissemination,Parent Participation,Family Involvement,High School Students,Expectation,Preferences,Parent Attitudes,Paying for College,Parent Financial Contribution,Online Courses,In Person Learning,Planning,Enrollment,College Choice,Social Media,Individual Characteristics,Instructional Program Divisions,Student Financial Aid,Family Income,Ethnicity,Racial Differences

Parents and guardians are the biggest influencers on enrollment for students. Nearly all are invested and involved in the college search process with their students. But are colleges and universities really engaging them? Are they communicating the right information, with the right frequency, across the right channels? Are they helping families navigate the long and complex college search process--especially those families who did not attend college? And are they providing the information families need about financing a college education and why it's a sound investment? These are just some of the questions that RNL, Ardeo Education, and CampusESP examined in this survey of 12,000 family members of prospective college students. These findings show their preferences, experiences, and concerns. They provide enrollment managers with actionable insights to increase engagement with parents and strategically harness the influence they have with students. [For &quot;2022 Prospective Family Engagement Report: A Survey of 6,400 Families of Prospective College Students,&quot; see ED623770.]
Setting the Stage: Practical Ideas for Implementing High-Quality Afterschool Arts Programs
Author: Hartmann, Tracey
Date: 2023-08-00
Type: Reports - Research-practitioner Partnerships
Subjects: Art Education,After School Programs,Program Implementation,Educational Quality,Program Development,Art Teachers,Artists,Art Materials,Equipment,Educational Facilities,Teacher Selection

Youth benefit from involvement in the arts. At the same time, youth from families with low incomes are about half as likely to have access to arts instruction as youth from families with more resources, due to cuts in arts education which disproportionally affect schools in under-resourced communities that have been economically and socially marginalized. Arts programming outside of schools is also inequitably distributed, and when the arts are offered in low-cost settings such as multipurpose afterschool programs, the programming tends to focus on arts and crafts rather than the creation of original artwork that develops formative artistic skills. The Youth Arts Initiative (YAI) aimed to address the gap in access to high-quality arts by developing a sustainable and scalable model of arts programming in multipurpose out-of-school time (OST) organizations. From 2019 through 2021, five Boys &amp; Girls Club organizations, with startup resources from The Wallace Foundation, set out to test whether they could develop YAI within the resource constraints of multipurpose OST programs. This report shares early lessons learned by these five OST organizations which were documented by a two-and-a-half-year study. It provides a preliminary roadmap for multipurpose OST organizations seeking to increase the quality of their arts programming and close gaps in access to high-quality arts programming. The findings shared in this report can also be used by organizational leaders to make the case to funders and policymakers that initial investments in a high-quality arts program infrastructure are needed and that those investments will expand access and equity in arts programming for youth.
WIDA Correspondence Mapping of the Match, Breadth, Consistency, and Depth of Language Opportunities in State K-12 English Language Arts, Mathematics, Science, and Social Studies Standards. WCER Working Paper No. 2023-3
Author: Shafer Willner, Lynn
Date: 2023-08-00
Type: Reports - Research
Subjects: Academic Standards,State Standards,Elementary Secondary Education,English,Language Arts,Mathematics Education,Science Education,Social Studies,Language Proficiency,Language Usage,Alignment (Education),English Language Learners,Multilingualism

To comply with the Every Student Succeeds Act of 2015 and related U.S. Department of Education peer review guidance, state education agencies must provide evidence demonstrating clear alignment (technically referred to as correspondence) between their K-12 English language proficiency standards and their academic content standards. This technical paper provides evidence of match, breadth, consistency [balance of representation], and depth of correspondence between WIDA consortium member state academic content standards in English language arts, mathematics, science, and social studies, as of Fall 2022, and the components of the WIDA English Language Development Standards Framework, 2020 Edition--specifically the four WIDA Key Language Uses and their grade-level cluster and content area instantiation in the WIDA Language Expectations. It also illustrates the relationship between the grade-level cluster Language Expectations and Proficiency Level 5 of the Proficiency Level Descriptors. State correspondence evidence helps ensure that K-12 students identified as English learners (referred to as multilingual learners by WIDA) have the opportunity to learn the critical elements of language that facilitate access to and achievement of academic content. [For the summary report, see ED631052.]
&quot;Worn &amp; Weary&quot;: Black Teachers&apos; Storied Experiences and Recommendations around Their Attrition and Retention in Philadelphia Schools
Author: Cabral, Leana
Date: 2022-11-00
Type: Reports - Research-practitioner Partnerships
Subjects: African American Teachers,Faculty Mobility,Teacher Persistence,Teaching Experience,Urban Schools,Racism,Urban Teaching,Leadership,Equal Education,Teacher Selection,Teacher Promotion,Teacher Transfer,Charter Schools,Teacher Placement,African American Students,Educational Policy,Culturally Relevant Education

With support from the William Penn Foundation, RFA sought to further examine and understand Black teacher attrition and retention in Philadelphia, and promising strategies and initiatives that can promote the retention of Black teachers in the city and elsewhere. In totality, the project includes qualitative research that centers the perspectives of a small sample of current and former teachers in the Philadelphia area who identify as Black--which is the focus of this report--and a national scan of select teacher diversification initiatives and the particular strategies they employ. The present report shares the storied experiences and actionable recommendations of a sample of 30 current and former Black teachers, organized by salient themes, providing clear and direct insight into factors that contribute to Black teacher attrition as well as ways to retain current teachers. This report describes the study's methodology, presents findings regarding the unique challenges faced by Black teachers, discusses what sustains and retains Black teachers in the profession, and shares their recommendations for increasing Black teacher retention. It concludes with reflections on the implications of these findings and opportunities for future research to further inform policies and practices that best support Black teachers.