ethanporcaro/eric-fulltext-meta huggingface dataset:
Functions of Teacher Echoing in an EFL Class Delivered via Videoconferencing
Author: Demirkol, Tuba
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Language Teachers,Repetition,Teaching Methods,English (Second Language),Second Language Instruction,Videoconferencing,Interaction,Feedback (Response),College Students,Summer Programs,Classroom Communication,College Faculty

Language teachers' Classroom Interactional Competence (CIC) has been a popular research area in that language teachers use interaction as a tool to mediate teaching and learning at the same time. Among many moves that language teachers make during the interaction, this study focuses on teacher echoing, which briefly refers to a language teacher's exact verbatim of the self or student utterance. Though language teachers' echoing has sparked interest in studies conducted in face-to-face EFL settings, how it is influenced by online platforms is an under-researched area. With an attempt to fill in this gap, in this study, teacher echoing was observed in an EFL classroom taught at tertiary level via a videoconferencing application. The analysis showed that along with commonly mentioned functions of teacher echoing in the existing literature, which was confirming a correct answer or correcting error, the teacher echo served also several other functions. Among them, the only one that was observed as directly resulting from online teaching environment was teacher repetition that was made to compensate for unintelligible utterances arising from poor internet connection. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 357-371.]
2022 State EdTech Trends Report
Author: Cohen, Liz
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Trend Analysis,Technology Uses in Education,Handheld Devices,Internet,Educational Policy,State Policy,Program Effectiveness

States are working hard to bring the best technology to school districts and ultimately to classrooms and families. In a world in which technology is a required asset--essentially a utility, even if distribution remains inequitable--it raises important questions that the 2022 State EdTech Trends Survey seeks to start answering. How are state education agencies (SEAs) adjusting to this shift? What are SEA's priorities for technology and learning, including student, teacher and parent-facing technology as well as behind the scenes technological infrastructure? What are SEAs doing to help districts use technology effectively and safely? This report supplements the findings of the survey--the first in what will be an annual series--with interviews of leaders from a number of states to capture the stories of their efforts to support digital learning. The four key findings: (1) States can more intentionally connect educational priorities and technological priorities--and support the connection with investment; (2) States vary in their approach and role relating to ensuring edtech program and product effectiveness; (3) States don't have consistent definitions or categorizations for edtech; and (4) Many states report a disparity between edtech priorities and their activities. [Preface written by Jhone M. Ebert. State Educational Technology Directors Association (SETDA) commissioned Whiteboard Advisors to prepare this report.]
Time to Teach: Teacher Attendance and Time on Task in West and Central Africa
Author: Játiva, Ximena
Date: 2022-06-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attendance,Influences,Employee Absenteeism,Time Management,Time on Task,Teacher Behavior,Pandemics,COVID-19,Teacher Attitudes,Educational Practices

Teachers are the most important drivers of students' academic achievement and they are at the heart of learning recovery efforts. Finding out the bottlenecks and necessary conditions for ensuring teachers' presence at school and in the classroom is essential. Time to Teach is a mixed methods research initiative that aims to find out the contextual, working conditions and policy factors impeding primary school teacher attendance in 11 West and Central African countries: Co^te d'Ivoire, Gabon, Ghana, Guinea, Guinea Bissau, Liberia, Mauritania, Niger, Nigeria, The Gambia, and Togo. The study considers teacher attendance as multi-dimensional, in four distinct forms. Teachers were asked to about their attendance in relation to: (1) being school; (2) being punctual (arriving and leaving on time); (3) being the classroom; and (4) spending sufficient time on task. Evidence is drawn from national, system-wide qualitative data collection and school observations, and a quantitative survey of 1,673 teachers working in 234 purposively selected primary schools. While primary data were collected prior to the COVID-19 school closures (in the 2018/2019 school year), the study provides important insights on how the pandemic has exacerbated chronic challenges of education systems that impact teacher attendance and is therefore informative for policy, both in the current COVID-19 era and beyond.
Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level
Author: Czura, Anna, Ed.
Date: 2022-09-12
Type: Books
Subjects: International Cooperation,Educational Cooperation,Second Language Learning,Second Language Instruction,Foreign Countries,Higher Education,Computer Mediated Communication,International Educational Exchange,Case Studies,Scoring Rubrics,Cues,Self Evaluation (Individuals),Evaluation Methods,Student Evaluation,Program Descriptions,Computer Simulation

This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following chapters present real-life examples of planning and administering assessment in VE projects in diverse educational settings. The descriptions of case studies are often supplemented by concrete examples of task descriptions, assessment rubrics, self-assessment prompts, and examples of student outputs. This volume is produced for practitioners by practitioners and may be of interest to teachers, teacher educators, school authorities and policy makers interested in introducing VE or improving the quality of the existing projects. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]
SNAP-Ed Data Improvement: Action Plan 2.0
Author: Gleason, Stacy
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Nutrition,Federal Programs,Welfare Services,Data Collection,Accountability,Program Improvement,Program Implementation,Program Evaluation,Access to Information

The Supplemental Nutrition Assistance Program (SNAP) is the country's largest food assistance program, providing more than $6.2 billion in supplemental benefits to over 42 million people with low incomes to purchase groceries each month. The SNAP Nutrition Education and Obesity Prevention Services grant program (SNAP-Ed) equips people eligible for SNAP with resources and information to make healthy choices. In July 2019, U.S. Department of Agriculture's (USDA) Food and Nutrition Service (FNS) launched a strategic initiative to improve SNAP-Ed data collection and reporting. Specifically, FNS contracted with Insight Policy Research (Insight) in 2019 to develop the SNAP-Ed Data Improvement Agenda and Action Plan (Action Plan 1.0) (Gleason et al., 2020) and again in 2020 to implement and update the action plan. A key objective of this work was to update the SNAP-Ed plan and annual report forms to better support FNS's vision of high-quality, accessible national program data that support continuous program improvement and better outcomes for individuals with low incomes. To meet this objective, the Insight team formed a Steering Committee and six technical working groups (TWGs), conducted an environmental scan and in-depth interviews, drafted and pretested revised forms, and synthesized information across sources to identify next steps. This document (Action Plan 2.0) summarizes progress made toward four reframed broad SNAP-Ed data improvement priorities set in Action Plan 1.0 and recommends near-term (i.e., 6 to 12 months) and longer term (i.e., 1 to 5 years) steps FNS should consider taking to fully implement the plan. The SNAP-Ed Data Improvement Priorities are: (1) Update SNAP-Ed Plan and Annual Report Forms to Better Support the Agency's Vision; (2) Promote Data- and Equity-Driven Needs Assessment and Planning; (3) Improve Data on SNAP-Ed Implementation, Outcomes, and Impacts; and (4) Increase Access to SNAP-Ed Data and Results.
What Does SEA-PLM 2019 Tell Us about Child Well-Being and Learning in Six Southeast Asian Countries?
Author: Játiva, Ximena
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Mental Health,Well Being,Family Environment,Parent Participation,Interpersonal Competence,Peer Relationship,Violence,School Safety,Child Health,Nutrition,Conservation (Environment),Educational Policy,Grade 5,Outcomes of Education,Mathematics Achievement,Reading Achievement,Foreign Countries,Writing Achievement

The COVID-19 pandemic presented an opportunity for governments across Southeast Asia to reshape their approach to education so that children and adolescents are equipped with the necessary academic and socioemotional skills to live a rewarding life. By providing deeper insight into children's attitudes and values in well-being domains, this report reveals the relationship between children's well-being and academic learning in the region. What can policymakers and practitioners do to support children and adolescents to excel now and in the future? Through quantitative analysis of the Southeast Asia Primary Learning Metrics 2019 database, along with an investigation of policy implications and promising practices, this report advocates for increased coordination across cross-sectoral government institutions; increased school, parental and community support for children's development; and providing a platform for children's voices to understand their perspectives and needs.
The Impact of Family Research on Major Declaration, Self-Efficacy, and Retention of College Students
Author: Keelen, Felicia L.
Date: 2022-12-00
Type: Reports - Research
Subjects: School Holding Power,Self Efficacy,Majors (Students),College Freshmen,Summer Programs,Family Influence,Academic Achievement,Sociocultural Patterns,Student Motivation,College Enrollment,First Generation College Students,Student Attitudes,Career Choice

Retention and student success are priorities for many universities. At Midwest Public University (MPU), a pseudonym for four-year, urban, public, first-time, first-year students have been retained at lower rates than the national average for four-year public institutions. However, MPU students with declared majors have been retained at higher rates than students without majors. This mixed-methods study examined the impact of family research on major declaration, self-efficacy, and retention of college students with the intent of providing additional data on methods used to impact the retention rates of college students. First-time, first-year students in one of MPU's summer bridge programs participated in a family career research activity and a final group project. Qualitative data were obtained from surveys, retention data, and major declaration data. Select questions from pre-program and post-program surveys were reviewed to measure students' self-reported sense of self-efficacy and ability to choose a major and understand career choices. MPU retention and major declaration data were reviewed and compared to the survey results. Quantitative data were obtained from interviews and observational data from the family career research activity and the final group project. The results of this study indicated that family research activities may have a positive impact on students' comfort with choosing a major and their commitment to continuing college and obtaining a degree. However, MPU's first-time, first-year students' level of comfort and commitment to choosing a major does not result in those students declaring majors. Implications for practice include implementing university-wide and consistent activities to encourage first-year students to declare majors within their first year or first 30 credit hours and conduct family research projects that are connected to career development in different university cohort programs.
Drivers of Primary School Dropout in Mozambique: Longitudinal Assessment of School Dropout in 2019. Results of the 2019 Wave
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Dropouts,Dropout Rate,Dropout Characteristics,Family Characteristics,Socioeconomic Status,Institutional Characteristics,Elementary Schools,Community Characteristics,Outcomes of Education

The Avaliação Longitudinal da Desistência Escolar (ALDE, Longitudinal Assessment of School Dropout) is the first nationally representative mixed-method longitudinal survey in Mozambique. Since 2018, the ALDE survey has annually collected longitudinal, nationally representative data from around 5,400 primary school students (from grades 1 to 7) in 60 schools across all eleven provinces in the country. This report presents the results of the quantitative data collected in 2019 and focuses on the determinants of school dropouts in the country. When children leave school prematurely, not only is their learning interrupted, but the trajectories of their future opportunities and lives are forever altered. This report explores the multidimensional process of school dropouts, investigating how individual, household, community and school-level factors interact to lead children in Mozambique to dropout of education. Through this analysis, the report provides important and actionable recommendations to improve education policy in Mozambique towards its journey to achieve learning for every child. [This report was prepared with UNICEF Mozambique and the Pedagogical University of Maputo.]
School Culture as the Predictor of Teacher Leadership
Author: Kara, Mevlüt
Date: 2022-00-00
Type: Journal Articles
Subjects: School Culture,Teacher Leadership,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Secondary School Teachers,Preschool Teachers,Teacher Collaboration,Professional Development,Organizational Development

This study aimed to examine the relationship between school culture and teacher leadership based on the perceptions of teachers working in primary schools. The study was designed with a predictive correlational model. The sample consisted of 625 teachers who were determined through a simple random sampling technique. The data were collected through the &quot;School Culture Scale&quot; and the &quot;Teacher Leadership Scale.&quot; In data analysis, mean and standard deviation were used to reveal the participants' level of perception. Additionally, Pearson product-moment correlation coefficient and multiple regression analyses were performed. As a result, it was revealed that the teachers have relatively higher levels of perception about the task culture, success culture, and support culture while their perceptions of bureaucratic culture are moderate. Moreover, it was concluded that the participants' overall perceptions of teacher leadership are partially high. It was found that there is a moderate positive and significant relationship between teacher leadership and the sub-dimensions of the task, support, and success cultures, and a low level of positive and significant relationship with the sub-dimension of bureaucratic culture. Finally, it was yielded that task culture, support culture, success culture, and bureaucratic culture predict teacher leadership significantly. Therefore, it is suggested to develop informal relationships, create an environment of trust, promote horizontal organizational structures, support teacher autonomy, and appreciate teacher achievement to develop teacher leadership at schools.
Teacher Performance Pay: A Review
Author: Podgursky, Michael J.
Date: 2006-10-24
Type: Reports - Research
Subjects: Incentives,Teacher Salaries,Educational History,Policy Analysis,Kindergarten,Elementary Secondary Education,Groups,Teacher Effectiveness,Rewards,Program Evaluation,Academic Achievement,Achievement Gains,Compensation (Remuneration),Faculty Development,Performance Based Assessment,Teacher Evaluation

In this paper we examine the research literature on teacher performance pay. Evidence clearly suggests an upsurge of interest in many states and school districts, however, expanded use of merit pay has been controversial. We briefly review the history of teacher pay policy in the U.S. and earlier cycles of interest in merit or performance-based pay. We review various critiques of its use in K-12 education and several strands of empirical research that are useful in considering its likely impact. The direct evaluation literature on incentive plans is slender, focused on short-run motivational effects, and highly diverse in terms of methodology, targeted populations, and programs evaluated. Nonetheless, it is fairly consistent in finding positive program effects, although it is not at present sufficiently robust to prescribe how systems should be designed -- e.g., optimal size of bonuses, mix of individual versus group incentives. It is sufficiently promising to support more extensive field trials and policy experiments in combination with careful follow-up evaluations. Future evaluations need to pay particular attention to the effect of these programs on the composition of the teaching workforce, since a growing body of research finds substantial variation in teacher effectiveness as measured by student achievement gains. [This paper was published in &quot;Journal of Policy Analysis and Management&quot; v26 n4 2007.]
5th Global Report on Adult Learning and Education: Citizenship Education--Empowering Adults for Change
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2022-00-00
Type: Reports - Research
Subjects: Adult Education,Citizenship Education,Empowerment,Educational Change,Educational Policy,Governance,Educational Finance,Participation,Inclusion,Equal Education,Educational Quality,COVID-19,Pandemics,Foreign Countries

This, the fifth Global Report on Adult Learning and Education (GRALE), is also the final monitoring report on the Belém Framework for Action (BFA), the outcome document of the sixth International Conference on Adult Education (CONFérence INTernationale sur l'Education des Adultes -- CONFINTEA VI), held in 2009. This report serves a dual purpose. The first is to carry out the mandate conferred on UNESCO by the BFA, which documents CONFINTEA VI participants' commitment to 'regularly collecting and analysing data and information on … adult education programmes, disaggregated by gender and other factors, to evaluate change over time and to share good practice' (UIL, 2010, p. 9). Part 1 of this report thus tracks and analyses progress in adult learning and education (ALE) against the five key indicators identified in the BFA: policy, governance, financing, participation and quality. The second purpose of this report, addressed in Part 2, is to offer a detailed thematic discussion and analysis of global and active citizenship, and the role of ALE in pursuing them. [This report was prepared with funding from the Asia-Pacific Centre of Education for International Understanding (APCEIU). For the executive summary, see ED624447. For &quot;4th Global Report on Adult Learning and Education: Leave No One Behind--Participation, Equity and Inclusion,&quot; see ED612532.]
Texas School Counselor Study: Exploring the Supply, Demand and Evolving Roles of School Counselors. Policy Brief
Author: Cumpton, Greg
Date: 2014-12-00
Type: Reports - Research
Subjects: School Counselors,Middle Schools,High Schools,Emotional Development,Behavior Development,Educational Planning,Career Planning,Program Budgeting,Educational Policy,Counseling Effectiveness,State Legislation

Counselors in middle and high schools play several essential roles. Counselors help students with their emotional and behavioral development, they manage curricular and graduation plans, and prepare students for life after high school, be it for college or career. After funding reductions from the Texas legislature in the spring of 2011, many school districts across Texas reduced the number of counselors available to students, increasing the number of students the remaining counselors serve by an average of 24 students. The purpose of this report is to begin to understand how specific changes in Texas education policy have influenced counseling in the state by considering these issues. This research first examines the role of counselors and evidence of their effectiveness in improving student outcomes. Second, researchers discuss the Texas policy context in relation to recent legislative changes that impact the work counselors perform. Then researchers use administrative data from the Texas Education Research Center to look at the supply and demand of counselors in Texas from 2000 to 2014. [This research was conducted under the organization of the Ray Marshall Center for the Study of Human Resources.]
Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 20. Finance Tables. NCES 2022-303
Author: Cornman, S. Q.
Date: 2022-12-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Education,Income,Expenditures,School Districts,Educational Finance,Expenditure per Student,Geographic Regions,Charter Schools,Poverty,Socioeconomic Status,Enrollment,Federal Aid,Economic Climate,Federal Legislation,COVID-19,Pandemics

This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2020. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; (4) and revenues and current expenditures per pupil. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. [For &quot;Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 19. Finance Tables. NCES 2021-304,&quot; see ED615713.]