ethanporcaro/eric-fulltext-meta huggingface dataset:
Latinos: Higher Education Intervention
Author: Benavidez, Samantha
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Hispanic American Students,Kindergarten,Elementary School Students,Academic Aspiration,Knowledge Level,Teacher Attitudes,Student Attitudes,Poverty,College Attendance,Intervention,Academic Achievement,Educational Attainment,Access to Information,Comparative Analysis,Correlation

This paper will include details on knowledge and ambition levels found between Latino-ethnic K-5 students located in a Southern Region of Texas from a college going culture presentation. The purpose is to understand how ambition and knowledge about higher education was influenced among Latino-ethnic K-5 students in impoverished areas. A low-income public school located in South Texas was included in this study. An open-ended questionnaire was provided to 26 teachers. 511 students were targeted for a presentation with information about college, universities, degrees, careers, and income facts. Teachers documented ambition levels before and after students received a college-going presentation. Wilcoxon signed-rank test was used to analyze the responses for 10 pre and post surveys. Findings indicate ambition and knowledge was increased with a higher education presentation among Latino-ethnic K-5 students in highly impoverished areas. Recommendations were made to continue to research the Latino-ethnic impoverished population and variables that influence higher education success rates. Results, discussion, limitations, and future recommendations were elaborated on. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Quality Public Education for All Students with Disabilities: Meeting Both IDEA Requirements and Post-Pandemic Challenges. Center for Public Education: IDEA Whitepaper
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Quality,Public Education,Access to Education,Students with Disabilities,Educational Legislation,Equal Education,Federal Legislation,Disability Discrimination,Elementary Secondary Education,COVID-19,Pandemics,Compliance (Legal),Best Practices,Special Education,Accountability,National Competency Tests

Students with disabilities need quality education to develop their skills and reach their full potential. However, according to the U.S. Department of Education (ED) in its 2021 report, more than half of the 50 states and the District of Columbia did not meet the requirements or purposes of the Individuals with Disabilities Education Act (IDEA) for Part B, which ensures the free appropriate public education (FAPE) of students with disabilities, ages 3 through 21. During a similar period, as of Nov. 26, 2021, a snapshot of data about complaints filed with the ED's Office of Civil Rights (OCR) showed the annual number of OCR pending cases alleging discrimination in providing the FAPE for K-12 students under other federal anti-discrimination laws had tripled compared with 2019 or 2020. To address the key challenges states face in meeting the requirements of IDEA Part B, especially during this time of the pandemic, and to provide insight into solutions and best practices that states may leverage to meet the requirements, this white paper reviewed federal special education data, agency documentation, federal laws and regulations, selected state laws and policies, state report cards, and data collected by large research organizations. Its objective is to help readers to understand complicated IDEA compliance issues, particularly the post-pandemic challenges that states and school districts are facing to meet the needs of all students with disabilities.
Teachers and Trainers in a Changing World: Building up Competences for Inclusive, Green and Digitalised Vocational Education and Training (VET). Synthesis Report. Cedefop Research Paper. No. 86
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2022-00-00
Type: Reports - Research
Subjects: Social Change,Vocational Education,Vocational Education Teachers,Labor Needs,Faculty Development,Technological Literacy,Pedagogical Content Knowledge,Teacher Qualifications,Refugees,Social Integration,Foreign Countries,Educational Policy,Educational Trends,Trend Analysis,Cross Cultural Studies,At Risk Students,Dropouts,Job Skills,Futures (of Society),Barriers,Policy Formation,Educational Legislation,School Business Relationship,National Surveys,Blended Learning,Distance Education,Sustainability,Teacher Attitudes,Teacher Collaboration,Teaching Methods,Conservation (Environment),Inclusion

Building on the findings of Cedefop/ReferNet thematic perspectives for EU Member States, Norway and Iceland, this synthesis report identifies recent trends and policy developments in Europe on the initial and continuous professional development of VET teachers and trainers. The report points to the different types of VET teachers and trainers in Europe; their evolving and complex role in mastering new technologies, supporting the integration of refugees, identifying and supporting learners at risk of early leaving, and understanding changing labour market needs, to empower and equip students with skills for the future. Their qualifications and opportunities for continuous professional development vary across countries but the challenges policy-makers face in supporting them are shared. The report concludes with key messages for designing effective policies in Europe. [This research paper was produced by Cedefop's Department for VET and skills.]
Spotlight on VET: Sweden
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Secondary Education,Lifelong Learning,Dropouts,Employment Patterns,Administrative Organization,Education Work Relationship

The Swedish government has overall responsibility for the education system and sets the policy framework at all education levels. National goals and learning outcomes are defined centrally but with decentralised implementation. Swedish vocational education and training (VET) starts after compulsory education at age 16 and includes programmes at upper secondary, postsecondary and higher levels. This spotlight presents Sweden's education and training system, including distinctive features of VET in Sweden, along with challenges and policy responses.
Investigation of University Students&apos; Online Unethical Behaviors
Author: Hebebci, Mustafa Tevfik
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Ethics,Compliance (Psychology),Gender Differences,Correlation,Information Technology,Privacy,Educational Attainment,College Students,Student Attitudes,Deception,Computer Use,Antisocial Behavior,Foreign Countries,Ethical Instruction

Ethics is a philosophical discipline that has a very long history and deals with the compliance of individuals or avoidance behaviors entirely and has many subheadings. Ethical problems created by computer technologies are examined under computer or informatics ethics. Computer ethics is defined as a dynamic and complex field of study that analyzes the relationship between facts, conceptualizations, policies, values and instantly developing computer technologies. Computer ethics are generally categorized under the ownership, accuracy, access and privacy topics. This study aims to investigate the relationship between university students' online unethical behavior and their gender, educational status, and ethics course experience. A total of 530 university students, 269 female and 261 male, constitute the study group of the research conducted with the correlational study model. Research data were collected through the &quot;Online Unethical Behaviors Scale.&quot; Independent samples t-test were used in the analysis of the data. The t-tests revealed a significant correlation between gender and online unethical behavior. It was also concluded that there was no significant correlation between online unethical behavior and ethics course experience and educational status. The findings were discussed within the framework of the literature, and suggestions were presented. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
The Effects of Virtual Museum Tools on Kinetic and Cognitive Processes
Author: Akkuzu, Idil
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Museums,Cognitive Processes,Teaching Methods,Navigation (Information Systems),Transfer of Training,Computer Software,Kinetics,Task Analysis,Videoconferencing,Foreign Countries

Re-considering 'space' has gained importance once again, especially in the context of virtual spaces that have developed in the last century. Virtual technologies aiming for a lifelike experience have tried to imitate the processes taking place in physical space and adapt them to virtual spaces. Just as in the physical world, spaces formed by interconnected areas bring the necessity of navigation. The importance of navigation increases in virtual museums in terms of systematic knowledge transfer as well as spatial experience. Navigation in virtual tours can be evaluated within the framework of the tools offered by the interface. Tools aiming to support cognitive processes should also be considered. The conducted research explores the effects of using virtual museum tools for navigational processes, focusing on Troya Museum virtual tour. In the field study performed with 20 people, the participants were given 4 tasks to complete. Besides participant answers, observational and verbal data has been collected during the fulfillment of the tasks. The outcomes revealed the inadequacy of the floor plan tool, Mattertag tool and the viewpoints in fully satisfying the cognitive processes of the users. Additionally, the limits of the 3D walkthrough and the absence of the zoom in-out tool are examples demonstrating the insufficiency of the kinetic tools effecting navigational processes. In the light of the outcomes, suggestions have been made to increase the adequacy of the tools in the context of kinetic and cognitive processes. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Ohio Focus Group Report: Soaring to New Heights
Author: Center for Community College Student Engagement (CCCSE)
Date: 2022-00-00
Type: Reports - Research
Subjects: Community College Students,College Faculty,School Personnel,Equal Education,Classroom Environment,Learner Engagement,Career Guidance,College Transfer Students,Diversity,Inclusion,Group Membership,Interpersonal Relationship,Student Experience

Research suggests that hearing how students perceive their experiences (positive and negative) can allow institutions to reevaluate their approaches and assumptions about what is working (or not) on their campuses and develop strategic plans that respond to this information. In early 2022, the Center for Community College Student Engagement (CCCSE) conducted focus groups with students, faculty, and staff at six Ohio community colleges to explore equity, the classroom engagement, and career and transfer guidance. Through the six focus group visits, CCCSE spoke with 107 students and 42 faculty/staff. The information contained within this report can be used to assist community colleges in helping their students. The focus groups were engage on the following topics: (1) Career Advising; (2) Transfer Advising; (3) Diversity, Equity, and Inclusion; (4) Classroom Engagement; (5) Sense of Belonging; and (6) Favorite Teaching Moments.
Teacher-Child Relationship Quality and Beyond: Unpacking Quality in Early Head Start Classrooms in 2018. OPRE Report 2022-122
Author: Xue, Y.
Date: 2022-07-00
Type: Reports - Research
Subjects: Early Intervention,Federal Programs,Social Services,Young Children,Early Childhood Education,Pregnancy,Classroom Environment,Teacher Student Relationship,Classroom Techniques,Educational Quality,Parents,Administrators,Child Development,Outcomes of Education,Infants,Toddlers

Early Head Start is a comprehensive, two-generation federal initiative for low-income pregnant women and families who have infants and toddlers ages 3 or younger. The Head Start Program Performance Standards (HSPPS) require center-based and family child care Early Head Start programs to &quot;provide responsive care, effective teaching, and an organized learning environment that promotes healthy development and children's skill growth…&quot; (45 CFR §1302.31). The goal of this report is to provide a descriptive snapshot of overall quality in Early Head Start classrooms, with a focus on the quality of the teacher-child relationship. In addition, it examines how classroom practices and other features of the classroom are associated with teacher--child relationships, and whether teacher-child relationship quality in Early Head Start is associated with infant and toddler outcomes. The findings broaden the knowledge about the quality of teacher-child relationships in early care and education settings and how it might be improved to better support infants and toddlers. Understanding quality in Early Head Start classrooms can help inform training and technical assistance, professional development, and other quality improvement efforts. This report uses data collected from the 2018 round of Baby FACES. Baby FACES 2018 is a nationally representative, descriptive study of Early Head Start programs, centers, teachers and classrooms, and enrolled families and children. The study, conducted at a single point in time, explored classroom processes and teacher-child relationships in depth, using multiple observation-based measures of classrooms and teachers and teacher-report measures. This report includes data from surveys of children's parents, teachers, and center and program directors, as well as teacher reports on children's development.
Kindergarten Screening Tools Used by Maine Public School Districts
Author: Johnson, Amy F.
Date: 2021-06-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,Screening Tests,School Readiness,Educational Legislation,Federal Legislation,Students with Disabilities,Equal Education,Disability Identification,Special Education,Administrators,Diagnostic Tests

Public schools have a long-established practice of conducting screening assessment of students as they enter kindergarten. The purpose of this study, conducted in spring 2021 by the Maine Education Policy Research Institute at the request of the Joint Standing Committee on Education and Cultural Affairs, is to gain a current list of the assessment tools that public schools are using to evaluate their incoming kindergarten students. Early childhood education provides a critical foundation for students' future learning, and schools work hard to identify students' needs as quickly and as efficiently as possible. Kindergarten assessment is also an area of heightened interest for researchers and policymakers who seek high-quality data on the readiness of the youngest learners as they enter the K-12 system.
Education beyond the Classroom: Parent Demand and Policy Support for Supplemental Learning Options
Author: Croft, Michelle
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Extracurricular Activities,Supplementary Education,Equal Education,Access to Education,Educational Demand,Parent Attitudes,Public Policy,Access to Information,Program Costs,Achievement Gap

To counter learning loss and other effects of the COVID-19 pandemic, students deserve access to all available supports, including supplemental options. Unfortunately, access to supplemental options is just as disproportionate as the effects of the pandemic. Too many barriers stand between students and the supports that could help them recover and reengage in learning. Recent polling data shed light on the gap between parents' interest in supplemental options for their children and their access to them. The data highlight barriers that prevent students and families from accessing the full range of supports that can aid their recovery from the effects of the pandemic. Findings include: (1) an unmet demand for extracurricular options; and (2) information and cost are the most cited barriers to extracurricular participation, but other barriers also contribute. This report concludes with policy solutions that could help give more families access to every available resource to support their students, within and beyond the school day.
What Do We Know about the Evidence Sources Teachers Used to Determine 2021 Teacher Assessed Grades? Research Report
Author: Vitello, Sylvia
Date: 2022-12-05
Type: Reports - Evaluative
Subjects: Grading,Foreign Countries,Exit Examinations,Secondary Education,COVID-19,Pandemics,Student Evaluation,Educational Policy,Accuracy,Bias,Evaluation Methods,English Literature,English,Mathematics,Grades (Scholastic),Quality Assurance

In summer 2021, as exams could not take place, GCSE, AS and A level grades in England were awarded by teachers, in accordance with relatively broad official guidance. This guidance stressed that grades had to be based on evidence of candidate work, though what this was, how much was needed or where/when it should come from were not tightly specified. This was to deal with variations in teaching and learning across centres as a consequence of the variable impact of the COVID-19 pandemic. The quality of these teacher assessed grades (TAGs) was assured by awarding organisations by sampling a selection of the evidence used. This report looks at samples for GCSE Mathematics and English Language, to try to get an understanding of what this evidence looked like at different centres, how it varied, and how different centres combined evidence to come up with final grades. The data inspected was hugely varied in terms of the detail centres offered on what evidence was used to determine grades and how it was brought together. The report concludes that, while the TAGs process provided assessment outcomes to candidates in what was a difficult situation and that these grades were on the whole accepted by stakeholders and wider society (at least compared to the situation in 2020), there are questions about comparability of standards between centres because of the level of variation found. The report ends with four recommendations for improving possible future teacher assessment processes to enhance consistency, efficiency and comparability of standards. [The title on the report cover differs from the suggested citation. Title on cover: &quot;What Do We Know about the Evidence Sources Teachers Used to Determine Teacher Assessed Grades? &quot;]
Helping Students Make Informed Choices about College. Brief No. 23
Author: Carruthers, Celeste
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: College Choice,Decision Making,Student Costs,Paying for College,Disadvantaged,High School Seniors,College Enrollment,School Counselors,Transitional Programs,College Applicants,Student Financial Aid,Outreach Programs,Access to Information

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts help students make well-informed choices about college? In order to answer this question, the brief breaks down the issue into four points: (1) On average, a college education translates into higher earnings and non-monetary benefits that recover the upfront investment of time and money, but the pandemic has disrupted many students' plans for college; (2) The cost of college rose steeply for decades but is currently holding steady or declining; (3) Students who want to go to college often fall behind in completing the necessary steps for applications, especially if they are from disadvantaged backgrounds; and (4) About 10% to 20% of graduating seniors who are accepted to college do not enroll by the fall after high school. Based on these points, the brief provides four strategies to consider and three strategies to avoid. [This brief was prepared in collaboration with the University of Missouri, Harry S Truman School of Government &amp; Public Affairs.]
District Strategies to Reduce Student Absenteeism. Brief No. 22
Author: Gottfried, Michael
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Pandemics,COVID-19,Attendance Patterns,Academic Achievement,Social Development,Emotional Development,Outcomes of Education,Low Achievement,Low Income Students,English Language Learners,Barriers,Change Strategies,School Districts

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. The brief breaks down the issue into three points: (1) Missing school negatively affects academic and socioemotional outcomes for all students, but the impacts are largest for low-performing, low-income, and English learner students; (2) The biggest drivers of absenteeism are transportation challenges, student health, school climate, mobility, and poverty--for individual students and for communities; and (3) The virtual learning environment, increased physical and mental health concerns, and reduced transportation access associated with the COVID-19 pandemic have exacerbated the problems that cause student absences. Based on these points, the brief provides three tiers of ten strategies to consider and three strategies to avoid.
Single-Item Teacher Stress and Coping Measures: Concurrent and Predictive Validity and Sensitivity to Change
Author: Eddy, Colleen L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Stress Variables,Anxiety,Measures (Individuals),Coping,Stress Management,Teacher Burnout,Self Efficacy,Predictor Variables,Scores,Test Validity,Self Concept Measures,Elementary School Teachers,Intervention

This study examined the concurrent and predictive validity of single-item scales for assessing teacher stress and coping. Correlations between the stress and coping items and present and end-of-year teacher-reported burnout and self-efficacy generally aligned with hypotheses, with stronger associations between coping and burnout and self-efficacy in comparison to the associations between stress and burnout and self-efficacy. Stress and coping items also predicted concurrent and future emotional exhaustion controlling for covariates; however, only coping consistently predicted additional variance in future emotional exhaustion with both stress and coping items in the model. Further, the coping item, not the stress item, demonstrated sensitivity to detect intervention effects; that is, teachers randomly assigned to receive a classroom management intervention (the Incredible Years Teacher Classroom Management program) had significantly higher coping scores compared to a wait-list comparison group. The results of this study provide support for the continued use of single-item stress and coping measures of teacher well-being, and areas for further research and potential use of these measures are discussed.