ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of School Principal&apos;s Attributes and 21st-Century Leadership Skills on Teachers&apos; Performance
Author: De Castro, Gerly B.
Date: 2022-08-00
Type: Journal Articles
Subjects: 21st Century Skills,Principals,Teacher Administrator Relationship,Oral Language,Written Language,Administrator Characteristics,Instructional Leadership,Leadership Effectiveness,Women Administrators,Job Performance,Teacher Effectiveness,Imagination,Feedback (Response),Correlation,Elementary School Teachers,Teacher Attitudes,Foreign Countries

This study aimed to determine the influence of school principals' attributes and 21st Century Leadership skills on teachers' performance. The study is as follows. The teachers in the northern part of the National Capital Region are female, teacher I position, have rendered 5-14 years of service, and pursued higher studies after college. The teacher's attribute that influences the teacher's job performance is openness. The School Head always comes up with new ideas. They have an active imagination; creative is a deep thinker and values artistic experiences. He is dependable, organized, and persevering, which means they will accomplish their professional goals. The 21st Century Leadership Skills of the school principal that dominantly influence the teacher's job performance is the communication skills. The school head is approachable, gives clear and accurate information and instructions both in oral and written communication, discusses issues and feedback in school, listens to and appreciates teachers' ideas and suggestions, and communicates with his/her staff regularly. The teachers' performance is very satisfactory as perceived by their school heads during 2019-2020. There is a significant difference in the attributes, 21st-century leadership skills of school heads and teachers, job performance when grouped according to schools division office, and years in service. Significant relationships exist between the principals' attributes, 21st-century leadership skills, and teachers' job performance. Personal attributes and 21st-century leadership skills of the school principals significantly influence the teachers' job performance.
Educational Change and Improved Diversity
Author: Jackson, Jalen M.
Date: 2022-08-07
Type: Reports - Evaluative
Subjects: Educational Change,Diversity,Inclusion,Educational Benefits,Educational Improvement

This paper analyzes some of the causes of low diversity in school settings and the benefits of working to create more diverse and inclusive environments. The goal is to offer all children an equal opportunity for educational experiences. Included is an analysis of the challenges schools are faced with when it comes to building diverse school systems. Teachers also offer their experiences and perspectives on the outcomes of inclusivity in their classrooms. Through research, there has been a determination that all children and adults in the diverse school systems reap the benefits of inclusivity. There has been ample research concluded on inclusivity, but there are still some limitations which are discussed. Despite those limitations, there is much value in the research already done and it should be applied within school systems and more directly in the classroom. Diversity and inclusivity should work in a synchronous fashion benefiting society.
Reading Skills among EFL Learners in Saudi Arabia: A Review of Challenges and Solutions
Author: Alharbi, Abeer M. W.
Date: 2021-06-01
Type: Reports - Research
Subjects: Reading Skills,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Learning Processes,Reading Processes,Native Language,Vocabulary Skills,Student Interests,Barriers,Reading Instruction,Faculty Development,Arabs,Cognitive Style,Learning Motivation,Language Teachers,Teacher Education

In teaching and learning, the process of reading appears to be controversial and momentous. Extensive research has been done about the reading process in the mother language and foreign language and the difficulties associated with the reading of foreign language along with the associated qualities and issues of these languages. An investigation is required on the issues that hinder reading abilities. In Saudi Arabia, English is considered a foreign language, and this study investigates the issues that hinder the learners' reading abilities and skills. The principal concern has been the challenges faced by the learners and the solutions. Based on the findings of the research, this study also highlights the implications of reading being taught to English as a Foreign Language (EFL) learners. The research study unfolds challenges that hinder the reading skills enhancement of the EFL learners and the teachers as well. The challenges include lack of sufficient knowledge of the language, lack of vocabulary, curriculum issues, interest of students, and other such issues. Along with this, the solution to the challenges is also presented in this study, such as conducting training of the teachers, diversifying the methods of teaching reading, recognizing students' learning styles, motivating the students, conducting extra classes, and various others. This study will enable the educationists to revise the curriculum according to the concerns of the students and will lead to the betterment of the reading skills of Arab EFL learners.
Engaging Families and Communities to Support Special and Underserved Populations in CTE
Author: Association for Career and Technical Education (ACTE)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Vocational Education,Family School Relationship,School Community Relationship,Vocational Education Teachers,Parent Teacher Cooperation,At Risk Students,Educational Legislation,Federal Legislation,Disadvantaged Youth,Recruitment,Career Planning,Educational Planning,Minority Group Students,Mentors,High Schools,Students with Disabilities,Economically Disadvantaged,Nontraditional Students,One Parent Family,Unemployment,English Language Learners,Immigrants,Homeless People,Foster Care,Veterans Education,American Indian Education,Institutionalized Persons,Correctional Institutions,LGBTQ People

Career and technical education (CTE) programs are increasingly engaging a broad range of stakeholders, including parents and community organizations, to improve CTE programs, better serve students and help communities in need. This resource will focus on ways that CTE educators can communicate with, collaborate with and support current and prospective learners' families and communities, particularly for learners and communities who have been historically underserved. This publication describes general strategies for engaging these stakeholders, more specific strategies aimed at breaking down barriers to engagement for particular special and underserved population groups, and examples of CTE and career development programs doing promising work in this area.
Delivering an Online Course on &apos;Health Emergency from SARS-COV-2, the Novel Coronavirus: Preparation and Contrast&apos; for Health Professions Students at Italian Universities
Author: Galeoto, Giovanni
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Online Courses,COVID-19,Pandemics,Allied Health Occupations Education,Higher Education,Electronic Learning

Many Italian universities had numerous students attending hospital wards during the coronavirus disease 2019 (COVID-19) pandemic. The training of healthcare professionals and students was necessary to facilitate good practices, disseminate knowledge about COVID-19, and minimize contagion among students who were completing internships. On 28 February 2020, the Italian National Institute of Health (NIH) created a course that aimed to guide healthcare personnel so that they can appropriately address the health emergency due to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), making use of the available scientific evidence and official sources of information and updates. The purpose of this paper was to describe the method used by the Sapienza University of Rome in delivering the Italian NIH course for health professions students at Italian universities. The research group in charge of delivering the course decided to use the Google Classroom platform. Since 1 April, 80 classes have been created, and currently, 15000 students from 28 health professions bachelor's and master's degree programs and 43 universities around Italy are attending the course. A total of 13000 students have completed the final test. This paper represents a clear advantage in the field of e-learning, not only because it describes an effective method for delivering a course to many students but also because it demonstrates how health professions students can be protected while allowing them to continue or restart internships in health facilities more safely and with more awareness. [For the full proceedings, see ED621620.]
Making Sense of Effect Sizes: Systematic Differences in Intervention Effect Sizes by Outcome Measure Type
Author: Wolf, Betsy
Date: 2022-00-00
Type: Reports - Research
Subjects: Effect Size,Intervention,Differences,Outcome Measures,Educational Research,Outcomes of Education,Literacy Education,STEM Education,Student Behavior,Early Childhood Education,Elementary Secondary Education

One challenge in understanding &quot;what works&quot; in education is that effect sizes may not be comparable across studies, raising questions for practitioners and policymakers using research to select interventions. One factor that consistently relates to the magnitude of effect sizes is the type of outcome measure. This paper uses study data from the What Works Clearinghouse to determine average effect sizes by outcome measure type. Outcome measures were categorized by whether the group who developed the measure potentially had a stake in the intervention (non-independent) or not (independent). Using meta-analysis and controlling for study quality and intervention characteristics, we find larger average effect sizes for non-independent measures than for independent measures. Results suggest that larger effect sizes for non-independent measures are not due to differences in implementation fidelity, study quality, or intervention or sample characteristics. Instead, non-independent and independent measures appear to represent partially but minimally overlapping latent constructs. Findings call into question whether policymakers and practitioners should use research based on non-independent measures when they are ultimately responsible for improving outcomes on independent measures. [This paper was published in &quot;Journal of Research on Educational Effectiveness.&quot;]
Trend Analysis of Augmented Reality Studies in Sports Science
Author: Imamoglu, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Trend Analysis,Educational Trends,Simulated Environment,Physical Education,Educational Research,Publications,Authors,Foreign Countries,Age,Sample Size,Sampling,Research Methodology,Data Collection,Data Analysis,Computer Simulation

The purpose of this study was to examine the studies related to augmented reality applications in sports science and to discuss the results based on this. Articles selected for analysis were found through searches journals in the Web of Science database from 1975 to 2018 were examined and searched using the keywords (&quot;physical education&quot; or &quot;physical activity&quot; or &quot;sport$&quot;) and (&quot;augmented reality&quot;). As a result of the search, 44 articles were reached, and 11 articles were excluded from the research because they were not related to augmented reality applications or sports science. The publication classification form consists of the titles &quot;Years, Authors Number, Country, Journals, Age, Sample Size, Variables, Sample Method, Research Method, Data Collection Method and Data Analysis Method.&quot; There are a limited number of studies where sports and augmented reality technology are used and interacted together. With the spread of the use of augmented reality and similar technologies in the field of sports sciences, it is thought that such fields as health and education will be positively affected.
Adapting and Monitoring Daily CICO Implementation in High Schools
Author: McGrath Kato, Mimi
Date: 2022-08-03
Type: Reports - Research
Subjects: High School Students,Positive Behavior Supports,Program Implementation,Fidelity,Student Behavior,Behavior Change

Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., &quot;The High School Journal,&quot; &quot;96&quot;(4), 267-282, 2013; Flannery &amp; Kato, &quot;Preventing School Failure: Alternative Education for Children and Youth,&quot; &quot;61&quot;(1), 69-79, 2017). As high schools move beyond the implementation of Tier 1 and begin to implement Tiers 2 and 3, school implementation teams must identify effective interventions that fit the high school context. The current study assessed whether Check-In Check-Out (CICO; Hawken et al., &quot;Responding to problem behavior in schools: The check-in, check-out intervention&quot; (3rd ed.). The Guilford Press, 2021), with strategic contextual adaptations, could be implemented with fidelity and whether high daily implementation fidelity was related to student behavior performance. Teacher feedback quality was also explored. Results showed high fidelity implementation at the systems and procedural level for all participants and a significant, small correlation between procedural fidelity and daily points earned. [This is the online version of an article published in &quot;Preventing School Failure: Alternative Education for Children and Youth.&quot;]
Adolescent Sleep and Mental Health across Race/Ethnicity: Does Parent-Child Connectedness Matter?
Author: So, Marvin
Date: 2021-00-00
Type: Reports - Research
Subjects: Adolescents,Sleep,Mental Health,Racial Differences,Ethnicity,Parent Child Relationship,Grade 8,Grade 9,Grade 11,Secondary School Students,Depression (Psychology),Suicide,Psychological Patterns,Student Characteristics,Correlation

Objective: Sleep is vital for healthy development, yet most adolescents do not meet recommended nightly hours. Although racial/ethnic minorities often experience relatively worse sleep outcomes compared with White peers, little is known about how the sleep-mental health relationship holds across diverse groups or how family relationships affect this association. Method: Using data on 8th, 9th, and 11th grade public school respondents to the 2016 Minnesota Student Survey (N = 113,834), we conducted univariate, bivariate, and multivariate analyses to examine whether sleep duration was associated with depressive symptoms, suicide ideation, and suicide attempt, adjusting for sociodemographic covariates. Furthermore, we examined the effect of the parent-child connectedness by sleep interaction on these relationships. Analyses were conducted for 9 racial/ethnic groups collectively and separately. Results: Overall, youth sleep duration and parent-child connectedness were independently associated with reduced rates of depressive symptoms, suicide ideation, and suicide attempt. There was significant interaction between parent-child connectedness and sleep, demonstrating that connectedness magnifies the benefits of the sleep-mental health relationship. Main effects of sleep and parent-child connectedness for mental health were similar for most individual racial/ethnic groups, although magnitudes varied. The connectedness-sleep interaction only remained significant for White and Asian youth on select suicide-related outcomes. Conclusion: Despite racial/ethnic differences, adolescent sleep and parent-child connectedness both seem to buffer youth from poor mental health in a large, multiethnic sample. On the whole, these factors demonstrate a synergistic protective effect and reflect promising intervention targets. The extent to which their interactive benefit translates across diverse populations requires additional study. [This is the online version of an article published in &quot;Journal of Developmental and Behavioral Pediatrics.&quot;]
Challenges in Facilitating Online Teaching for Secondary Education during the COVID-19 Pandemic
Author: de Silva, M. A. G.
Date: 2021-09-21
Type: Dissertations/Theses - Masters Theses
Subjects: COVID-19,Pandemics,Online Courses,Secondary Education,Barriers,Foreign Countries,Teacher Attitudes,Technological Literacy,Costs,Resistance (Psychology),Interaction,Student Behavior,Access to Computers,Time Management,Faculty Workload,Motivation,Educational Technology,Technology Uses in Education

This research aims to evaluate the challenges in facilitating online teaching for secondary education during the COVID-19 pandemic based on a case study in the western province of Sri Lanka. With the pandemic, teachers had to face many challenges concerning online teaching, as they were unprepared for the remote teaching process that was to follow. For this research, teachers were able to give an account of their experiences, challengers and the sacrifices that had to be made in adapting to this new method of teaching. A mixed method of data collection and analysis was used in this research, as both quantitative and qualitative methods in combination would provide a better understanding of research problem enhancing the validity of the results. Through the findings of this research, it was revealed that most schools and its teachers had embraced online teaching in the midst of the many challengers during COVID-19. Thereby it is vital that measures are taken to overcome and to mitigate the effects these challenges faced in online teaching, making it possible for teachers to deliver an online education for students that is on par with other technologically advanced education system.
Teacher Collaboration to Support Multilingual Students Designated as English Learners: Ecological Perspectives and Critical Questions
Author: Kibler, Amanda K.
Date: 2022-06-00
Type: Journal Articles
Subjects: Teacher Collaboration,Second Language Learning,English Language Learners,Multilingualism,Bilingual Students,Ecology,Equal Education,Systems Approach,Instructional Effectiveness,Educational Practices

Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling. We draw upon ecological perspectives on language learning to consider critical questions about the relationships among collaborative practices, equity, systemic capacity, and instructional quality. Such considerations can inform educational practice and better frame empirical explorations of co-teaching and related forms of collaboration.
Diverse Perspective
Author: Hillman, Carlye
Date: 2022-08-14
Type: Reports - Evaluative
Subjects: Diversity,Child Development,Socioeconomic Status,Educational Quality,Interpersonal Competence,Thinking Skills,Cultural Awareness

Diversity within a classroom has major effects on the child's development as they are growing. A question that occurs to educators is what are the impact of diverse experiences a child faces. Through the research there will be factors that help identify the benefits of diverse exposers. Educators can see the correlation of social economic status and the diversity in children and staff through the quality of the school children attend. Children who are exposed to diversity are known to have better social/cognitive skills and understanding of other cultures.
Another One Rides the Bus: The Impact of School Transportation on Student Outcomes in Michigan. Technical Report
Author: Edwards, Danielle Sanderson
Date: 2022-05-27
Type: Reports - Research
Subjects: Student Transportation,Outcomes of Education,Academic Achievement,Public Schools,Eligibility,Economically Disadvantaged,Attendance Patterns,At Risk Students,Elementary School Students,Middle School Students

School transportation may increase student outcomes by providing a reliable and safe means of getting to and from school. Little evidence of the effects of such policies exists. In this paper, I provide some of the first causal evidence of transportation impacts on student attendance and achievement using a rich panel of student-level enrollment and address data for Michigan public school students and a unique dataset of district transportation policies for the largest 50 districts in Michigan. I exploit the walking distance cutoffs that determine transportation eligibility using a regression discontinuity design. I find that transportation eligibility increases attendance rates and lowers the probability of chronic absence. These effects are largest for economically disadvantaged students, who experience 0.5 to 1 percentage point increase in attendance rates and a 2 to 4 percentage point decrease in the probability of being chronically absent. These results are compelling evidence that school-provided transportation increases attendance for students most at-risk to miss school. However, I find no effect of school transportation on student achievement outcomes. Given the high costs of school transportation, targeting additional transportation services to chronically absent students as an attendance intervention may be more efficient than increasing bus services for all students.
Schools and School Choice during a Year of Disruption: Views of Parents in Five States. Policy Brief
Author: Haderlein, Shira
Date: 2021-10-05
Type: Reports - Research
Subjects: School Choice,COVID-19,Pandemics,Parent Attitudes,Satisfaction,Private Schools,Family Income,Conventional Instruction,Educational Quality,Equal Education,Educational Environment,Social Emotional Learning,Caring,Minority Groups,Class Size,Health,Safety,Distance Education

The public education landscape has changed dramatically since the start of the COVID-19 pandemic. Communities and school systems throughout the country have faced unimaginable consequences from this public health crisis and the disruption to K-12 public schools. The pandemic's disproportionate impact on low-income communities of color, along with growing national awareness around racial injustice, have heightened concerns about inequity and spurred well-publicized and politicized debates around how schools should respond to these challenges. Yet parents' perspectives are often missing from debates on these issues. This report examines how parents experienced school and school system responses to the pandemic and heightened attention to racial injustice. We also explore how the pandemic has changed parents' attitudes and preferences related to school choice. Using online opt-in survey data from 3,654 parents across five states (Colorado, Florida, Louisiana, Michigan, and Oregon) during spring 2021, we draw six core findings: (1) Parents on average were generally satisfied with their schools during COVID-19, with some groups of parents expressing particularly high levels of satisfaction: parents in private schools, those with higher incomes, those with kids learning in person, and those residing in Florida; (2) Yet, many parents felt their child was receiving less instruction than they would in a typical year; (3) A majority of parents wanted to see an emphasis on race, equity, and diversity in the school curriculum; (4) Many parents were considering remote schooling options for the coming year (2021-22); (5) When considering where to enroll their child, parents reported that health and safety protocols, a caring environment, and social-emotional learning increased in importance since the start of the pandemic; and (6) Lower income parents, Black parents, and to a lesser extent, Latinx parents were more likely to indicate concerns about their children's education relative to other groups.