ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Emotional Learning Technical Report: An Analysis of Student Level Outcomes, 2011-2012 through 2016-2017. Publication 16.57
Author: Lamb, Lindsay M.
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: School Districts,Social Emotional Learning,Program Implementation,Program Effectiveness,Fidelity,Attendance,Discipline,Educational Environment,Student Attitudes,School Personnel,Attitudes,Parent Participation,Family Involvement,Teacher Attitudes,Student Development,High School Students,Middle School Students,Elementary School Students,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity

This technical report analyzes the influence of SEL on student-level outcomes since the implementation of SEL in AISD in 2010-2011. A separate research brief also was published. [For the research brief, see ED629325.]
Social and Emotional Learning Technical Report. Research Brief. Student Level Outcomes, 2010-2011 through 2016-2017. Publication 16.57RB
Author: Lamb, Lindsay M.
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: School Districts,Social Emotional Learning,Program Implementation,Program Effectiveness,Fidelity,Attendance,Discipline,Educational Environment,Student Attitudes,Teacher Attitudes,Student Development,High School Students,Middle School Students,Elementary School Students,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity

This research brief summarizes key points from a technical report (published separately), examining analyses of the influence of SEL on student-level outcomes since the implementation of SEL in AISD in 2010-2011. [For the technical report, see ED629324.]
Teacher Professional Development: Perspectives from a Research Experience with Teachers
Author: Aparicio-Molina, Carolina
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Development,High School Teachers,Foreign Countries,Communities of Practice,Intervention,School Administration,Teacher Attitudes,Professional Autonomy,Teacher Collaboration,Administrator Role,Instructional Leadership,Change Agents,Phenomenology,Educational Needs,Administrator Attitudes,Educational Change,Preschool Education,Elementary Secondary Education

Objective: To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology: In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school's management team. After the implementation, the study followed with qualitative interviews and focal groups about the experience conducted with 17 participants; these instances were analyzed by thematic analysis following the phenomenological approach. Analysis of Results: The analyses allowed the emergence of three elements related to professional learning and agency capacity. It was especially evident that teachers recognized their capacity to take charge of their professional learning by considering work routines, focusing on learning as a positive factor among teachers and being important in all phases of a collaborative work design. Conclusions: The findings show that, although specific stimuli, spaces, and moments are required to encourage teachers' work, it is possible to improve based on their own capacities, i.e., within each establishment, there is the possibility of achieving learning for all. This call is addressed to pedagogical leaders, who can modify their roles and adapt to professionals recognized as agents of change.
Education in Sexuality and Equality: Needs in the Initial Training of Teachers in Spain
Author: Bejarano-Franco, María Teresa
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Education,College Students,Teacher Education Programs,Teacher Competencies,Sex Stereotypes,Gender Issues,Gender Bias,Feminism,Knowledge Level,Sexuality,Interpersonal Relationship,Intimacy,Acquired Immunodeficiency Syndrome (AIDS),Sexual Orientation,Sexual Identity,Sexual Abuse,Social Bias,Beliefs

Introduction. Sexuality and equality education are considered areas of relevant pedagogical research and intervention within current educational contexts in view of the violence and inequalities derived from the patriarchal system. Aims. This paper presents the main results of a research study that seeks to analyze the competence in sexuality and equality of university students during teacher training in Spain (Castilla la Mancha University). Method. For this, the study used a quantitative methodology and administered a nine-dimension questionnaire to 371 students. Results. The study revealed the weak acquisition of competence in sexuality and equality and the persistence of stereotyped images of sexualities. Furthermore, these findings show that future teachers have a weak equality-based professional practice due to an educational approach that lacks a gender perspective. Conclusions. The main conclusions highlight the evident formative needs in sexuality and equality and the absence of transforming feminist knowledge. All this can affect the development of quality education in sexuality and equality in students' future educational practices.
A Discourse Analysis of Formal Links Used in English Texts in National High School Entrance Exams
Author: Genç, Lale Gökçe
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Education Programs,Second Language Learning,Second Language Instruction,Discourse Analysis,Textbooks,Foreign Countries,Context Effect,Language Tests,Content Analysis,Verbs,Grammar,Language Usage,Form Classes (Languages),Word Frequency,High School Teachers,Language Teachers,Lesson Plans,Alignment (Education),Instructional Materials,High Stakes Tests,Grade 8

Language is a magical key that human beings hold in their hands to open the door of communication. To succeed in communication, formal links are one of the aspects of language that need to be known and used in discourse in addition to the contextual factors (Cook, 1992). Hence, systematic exposure to them is essential for satisfactory language acquisition, and assessment should be in line with this as well. Consequently, this study aimed to reveal whether a national exam English as a foreign language (EFL) learners take include these links. Based on this purpose, English texts taking place in the last five years' national high school exams (LGS) held in Turkey annually were analyzed by the discourse analytical framework of formal links suggested by Cook (1992) as a part of the qualitative design. The analysis indicated that the types of formal links included in majority of the exams were found to be verb forms, parallelism, referring expressions, repetition, ellipsis, and conjunction. Moreover, outnumbering uses of referring expressions and the infrequency of substitution were revealed. In the light of these findings, high school EFL teachers and the material developers in the ministry were suggested to include different types of formal links in their lessons/materials more frequently so that students could internalize such aspects of language at early stages of their EFL learning process and be one step closer to a balanced acquisition process.
Pre-Service English Language Teachers&apos; 21st Century Skills: A Mixed-Methods Study on Digital Literacy
Author: Atar, Cihat
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Teacher Education Programs,Second Language Learning,Second Language Instruction,Digital Literacy,21st Century Skills,Learning Management Systems,Student Attitudes,Teaching Methods,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,English (Second Language),Measures (Individuals)

Despite an increasing number of studies on pre-service teachers' digital literacy, there are few studies on pre-service English as a second/foreign language teachers. In the existing studies, there are issues especially regarding sample size, methodology, and analyzing different variables. Hence, this study recruits more participants from different institutions and investigates the effects of five variables, which are gender, grade, daily amount of time spent on digital platforms, the most used device, and year of digital platform use. The participants were 186 pre-service teachers from Türkiye. The quantitative data were collected via the Digital Literacy Scale and analyzed by Statistical Package for the Social Sciences (SPSS) 25.0 via independent samples t-test and one-way variance analysis. The qualitative data were collected via semi-structured interviews and analyzed by Descriptive Analysis. The findings showed that the participants had a medium to high level of digital literacy, while they reported higher levels in the interviews. The analysis of the survey indicated that the most used device and year of digital platform use had a significant effect on the participants' digital literacy levels. The interview results combined with the survey implied that the vital point in digital literacy training is to ensure &quot;learning how to exploit digital skills&quot; rather than gaining knowledge on all the available tools, applications, and resources.
A Time-on-Task Analysis of Teaching and Learning Productivity
Author: Doyer, Ilse
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Time on Task,Teaching Methods,Learning Processes,Time Management,Models,Educational Improvement,Manufacturing,Equipment,Elementary School Students,Efficiency,Classroom Techniques,Transformational Leadership,Principals,Instructional Leadership,Productivity,Private Schools,School Schedules,Foreign Countries

This paper presents the use of the time-on-task analysis (TOTA) diagnostic model as an instrument to improve the efficient management of allocated academic time in schools and focuses on the descriptive analytics produced by the TOTA model. The model aims to analyse how time is spent during the school day to enable school leaders, managers, and teachers to identify opportunities for improving teaching and learning 'uptime' in their schools and classrooms. The theoretical underpinning of the TOTA model is overall equipment effectiveness (OEE), a powerful analytical productivity metric used widely in manufacturing, and thus provides a novel perspective on how time is spent in the school day. The descriptive analytics are based on a data set of 450 observations taken during a time-series classroom observation study in the intermediate-senior phase of a primary school. It is argued that the TOTA model can be a valuable tool for school managers and teachers to improve teaching and learning productivity through the efficient utilisation of allocated academic time. The time-on-task analysis presented in this paper further underscores the importance of teachers' classroom management competencies and has the potential to be a valuable tool to enhance the instructional and transformational leadership practices of school principals. [For the complete Volume 21 proceedings, see ED629259.]
Black Lecturers Matter: Exploring the Views of BAME Staff in Education on Organisational Culture and Opportunities for Black Staff in Promotion to Higher Positions
Author: Achinewhu-Nworgu, Elizabeth
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: African American Teachers,College Faculty,Organizational Culture,Teacher Promotion,Minority Group Teachers,Foreign Countries,Cultural Differences,Disproportionate Representation,Teacher Attitudes,Teaching Experience

Legislation such as the Equality Act 2010 has ensured that considerable progress has been made in tackling discrimination in relation to the 8 protected characteristics that are defined in law. UK HEIs are well-versed in monitoring the diversity of their workforce and ensuring that recruitment is compliant with the legislation. However as HEIs become more diverse, we need to ensure that 'cultural differences' and 'misunderstandings', do not become barriers to genuine equality of opportunity for BAME staff. This small-scale research project explores these questions with BAME staff working in higher education in the UK. Implications for leaders and managers and Human Resources professionals are considered. [For the complete Volume 21 proceedings, see ED629259.]
A Comparison of Response Styles between Different Groups of Czech and New Zealand Students Participating in PISA 2018
Author: Boško, Martin
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Response Style (Tests),Foreign Countries,Institutional Characteristics,Secondary School Students,Achievement Tests,International Assessment,Cross Cultural Studies,Scores,Comparative Education,Elementary Secondary Education

International large-scale assessments, such as Programme for International Student Assessment (PISA), are a crucial source of information for education researchers and policymakers. The assessment also includes a student questionnaire, however, the data can be biased by the differences in reporting behavior between students. In this paper, we analyse differences in response styles of students in the Czech Republic and New Zealand based on data gathered in PISA 2018. The results show that Czech students use, on average, the acquiescence response style (ARS) and extreme response style (ERS) less than their counterparts in New Zealand. Contrarily, Czech students use, on average, the disacquiescence response style (DARS) more than students from New Zealand. A closer analysis according to the school type in the Czech Republic, showed that students from 4-year secondary general schools score, on average, the highest on ARS and ERS, but the lowest on DARS among all school types. The analysis in New Zealand according to the Year of study showed that students in Years 12-13 score, on average, the highest on ARS and ERS among all Year-of-study groups, the DARS values being similar across the Year-of-study groups. The mean ARS and ERS of each of the Czech school types remains below that of any of the New Zealand Year-of-study groups. For DARS, the mean score of the highest-scoring Year-of-study group in New Zealand (Years 9-10) remains below that of the lowest-scoring Czech school type (4-year secondary general school). Analysis of response styles is a crucial tool for the identification of some of the potential biases in student-reported data. Future research should take the differences in student reporting behavior into account and perhaps also employ other methodological approaches for their identification, such as the overclaiming technique. [For the complete Volume 21 proceedings, see ED629259.]
Fostering Youth Transitions: Using Data to Drive Policy and Practice Decisions
Author: Annie E. Casey Foundation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foster Care,Young Adults,Transitional Programs,Data,Policy Formation,Decision Making,Youth,Best Practices,Unemployment,Homeless People,Minority Groups,Data Collection,Social Support Groups,Interpersonal Relationship,Resources,Opportunities,Experience,State Programs

&quot;Fostering Youth Transitions&quot; is a state-by-state data compilation designed to show state policymakers and other key stakeholders how young people are faring as they move from foster care to adulthood. The report shows the clear need for better policies and practices to give young people in foster care the opportunity to have brighter futures. Surveys and administrative data show that young people with foster care experience are falling behind their peers who have not experienced foster care and face higher levels of joblessness and homelessness as adults. This is particularly the case for youth of color, who are overrepresented in foster care. With these challenges clear, Casey urges leaders to take action -- to collect better data, support better practices and develop better policies -- so that youth in care can get the support they need, transition to adulthood and thrive.
Fostering Youth Transitions 2023: State and National Data to Drive Foster Care Advocacy
Author: Annie E. Casey Foundation
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Foster Care,Advocacy,Youth,State Policy,Policy,State Action,Experience,Policy Formation,Success,Needs,Change Strategies,Data

&quot;Fostering Youth Transitions 2023: State and National Data to Drive Foster Care Advocacy&quot; is a unique compilation of data designed to inform federal and state policy efforts aimed at making a difference for young people in foster care. This overview brief and detailed profiles of the latest available data from all 50 states, along with the District of Columbia and Puerto Rico, expand on the Annie E. Casey Foundation's first &quot;Fostering Youth Transitions&quot; brief, published in 2018. The expanded data report for 2023 offers state data profiles that trace the experiences of young people ages 14 to 21 who were in foster care between 2006 and 2021. These publications can help advocates, policymakers and practitioners raise national awareness of the unmet needs of young people who experience foster care and spur data-driven systems and policy change to help youth succeed in adulthood. [For the 2018 brief, &quot;Fostering Youth Transitions: Using Data to Drive Policy and Practice Decisions,&quot; see ED629333.]
Professional Development Programmes: Learning Platforms for the Advancement of Departmental Heads and Schools as Organisations
Author: Tapala, Tshepo T.
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Management Development,School Administration,Mentors,Leadership Training,Teacher Leadership,Supervision,Program Implementation,Barriers,Department Heads,Career Development

For organisations to thrive, their employees need to be trained and developed. The training must be specific and targeted to the benefit of both the individual employee and the organisation they serve. The training and development can be for the development of the individual which will directly benefit the organisation. In reverse, whole organisations can be targeted for development which in turn also benefits the individual employee. Schools are no exemption. During the implementation of training and development, the individual teachers gain through enhanced and accelerated career advancement, their leadership skills and knowledge will be boosted, and they will also develop supervisory skills to mentor those serving under them. It is incumbent upon organisations like schools to invest heavily in the development and upskilling of their teachers to benefit from organisational growth and advancement based on such an exercise. The implementation of training and development programmes is not an easy task, but one that requires careful planning and management. Departmental heads will gain immensely if such programmes are implemented in their schools. [For the complete Volume 21 proceedings, see ED629259.]
Achieving the Dream Equity Statement
Author: Achieving the Dream, Inc.
Date: 2022-02-15
Type: Reports - Descriptive
Subjects: Equal Education,Organizational Objectives,Minority Group Students,College Students,Social Justice,Social Discrimination

Achieving the Dream (ATD) stands in solidarity with marginalized students and is committed to making equity a reality. We believe that for colleges to advance student success, ensuring equity is paramount. Since our founding in 2004, we have taken seriously our responsibility to support ATD Network colleges in their work to dismantle the structural barriers that students face in our institutions. Through our Equity Statement, we are setting the direction we expect our colleges to navigate: a direction that reinforces an institution-wide commitment to transformational change that eliminates systemic barriers, addresses student needs, and increases social justice and equity. [For &quot;Achieving the Dream Equity Principles,&quot; see ED629337.]
Achieving the Dream Equity Principles
Author: Achieving the Dream, Inc.
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Organizational Objectives,Minority Group Students,Social Justice,Social Discrimination,Higher Education,Educational Practices,Best Practices

The equity principles that follow are framed with the premise that institutions of higher education are responsible for student learning, creating equitable systems to ensure all students achieve success, with particular attention to systematically excluded students. The principles draw from existing equity research and best practices, but are not meant to be exhaustive, and were created to provide a guidepost for institutions who are committed to pursuing equitable outcomes for all students. To be clear, ensuring equity requires that we disavow the one-size-fits-all approach and that we intentionally consider institutional context and capacity for engaging in equity-minded work. [For &quot;Achieving the Dream Equity Statement,&quot; see ED629336.]
Non-Monetary Poverty: Addressing Issues of Student Deprivation in South African Higher Education
Author: Gore, Oliver Tafadzwa
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Disadvantaged Youth,Low Income Students,Federal Aid,Graduation Rate,Student Needs,Undergraduate Students,Stress Variables,Human Dignity,Participation,Self Determination,Motivation,Social Networks,Safety,Well Being

South African higher education experiences low outcomes regardless of the significant financial investments made into the sector to address student poverty through financial aid. Concerning is that more than half of the low-income students who receive funding from the government do not graduate which points to the presence of other deprivations that are not financial. Despite the well documented adverse impacts of multidimensional poverty and non-monetary deprivations, there has been limited research on it in South African higher education. This study fills in this knowledge gap by exploring non-monetary deprivation and ways of addressing multidimensional poverty without necessarily increasing funding. The study uses the Capabilities Approach to argue for universities to give attention to non-monetary deprivation in their interventions aimed to address multidimensional student poverty. The study employed a sequential-mixed methodology that collected data using four focus group discussions, followed by an online survey that collected quantitative and qualitative data using a questionnaire. A total of 2306 undergraduate students who were selected from one university using a simple random sampling technique completed the questionnaire. Thematic analysis was used to analyse the qualitative data. This paper only focuses on the data from the qualitative survey, which indicates that nonmonetary deprivation is manifesting in the following dimensions: being able to live stress-free lives, dignity, participation, self-determination and motivation, social networks and being safe and secure. The study recommends that universities should consider reducing the effects of the non-material deprivations, such as mental health in order for students to flourish in higher education. [For the complete Volume 21 proceedings, see ED629259.]