ABSTRACT
The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]
ABSTRACT
Purpose: This paper reflects on a semester-long psychology and organizational behaviour course in an Indonesian business school. The course applied a flipped classroom (FC) approach combined with an experiential learning (EL) project that empowered students to work closely with local communities. Design/methodology/approach: This study compares students' final scores from an FC and EL class with students from other classes who used the traditional lecture method. Focus group interviews were conducted to gain insight into the students' experience. Findings: The study results show that FC-EL students achieved higher final scores than traditional-learning students. The majority of students also reported having positive views regarding the approach, with a minority opposing the learning method. The students' projects were successfully implemented, empowered local communities and fostered reflexivity in the students. Research limitations/implications: The school has yet to implement FC and EL as course delivery methods in other courses. Therefore, the positive outcomes achieved in this study were obtained from only a single course. Originality/value: The course combined flipped classroom and experiential learning methods.
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Purpose: This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic. Design/methodology/approach: Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE? Findings: This study results indicate that collective learning conditions were changed by restructuring the organisation's design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members' new shared understanding of the organisation's vision. Research limitations/implications: This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis. Practical implications: This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns. Originality/value: The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members' reflection of it as a past phenomenon.
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Background: Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face‐to‐face class to remote education as a response to the COVID‐19 pandemic. Objective: To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified. Methods: A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted. Results and Conclusions: The United States has published the most SA research and technology‐related journals are most receptive of SA research;one‐shot quantitative designs with a sample size between 30 and 100 have been adopted most often;there is a lack of theoretical support for SA studies;higher education settings have been more frequently researched than other educational levels;SA technological features and activities have focused more on student uses and outcomes than on those of instructors;self‐designed technologies were more preferred than commercial ones;both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings. Implications: Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks;more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic. Lay Description: What is Already Known About this Topic: The behaviour of annotating often helps learners obtain deeper understanding and retain longer memorization of learning content.Social annotation, which capitalizes the advantage of digital tools and collaboration, allows learners to annotate on the same document, and view each other's annotations to ignite discussion and maximize their individual learning.Social annotation has been widely used in educational settings amongst all ages of learners. What this Paper Adds: Provides a systematic review of empirical social annotation studies between 2000 and 2020, highlighting the analysis of bibliometrics, research designs, and learning outcomes and effects.Proposes a conceptual framework (the WIRE model) to guide the design and assessment of social annotation activities.Identifies challenges and gaps in existing research designs as well as instructional practices. Implications for Practice: Instructors can use the results to locate desirable social annotation technologies and design effective activities.Researchers may utilize the trend and research gaps to design future social annotation studies.Programmers can use WIRE to make an initial assessment of social annotation tool designs, and develop more customized products for formal education.
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Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and COVID-19 have reached a tipping point. According to this report from the Center on Reinventing Public Education and RAND, half of school system leaders say that these disagreements are disrupting schooling. Almost one in three district leaders also said their educators had received verbal or written threats about politically controversial topics since fall 2021. The findings come from surveys issued to 300 district and charter network leaders and interviews with superintendents. Their responses shed light on how political polarization has affected classrooms and how districts are responding. This report presents results from the fall 2022 survey of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and CRPE. The panel also collaborates with several other education organizations, including the Council of the Great City Schools and Kitamba, to help improve outcomes for students throughout the United States.
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A preceptorship programme for health visitors and school nurses in Highland, Scotland, was developed, delivered and evaluated from 2015 until 2021. The programme used video-conferencing technology to connect remote and rural preceptees, particularly during the Covid-19 pandemic. Preceptees' feedback about the programme was positive;the key benefits highlighted were better networking and peer support capabilities and reduced isolation. As well as describing the programme and its development, this article provides recommendations for other organisations about how to develop a preceptorship programme in their field of practice.
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Since 2009, Bentley University has engaged in assessment of intercultural effectiveness in undergraduate students. The instrument used was the Intercultural Effectiveness Scale, which measures six dimensions using a self-report instrument. The longitudinal data analysis showing results in correlation and causation indicated that while international education experiences have a significant positive effective on Global Mindset, they do not indicate a positive significant effect on other dimensions of intercultural effectiveness (Berdrow, Woolford, Skaletsky, Bird, 2020). In 2018, Bentley University engaged in a curriculum design process to re-envision its undergraduate core curriculum. Taking the opportunity to apply lessons from the assessment of intercultural effectiveness, a component of the new design was the Global Experience. This paper briefly outlines the assessment initiative and the curriculum design outline, with an emphasis on the creation of the Bentley Global Experience Initiative, a comprehensive program supporting faculty and students.
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With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.
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This report is part of the American School District Panel (ASDP), a joint project between the Center on Reinventing Public Education, the RAND Corporation, Chiefs for Change, the Council of Great City Schools, and Kitamba, an education consulting firm. The ASDP's primary work is conducting a series of nationally-representative surveys of school districts. In this report, we complement our survey research with in-depth interviews of leaders on the ground in six school systems. Our goal was to learn how these system leaders approached and managed student learning during this difficult year and to gauge what it means for the future. We found: (1) When it came to instruction, the school systems favored "acceleration" over remediation, (2) School systems that had coherent instructional systems in place before the pandemic had an easier time delivering grade-level content, and (3) In some cases, improving instruction alone may not be enough. Two of the systems that faced deeper inequity and performance challenges before the pandemic were considering more fundamental shifts. What happens next will depend not only on district actions but on the nature and depth of students' academic and social needs, which will only become clear over time. [This report was produced by the American School District Panel (ASDP).]
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The unplanned shift to online instruction due to the COVID-19 pandemic challenged many instructors teaching large-enrollment courses to design learning environments that actively engaged all students. We looked at how one instructor used her instructional team--a group of student assistants with diverse, structured responsibilities--to adapt her large-enrollment (>500 students) introductory chemistry course to a live-remote format, as well as the impact the team's involvement had on students' reported experiences of online learning. We found that the instructional team's involvement was instrumental in adapting the course to the live-remote online format. The integration of the instructional team had a significant positive impact on students' experiences in the course, including their perceptions of social and cognitive engagement and teacher presence. Students in the section with the integrated instructional team also outperformed students in other sections of the same course on standardized course exams and final course grade. These results suggest that a structured instructional team composed of students can be a mechanism for promoting positive student experiences and learning in large-enrollment, remote STEM courses.
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This article presents a synopsis of an interdisciplinary literacy-science, cross-country, fully remote service-learning (S-L) project prompted by and executed during the first year of the COVID-19 pandemic. The article shares discussions, analyses, and evaluations from both community partners (staff of the North Carolina Museum of Natural Sciences at Whiteville) and university faculty (education studies professors from Stephen F. Austin State University in Nacogdoches, Texas) to highlight how the challenges of the COVID-19 pandemic created unique opportunities for S-L. With summary of the S-L partnership's fully online development and comparisons to other, more traditional S-L projects completed pre-COVID-19, we offer readers logistical tips for navigating their own virtual S-L partnerships. The article concludes with student learning outcomes from pre- and postproject reflections and identification of interdisciplinary work benefits from both the professors and community partners.
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Almost every aspect of life has been disrupted due to the erupting of COVID-19 pandemic, education is arguably one of the most effected fields. The shift towards online education had become the focus of many studies to examine the students' perceived learning outcomes as well as their satisfaction in virtual learning settings. This study investigates the effect of the abrupt switch to online teaching on the written production of the curriculum and instruction postgraduate students' research writing for the academic year 2020 due to the COVID-19 pandemic. The sample comprises 53 PhD and Post-Graduate students in the department of curriculum and instructions in the faculty of educational Sciences at Mut'ah University in Jordan. The data were collected using a close-ended questionnaire which elicits responses on a five-point Likert Scale. A thorough examination of the instrument's reliability and validity was conducted. Results showed that students and universities administrations have been quickly adapted themselves to the new changes, with perceptible positive attitudes among the PhD and Post-Graduate students regarding the virtual activities applied in teaching and learning writing. This study provides a source for university instructors, syllabus designer and policy makers on the importance of integrating online learning in as part on the universities conventional.
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The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems.
ABSTRACT
The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education systems, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics, preprimary, elementary, and secondary education, postsecondary education, population characteristics and economic outcomes, and international comparisons. The "Report on the Condition of Education" 2022 encompasses key findings from the Condition of Education Indicator System. The Indicator System for 2022 presents 88 indicators, including the 23 indicators on crime and safety topics, and can be accessed online through the website or by downloading PDFs for the individual indicators. [For "'The Condition of Education 2022': At a Glance," see ED619873. For the "Report on the Condition of Education 2021. NCES 2021-144," see ED612942.]
ABSTRACT
The introductory public speaking class includes topics such as audience analysis, credibility, organization, visual aids, and delivery. While the pedagogy I employ in this class tends to be very interactive and require a lot of group work, 2020 will forever be known as the year of the COVID19 global pandemic, which produced social distancing, stay-at-home-orders, and mask wearing. This study examines the impacts of pandemic precautions on public speaking practice, specifically situational communication apprehension. In addition to recording my own observations throughout my face-to-face public speaking class, I also periodically interviewed students about their experience taking the course during a pandemic. The paper ends with a discussion of a situational approach to public speaking, with pedagogical possibilities for instructors.
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Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1, March-May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020, T3: September 2020, T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.
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Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia). Through them, the authors share their experiences and evidence-based evaluations of the programme, as well as recommendations on how to make the most of what Sounds-Write has to offer. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]
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Even prior to the COVID-19 pandemic, high school students across the United States were enrolling in online courses at increasing rates. As a result of pandemic related school closures, even more schools enrolled students in supplementary online courses as a method for delivering instruction during emergency remote learning. Despite enrollment increases in online courses for high school students, many questions remain about how to provide effective instruction virtually and the structures and supports that facilitate student success in their online courses. While previous studies have examined predictors of student success in online courses, there is less research on the influence of the enrollment process (e.g., which students enroll, who enrolls them, and when they are enrolled) on student outcomes. To fill this gap, this correlational study examines when students enroll in supplemental online high school courses and whether the timing of enrollment in an online course (i.e., prior to a semester, at the start of a semester, or during a semester already in progress) relates to students' subsequent course outcomes. The findings suggest that students who enroll on-time are more likely to complete their online courses than students who enroll late.
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This paper describes a process for evaluating student learning at the course-level. Course-level data is used to inform continuous improvement of program-level assessment. The sample consists of direct and indirect measures related to 101 students enrolled in a principles of financial accounting course. Direct measures indicate that most students meet or exceed learning expectations. Students scored higher on questions related to lower levels of Bloom's taxonomy (1956). Indirect measures indicate students perceive stronger than actual performance. Students not meeting the threshold of performance, cite student engagement as the reason. As engagement is paramount to success in COVID-19 learning environments, results are relevant for informing assessment interventions.