Tag: offered

Posted on

Free workshop on distance education state authorization being offered virtually

Free workshop on distance education state authorization being offered virtually

University PARK, Pa. — Penn State is yet again co-internet hosting a free of charge digital workshop in November on the subject of condition authorization that addresses concerns for Pennsylvania institutions that participate in Point out Authorization Reciprocity Agreements, or SARA.

The PA-SARA Workshop will be held from 1 to 4:30 p.m. on Nov. 17. Penn State Outreach and Online Education’s Office environment of Compliance and Contracts and the Pennsylvania Section of Instruction are the co-hosts for the seventh straight year.

Each individual 12 months the workshop provides together higher training experts from across Pennsylvania who perform in the discipline of point out authorization for distance instruction to listen to information and updates from nationwide and point out leaders and to community and check with thoughts. 

Registration is presently open up till Nov. 11. 

“Despite ongoing challenges because of to COVID-19, we ended up equipped to again generate an party that will be offered on the internet and no cost of charge to individuals so that this important party can go on to be provided,” said Teri Spence, director of the Outreach and On the web Education Business office of Compliance and Contracts.

This year’s speakers incorporate the adhering to:

  • Gina Wetten, bigger schooling associate, and Lynette Kuhn, chief for the Division of Better Education and learning, Accessibility, and Equity, equally with the Pennsylvania Office of Education and learning.
  • Marianne Boeke, senior director for study and condition support and interim president for NC-SARA.
  • Jeannie Yockey-Fantastic, general counsel for NC-SARA.
  • Jana Walser-Smith, director of interstate compliance and member outreach of the Point out Authorization Network.
  • Elisa Jaden, director for the Southern Regional Schooling Boar location to NC-SARA.

“We are enthusiastic to be equipped to the moment once again present the workshop absolutely free of cost and almost to accommodate a lot more participation throughout the commonwealth,” claimed Shawna Pryle, compliance professional in the Business of Compliance and Contracts.

The Condition Authorization Reciprocity Agreements deliver a voluntary, regional solution to state oversight of postsecondary distance education and learning. States that be a part of SARA agree to adhere to uniform processes for approving their qualified institutions’ participation and for working with other states’ establishments. Additional than 2,200 colleges and universities nationwide participate in SARA.

Stop by the workshop’s site to sign-up and find extra information.

Posted on

New study reveals extent of practical and emotional support offered by teachers — ScienceDaily

New study reveals extent of practical and emotional support offered by teachers — ScienceDaily

A research survey of primary school teachers in England has emphasised the importance of the relationship between parents and primary schools during lockdown school closures, with teachers providing a range of practical and emotional support alongside academic assistance to parents to try and negate perceived disadvantages in home circumstances.

With schools closed from March 2020 until the end of the academic year and again from January 2021, pupils were taught online. This put an expectation on parents to shoulder some of the responsibility in ensuring pupils were engaged in their learning and to try and minimise some of the disadvantages faced by pupils from lower income families who may not have had access to the same learning equipment or facilities as others.

Academics from Anglia Ruskin University (ARU) led a team of researchers who surveyed 271 primary school teachers from across the country during June and July 2000, and also carried out follow-up interviews with a smaller cohort in April this year to compare the second round of school closures from January 2021.

Participants worked in schools with differing levels of pupil premiums, which is additional funding provided by the Government to schools based on the number of pupils in a school deemed to be at an economic or social disadvantage. Lower pupil premium schools had fewer children considered to be at a disadvantage, while higher pupil premium schools had more.

The vast majority (84{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) of teachers felt some pupils had been disadvantaged by school closures due to their home circumstances.

The researchers found that all teachers provided resources for parents to use at home, either created by themselves or using other sources. However, while pupils from schools with a lower pupil premium number were significantly better able to access all resources than those from schools with higher pupil premium numbers, middle income families struggled to find the time to engage with home schooling, with many working from home in white collar professions during the pandemic.

The study highlights the broad range of support that primary teachers gave to children and their parents during the pandemic, not only academically, but also practically and emotionally. Teachers kept in touch with parents more regularly, either through online calls or home visits, and as a result felt they gained a greater understanding of children’s home lives, which helped build trust.

Many gave examples of ways they supported families through other means, such as organising collaborations with charities to provide breakfasts for children whose families were struggling to afford food, making up food hampers, and even providing loans. Some teachers provided specific sessions for parents to guide them through some of the teaching materials, or to boost their confidence.

Lead author Dr Sara Spear, Head of the School of Management at ARU, said: “The COVID-19 pandemic was a difficult and stressful time for many people, and for some families it caused, or exacerbated, socio-economic difficulties.

“Our results showed that parental participation in schooling in middle income families was predominantly impeded by parents’ work responsibilities, with one or both parents likely to be working, and long hours and high-pressured jobs leaving little time for supporting children’s home learning.

“This was exacerbated in the second closure period, with more parents working, and increased expectations for children’s learning. Only the richest families had access to resources, such as private tuition and intensive private schooling, that alleviated these pressures.

“It was clear from our research that a closer relationship between teachers and parents meant a greater understanding of the difficulties faced by some parents, and as a result teachers went above and beyond to try and make sure no child was left behind. Teachers are hopeful that this stronger relationship will lead to better engagement in future, with things like parents’ evenings being held online to encourage better attendance.

“In the event of future school closures, schools should consult with parents when determining any requirements for learning at home, to ensure that this is inclusive for the families in their community. Schools should pay particular attention to access to technology, and consider parents’ ability and capacity to participate in schooling.”