ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 4: Oral Language (Sessions 10-12). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Emergent Literacy,Preschool Teachers,Literacy Education,Teaching Methods,Communities of Practice,Kindergarten,Grade 1,Faculty Development,Cooperative Learning,Evidence Based Practice,Oral Language,Language Skills,Facilitators (Individuals),Guides,Instructional Materials,Communication Skills,School Readiness,Video Technology,Syntax,Listening Comprehension,English Language Learners,Students with Disabilities,Vocabulary Development,Phonological Awareness,Partnerships in Education,Computer Software

Children entering kindergarten and grade 1 vary greatly in their emergent literacy skills. Because preschool teachers can help set the foundation of literacy skills related to school readiness, one way to address those gaps is to build teachers' capacity to apply evidence-based strategies in their language and literacy instruction. &quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a professional learning community (PLC). Preschool teachers who participate in this PLC will learn evidence-based instructional practices that can enhance their emergent literacy instruction and benefit children in their classrooms. This Facilitator Guide for &quot;Professional Learning Community: Emergent Literacy&quot; and its accompanying suite of materials were prepared to enable facilitators to lead a team of preschool teachers through emergent literacy PLC sessions. Given the rich content of emergent literacy instruction addressed in these materials, the ideal facilitator will be an educator with a strong background in emergent literacy, good communication skills, and the ability to relate well to adult learners. This Guide includes a structured plan to deliver professional learning, slides, and speaker notes. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. [For &quot;Professional Learning Community: Emergent Literacy. Participant Guide. Module 4: Oral Language (Sessions 10-12). REL 2021-045,&quot; see ED609445.]
Professional Learning Community: Emergent Literacy. Participant Guide. Module 4: Oral Language (Sessions 10-12). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Learner
Subjects: Preschool Teachers,Emergent Literacy,Literacy Education,Communities of Practice,Faculty Development,School Readiness,Oral Language,Language Skills,Teaching Methods,Cooperative Learning,Small Group Instruction,Guides,Evidence Based Practice,Preschool Children,Pedagogical Content Knowledge,Instructional Materials,Video Technology,Computer Software,Independent Study,Reading Assignments,Glossaries,Educational Resources,Syntax,Listening Comprehension,Text Structure,Students with Disabilities,English Language Learners,Vocabulary Development,Phonological Awareness,Partnerships in Education

&quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a literacy professional learning community (PLC). PLCs are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and refining their craft. PLC members often share the goal of improving student achievement by enhancing their own teaching practice. PLCs typically meet regularly to learn new topics, share ideas, and solve problems. A facilitator or team leader might guide the PLC members in learning a new topic, perhaps with professional development materials designed to walk them through the content. This guide was developed for preschool teachers to participate in the &quot;Professional Learning Community: Emergent Literacy,&quot; which support preschool teachers in collaborative learning experiences apply evidence-based strategies in their instruction. In turn, preschool teachers can provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through this collaborative learning experience, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based key ideas and strategies. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. For each module the Participant Guide includes a self-study reading assignment to be completed before each session and a set of activities to be completed during and after each session. It also includes a copy of the presentation slides used during each session (with room for notes), a set of reproducible materials that can be used in the classroom, a glossary of terms used throughout the module, and a list of resources that participants can explore for additional information. [For the &quot;Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 4: Oral Language (Sessions 10-12). REL 2021-045,&quot; see ED609441.]
Families&apos; Schooling Experiences in North Carolina: Findings from a Survey of K-12 Parents in the Old North State
Author: Catt, Andrew D.
Date: 2020-09-00
Type: Reports - Research
Subjects: School Choice,Parent Attitudes,Elementary Secondary Education,Money Management,Investment,Scholarships,COVID-19,Pandemics,Educational Vouchers,Satisfaction,Educational Environment,Parent Participation,Private Schools,Charter Schools,Public Schools,Home Schooling

North Carolina is home to a growing and evolving K-12 education landscape. The state experienced a 21 percent increase in its public elementary and secondary school enrollment since 2000, with that figure projected to grow by another 4 percent by 2028. The state has garnered attention for its emphasis on individualized education and implementation of federal funding plans. The state is also home to other growing K-12 education sectors. More than 100,000 students in North Carolina attend charter schools. North Carolina's 184 charter schools are found in all corners of the state, with more than 20 additional charter schools expected to come on board in the near future. An even greater number of private schools (28) started in North Carolina during the 2019-20 school year. And even before the COVID-19 pandemic, which nudged a flurry of parents to apply for homeschooling status with the state in preparation for the Fall 2020 semester, roughly 150,000 students in North Carolina were homeschooled. North Carolina currently offers several school choice programs that help families access private schooling and other education options. The state's Opportunity Scholarship Program, launched in 2014, provides low-income students with vouchers worth up to $4,200 per year to attend private schools. North Carolina also offers an additional avenue of financial assistance to students with special needs in the form of its Personal Education Savings Account Program, which is a recently launched K-12 Education Savings Account (ESA) providing up to $9,000 per year to qualifying students to be used for a variety of educational and therapeutic uses both in and outside of the classroom. This brief studies North Carolina's school choice programs by surveying K-12 parents in the state. It focuses on the ESA and Opportunity Scholarship programs, as well as how the COVID-19 pandemic has changed parents' educational experiences in the state. In analyzing responses to the survey, it identifies families using these programs to understand who uses them, why parents decide to use these programs, and how parents feel about them. It also provides responses from parents of students enrolled in private school but not participating in an ESA or voucher programs (non-choice private), traditional public schools, charter schools, and homeschool.
Copyright Updates for K-12 Librarians
Author: Johnson, Wendell G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Copyrights,Elementary Secondary Education,Librarians,Court Litigation,Research Libraries,Federal Legislation,Professional Associations,Barriers,Innovation,Change

Copyright concerns continue to bedevil K-12 librarians, who are often called upon to act as the copyright officers in public schools. This article describes recent copyright developments of concern to these librarians in three areas: a recent court case involving a university library, pending legislation supported by ALA, and a regulatory update. Many recent cases, laws, and regulations stem from issues raised by the Digital Millennium Copyright Act (DMCA) of 1998.
Validating Classifications from Learning Progressions: Framework and Implementation. Research Report. ETS RR-19-18
Author: Attali, Yigal
Date: 2019-12-00
Type: Journal Articles
Subjects: Classification,Mastery Learning,Learning Processes,Sequential Approach,Formative Evaluation,Reliability,Validity,Elementary School Mathematics,Numbers,Middle School Students,Middle School Mathematics

Learning progressions (LPs) have seen a growing interest in recent years due to their potential benefits in the development of formative assessments for classroom use. Using an LP as the backbone of an assessment can yield diagnostic classifications of students that can guide instruction and remediation. In operationalizing an LP, assessment items are classified as measuring specific LP levels and, through the application of a measurement model, students are classified as masters of specific LP levels. To support the use of LPs in instructional planning and formative assessment, the reliability and validity of both item and student classifications should stand up to scrutiny. Reliability of classifications refers to their consistency. Validity of classifications refers to alignment of these classifications with test data. A framework for testing these classifications is proposed and implemented in a validation study of a rational number LP for elementary school mathematics. As part of this study, 400 items were classified in terms of LP level of understanding, a cognitive diagnostic model of student mastery level within the LP was fitted to the data, and analyses were conducted to assess the reliability and validity of these classifications.
A Preliminary Validity Evaluation of a Learning Progression for the Concept of Function. Research Report. ETS RR-19-21
Author: Graf, Edith Aurora
Date: 2019-12-00
Type: Journal Articles
Subjects: Mathematical Concepts,Learning Processes,Sequential Approach,Student Development,Algebra,Mathematics Education,Pattern Recognition,Thinking Skills,Mathematics Skills,Secondary School Mathematics,Secondary School Students,Geometry,Calculus,Student Evaluation,Graphs,Mathematical Logic

Learning progressions (LPs) describe the development of domain-specific knowledge, skills, and understanding. Each level of an LP characterizes a phase of student thinking en route to a target performance. The rationale behind LP development is to provide road maps that can be used to guide student thinking from one level to the next. The validity of an LP cannot be taken for granted, however. LPs evolve from a synthesis of multiple research studies, subject-matter expertise, and standards documents. They are working models of student development that may require revision in light of critique and empirical evidence. The formulation of an LP is an iterative process in which expert feedback is elicited, data are collected, and the LP is revised accordingly. We developed an LP for the concept of function both because the concept of function is challenging to attain and because it is central to the study of algebra and higher mathematics. We report early findings with respect to the validity of the concept of function LP, based on small-scale cognitive interviews and expert reviews.
Comparative Analysis of Psychometric Properties of Mathematics Items Constructed by WAEC and NECO in Nigeria Using Item Response Theory Approach
Author: Aborisade, Olatunbosun James
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Tests,Psychometrics,Test Items,Item Response Theory,Difficulty Level,Guessing (Tests),Secondary School Students,Comparative Analysis

West Africa Examination Council (WAEC) and National Examination Council (NECO) are the two major examination bodies saddled with the responsibility of awarding Senior Secondary School Certificate in Nigeria. This study examined the comparability of the psychometric properties of the items constructed by the two examination bodies using Item Response Theory (IRT) approach. Three parameters (difficulty, discriminating and distrator Indices) logistic model was adopted for the study. The study employed descriptive research design of the survey type. The population for the study comprised all Senior Secondary School Students who enrolled for 2019 WAEC and NECO examinations in South West, Nigeria. The sample for the study consisted of 1,200 Senior Secondary School Students selected using multistage sampling procedure. The instruments for the study were objective items constructed by the examination bodies. The findings of the study showed that the difficulty and guessing indices of the mathematics items constructed by the two examination bodies are comparable while the discriminating powers not comparable. It is, therefore, recommended that certificates issued by WAEC and NECO could be used for same purposes without any discrimination since the items constructed by the examination bodies are of comparable standard in terms of their qualities.
The Relationship between Teacher Self-Efficacy Beliefs and Educational Beliefs of Pre-Service Teachers
Author: Er, Kemal Oguz
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Self Efficacy,Educational Attitudes,Beliefs,Preservice Teachers,Student Attitudes,Preservice Teacher Education,Gender Differences,Educational Philosophy,College Students

The purpose of this research is to determine the relationship between 'educational beliefs' and 'teacher self-efficacy perceptions' of pre-service teachers in the faculty of education. A total of 1002 pre-service teachers, 463 final year undergraduate and 539 certificate program students, participated in the study voluntarily at the Necatibey Faculty of Education in Balikesir University. 'Educational Beliefs Scale' developed by Yilmaz and 'Turkish Teacher Self-Efficacy Scale' developed by Tschannen-Moran and Hoy which was adapted to Turkish by Çapa were applied on the participants. As a result of the research, a significant difference was found in pre-service teachers' self-efficacy opinions regarding gender variable in favor of men. Besides that, a significant difference was found in favor of women in terms of progressivism and existentialism in education beliefs and in favor of men in terms of essentialism. Other results of the research are as follows: when the beliefs of education and self-efficacy beliefs of teacher trainees were examined in terms of academic discipline variable, there was no significant difference in self-efficacy beliefs of teacher candidates. In terms of educational belief variable, only a significant difference was observed in existentialism dimension. According to sources of teacher education variable, a significant difference was found in favor of formation students in self-efficacy dimension related to classroom management. Lastly, according to the source of teacher training, it was seen that the students of the faculty of education adopted the philosophy of existentialism more, whereas the formation students adopted the essentialism more.
Cross-Validation and &quot;U&quot;-Statistics. Research Report. ETS RR-19-27
Author: Haberman, Shelby J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Generalization,Prediction,Computation,Validity

Cross-validation is a common statistical procedure applied to problems that are otherwise computationally intractable. It is often employed to assess the effectiveness of prediction procedures. In this report, cross-validation is discussed in terms of &quot;U&quot;-statistics. This approach permits consideration of the statistical properties of cross-validation as an approach to assessment of prediction accuracy.
Enhancing Students&apos; Academic Performance in Chemistry by Using Kitchen Resources in Ikom, Calabar
Author: Nja, Cecilia Obi
Date: 2020-01-00
Type: Journal Articles
Subjects: Chemistry,Teaching Methods,Foreign Countries,Secondary School Students,Science Achievement,Science Interests,Familiarity,Correlation,Instructional Materials,Student Motivation,Science Experiments,Learning Processes

This paper seeks to investigate how students' performance in Chemistry can be enhanced by using kitchen resources in Calabar. The kitchen resources used included a piece of white paper, a swab, lemon juice and candle. These were used to show that paper cellulose was oxidized by flame due to the catalysis of lemon juice acid. Other materials used were empty bottles of water, a balloon, a teaspoon, a glass, vinegar and sodium bicarbonate to inflate balloons without blowing. Volcano being made with a large glass, water, liquid dye, oil, effervescent tablet and a lantern was to demonstrate immiscibility, and carbon dioxide was formed because of effervescent tablet dissolution. The sample comprised 50 students drawn from two secondary schools in Ikom Education Zone of Cross River State. Two instruments were used to collect data: Chemistry Interest Questionnaire (CIQ) and Chemistry Achievement Test (Cat). Cronbach was used to establish reliability for CIQ and was found to be 078. Richardson formula 21 was used to establish reliability for Cat, 0.83. The research used a mixed design (quasi experimental and survey design). Data obtained were analyzed using independent t-test and Pearson product moment correlation coefficient. The results gave a significant t test of 4.96 and positive r =0.90 at 0.05 alpha level. The null hypothesis was not accepted which stated that there is no significant relationship between students' interest when taught with and without kitchen resources. The second null hypothesis with regard to Chemistry interest and academic achievement was also not accepted. Teachers are encouraged to use kitchen resources in the teaching of Chemistry to foster interest which will lead to high academic performance.
Integrating GIS in Experiential Fieldwork
Author: Digan, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Computer Software,Foreign Countries,Teaching Methods,Teacher Education,Faculty Development,Secondary School Teachers,Pedagogical Content Knowledge,Units of Study,Geography Instruction,Outcomes of Education,Learning Activities

Digital technologies such as Geographic Information Systems (GIS) can be innovative tools for learning when used in purposeful ways and embedded in sound pedagogical frameworks. The predominant skills stimulated through the use of GIS are querying, collecting, analysing and manipulating spatial data. In recent years, the financial, technological and curricular hurdles for using GIS in schools have been reduced through free campus licences (e.g. Esri Australia), online apps and cloud-based mapping solutions (e.g. ArcGIS Online). Additionally, with the inclusion of GIS in the Australian Curriculum there is a need for specialised teacher training and in-service professional development to make GIS integral in the secondary school environment. In this paper, teaching units for Year 8 Geography using GIS in experiential fieldwork will be presented and evaluated in regard to their learning outcomes as examples of how to incorporate GIS into teaching episodes.
Save Your Strokes: Chinese Handwriting Practice Makes for Ineffective Use of Instructional Time in Second Language Classrooms
Author: Lu, Xiwen
Date: 2019-00-00
Type: Journal Articles
Subjects: Handwriting,Second Language Learning,Word Recognition,Chinese,Second Language Instruction,College Students,Teaching Methods,Online Courses,Pretests Posttests,Vocabulary Development,Orthographic Symbols

Handwriting practice is the most time-consuming activity for learners of Chinese as a foreign language (CFL). CFL instructors report allocating at least one third of their course time to handwriting practice although it prevents students from engaging in meaningful communication, especially in the earliest stages of learning. Given the amount of time students spend in a college course is relatively fixed, the preregistered study presented herein examines the best use of students' time when primary goals are word acquisition and communication. This work replicates a pilot study examining CFL word recognition in an online learning environment (ASSISTments) and the effects of supplemental handwriting practice. We examined word acquisition and recognition while manipulating condition (no-handwriting practice and with-handwriting practice), and posttest test point (1 [immediate], 2 [1 day delay], and 3 [1 week delay]). Two-way repeated measures analyses of variance revealed significant main effects for both condition and posttest test point in online and on-paper measures of word recognition and handwriting. Potential implications for CFL instruction and directions for future work are discussed.
Geography and STEM
Author: Caldis, Susan
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,STEM Education,Educational Objectives,Definitions,Interdisciplinary Approach,National Curriculum,Foreign Countries,Humanities

One of the questions being asked in schools is the extent to which Geography can be considered a STEM (Science, Technology, Engineering, and Mathematics) subject. While such a question might be driven by those strategic opportunists seeking to elevate the status of the subject within the school's curriculum, or as a means of leveraging an increase in funding, it is a question worth serious attention. This paper argues that Geography has the potential to play an important role in advancing the objectives of STEM in the Australian educational context. In doing so, Geography's place within the humanities is in no way diminished. The humanities remain central to our understanding of the social world in which we live. It also provides important insights into the context within which science gains its significance and from which it draws its authority. Geography, given that it straddles both the physical and human sciences, can advance both the humanities and STEM.