ethanporcaro/eric-fulltext-meta huggingface dataset:
English Language Development among American Indian English Learner Students in New Mexico. REL 2022-135
Author: Stoker, Ginger
Date: 2022-05-00
Type: Reports - Research
Subjects: American Indian Students,English Language Learners,Instructional Program Divisions,English (Second Language),Second Language Learning,Longitudinal Studies,Public Schools,Language Proficiency,Language Tests,State Standards,Classification,Language Arts,Mathematics Achievement,Bilingual Education Programs,Multicultural Education,Institutional Characteristics,Kindergarten,Elementary School Students,Mathematics Tests,Achievement Gains,Comparative Analysis,Grade 3,Grade 4,Second Language Instruction,Educational Legislation,Elementary Secondary Education,Federal Legislation,Statewide Planning

New Mexico's Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. The study found that most American Indian English learner students were not reclassified as English proficient within five years. Similarly, most American Indian English learner students did not meet grade-level standards on New Mexico state assessments in English language arts and math in grades 3 and 4, regardless of whether they attained English proficiency and were reclassified within five years. However, considerably higher percentages of American Indian English learner students who were reclassified as English proficient met grade-level standards in both English language arts and math compared with students who were not reclassified. Finally, students who attended a school with a bilingual multicultural education program (BMEP) for at least four years were reclassified as English proficient and met grade-level standards on state assessments in English language arts and math at higher rates than students who never attended a school with a BMEP. Staff at the New Mexico Public Education Department, district and school leaders, and teachers can use the findings from this study to determine how best to support English language development among American Indian English learner students. [For the Study Snapshot, see ED618963. For the Appendixes, see ED618964.]
English Language Development among American Indian English Learner Students in New Mexico. REL 2022-135. Study Snapshot
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Language Proficiency,American Indian Students,English Language Learners,English (Second Language),Second Language Learning,Public Schools,Second Language Instruction,Kindergarten,School Districts,Bilingual Education Programs,American Indian Education,Classification,Longitudinal Studies,Language Tests,Mathematics Tests,Language Arts,State Standards,Achievement Tests,Identification,Elementary School Students,Multicultural Education,Student Characteristics,Institutional Characteristics,Instructional Program Divisions,Educational Legislation,Elementary Secondary Education,Federal Legislation,Statewide Planning,Achievement Gains

This Study Snapshot highlights findings from a study that was conducted to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. District and school leaders and teachers can use the findings from this study to determine how best to support English language development among American Indian English learner students. [For the full report, see ED618962. For the Appendixes, see ED618964.]
English Language Development among American Indian English Learner Students in New Mexico. REL 2022-135. Appendixes
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-05-00
Type: Reports - Research
Subjects: English Language Learners,Second Language Learning,Second Language Instruction,English (Second Language),American Indian Students,Language Proficiency,Kindergarten,Longitudinal Studies,Classification,Instructional Program Divisions,State Standards,Language Arts,Grade 3,Grade 4,Achievement Tests,Mathematics Tests,Elementary School Students,Student Characteristics,Bilingual Education Programs,Multicultural Education,Institutional Characteristics,Achievement Gains,Public Schools,Identification,Statewide Planning,Elementary Secondary Education,Federal Legislation,Educational Legislation

The &quot;English Language Development among American Indian English Learner Students in New Mexico&quot; study examined ways to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. The study found that most American Indian English learner students were not reclassified as English proficient within five years. Similarly, most American Indian English learner students did not meet grade-level standards on New Mexico state assessments in English language arts and math in grades 3 and 4, regardless of whether they attained English proficiency and were reclassified within five years. The results of this study can be used to determine how best to support English language development among American Indian English learner students. This document presents the following two appendixes that accompany the study: (1) Data and methods; and (2) Supporting analyses. [For the full report, see ED618962. For the Study Snapshot, see ED618963.]
YouTube Videos as a Resource for Self-Regulated Pronunciation Practice in EFL Distance Learning Environments
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Distance Education,English (Second Language),Pronunciation Instruction,Technology Uses in Education,Second Language Instruction,Learning Strategies,Educational Strategies

Many EFL students have limited opportunities to listen to native speakers, practice English out of class, have problems in listening comprehension, oral expression and lack oral fluency. This article proposes using YouTube videos to improve EFL students' pronunciation. It aims to show the following: (i) How YouTube videos can be integrated in EFL instruction to teach pronunciation; (ii) the advantages of integrating YouTube videos: They are free, provide variety of topics, speakers, difficulty level, can be easily downloaded to the laptop or mobile phone and can be viewed anywhere and anytime; (iii) show how examples YouTube videos that target a specific pronunciation skill can be located; (iv) criteria for selecting online videos such as the video length in minutes, topic familiarity, difficulty level, speed of the speakers, students' proficiency level, and students' interests; (v) pronunciation subskills that can be developed through supplementary YouTube videos; (vi) teaching and learning with YouTube videos before watching a video, while watching the video and after watching the video. Further recommendations for developing students' pronunciation are given.
Mobile Fiction Apps for Enhancing EFL Students&apos; Reading and Appreciation Skills
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Fiction,Second Language Learning,English (Second Language),Reading Comprehension,Literature Appreciation,Technology Integration,Reading Instruction,Second Language Instruction,College Students,Supplementary Reading Materials,Reading Improvement,Critical Reading,Reading Skills,Skill Development,Literary Genres,Foreign Countries

The present study proposes the integration of mobile fiction Apps (MFAs) in reading instruction to help EFL college students understand the form and content of literary works. It will give examples of fiction Apps that can be downloaded from the Google Play and iPhone App Stores, give the advantages of using MFAs, literary appreciation skills that can be developed with MFAs and instructional stages with MFAs. MFAs can be used as extension activities or as a supplement to in-class reading instruction in ESL/EFL. They are free, easy, and quick to download, update and delete, can be used anywhere, anytime and as many times as the students need. Instruction with smart mobile phones begins with downloading an MFA such as Harry Potter, Oliver Twist, Sherlock Holmes, Wuthering Heights, a novel by Agatha Christi or a collection of stories. Both simplified and original versions can be used depending on the student's proficiency level, story/novel length and difficulty level. A story/novel video, app or e-book can be used online or offline. Some MFAs provide notes and tests. The instructor can ask pre-questions that require the students to identify the plot, setting, characters, main theme, point of view, symbolism, style, and tone of the narrative, and infer the meanings of figurative language and imagery in the story. Questions and students' answers, summaries, comments on each other's' responses can be posted in an online discussion forum, blog or social media page. The students can discuss the elements of a literary work under the instructor's supervision. The integration of fiction Apps showed improved reading comprehension, literary appreciation and text analysis skills among participating students and increased their engagement in reading and literary analysis.
Educational Assessments in the COVID-19 Era and Beyond
Author: National Academy of Education (NAEd)
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Educational Assessment,COVID-19,Pandemics,Student Evaluation,Formative Evaluation,Summative Evaluation,Equal Education,Public Education,Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability

As the COVID-19 pandemic continues to spread across the United States and around the world, school systems everywhere are in crisis management, with education leaders and teachers struggling to provide continuous instruction via combinations of in-person, virtual, and hybrid learning modes. A fundamental and familiar question centers on the rationale for assessment. What are its goals and, in particular, can assessment advance teaching and learning and reduce educational inequities? In the near term, what are the best &quot;uses&quot; of assessment in 2021? To address these questions, the National Academy of Education (NAEd) convened a group of scholars, policy leaders, and educators for a focused discussion of the &quot;how&quot; and &quot;why&quot; of testing in both the contexts of the special circumstances of 2021 and beyond. This summary report begins where the roundtable conversation kept returning, with a description of the purposes and intended users of different types of assessments. Next, it discusses inequities in education and implications for the appropriate uses of assessment. Then the report addresses the 2021 end-of-year &quot;summative&quot; assessments: assuming that school districts will administer such assessments, it points out caveats to keep in mind regarding test administration, interpretation, and intended and unintended uses of test results. Finally, looking beyond 2020-2021 end-of-year assessments, the report discusses themes that emerged, including ensuring that assessment systems are balanced and equitable, reframing accountability from a deficit lens to an improvement perspective, and expanding assessment literacy.
Family Engagement Services by Parent Support Specialists, 2018-2019. Publication 18.26 RB
Author: Austin Independent School District (AISD)
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Family Involvement,Outreach Programs,Parent Education,Professional Development,Partnerships in Education,Parent Workshops,Parent Attitudes,Parent School Relationship

This brief report summarizes some of the family engagement services provided by Austin Independent School District's parent support specialists to families at their schools during the 2018-2019 school year.
Culturally Responsive Practices in SEED Grantee Work
Author: Lamitie, Amy
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Culturally Relevant Education,Teacher Competencies,Student Needs,Resilience (Psychology),Racial Bias,Social Justice,Public Schools,Minority Group Students,Mentors,Preservice Teacher Education,Teacher Education,At Risk Students,Disadvantaged Youth,Equal Education,Altruism,Grants

This spotlight explores culturally responsive practices implemented by two grantees from the Supporting Effective Educator Development (SEED) program with the U.S. Department of Education: Georgia State University and UnboundEd. In its CREATE Teacher Residency, Georgia State University implements a three-year curriculum focused on developing teacher cultural competency in teaching; increasing teacher capacity to develop personalized, responsive curriculum for high-need students; and strengthening teacher mindsets to prioritize resiliency and to thrive during their first years of teaching. UnboundEd, a non-profit organization, helps school leaders to build capacity to use school structures to promote culturally responsive practices in mathematics. They do this by prompting leaders to disrupt systemic racist practices in math programs through observation and coaching that uses culturally responsive practices focused on strategies, discourse, and positive classroom relationships. Early program results include education leaders who are aware of the structural systems in their classrooms; teachers with better understanding and the skills to be active, justice-oriented educators who are committed to their teaching; and students who are more engaged in developing their critical thinking skills and a more positive academic mindset overall. [This report was produced by the Effective Educator Development (EED) Technical Assistance Center.]
Five Things about Juvenile Delinquency Intervention and Treatment
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Delinquency,Intervention,Crime Prevention,Program Effectiveness,Cognitive Restructuring,Behavior Modification,Children,Adolescents,Recidivism,Institutionalized Persons,Correctional Institutions,Juvenile Justice,Supervision,Substance Abuse,Consciousness Raising,Family Involvement,Community Programs

Juvenile delinquency intervention and treatment programs have the broad goals of preventing crime and reducing recidivism by providing treatment and services to youth who have committed crimes. The following five statements are presented in this report and based on practices and programs rated by CrimeSolutions: (1) Juvenile awareness programs may be ineffective and potentially harmful; (2) Cognitive behavioral therapy can effectively reduce aggression in children and adolescents; (3) Multisystemic therapy for juveniles reduces recidivism, rearrests, and the total number of days incarcerated; (4) Intensive supervision of juvenile offenders -- the conditions of which may vary -- has not been found to reduce recidivism; and (5) Incarceration-based therapeutic communities for juveniles with substance use disorders have not been found to reduce recidivism after release.
Ninth Grade Predictors of Dropout Risk Research Brief. DPE Publication 08.104 RB
Author: Brunner, Josie
Date: 2010-08-00
Type: Reports - Research
Subjects: Grade 9,At Risk Students,Dropouts,Attendance,Age Differences,Predictor Variables,Low Achievement,Achievement Tests,Credits,Academic Failure,Mathematics Achievement,Language Arts,Student Characteristics,Suspension,English Language Learners,Behavior Problems,Racial Differences,Ethnicity

The most powerful predictors of overall dropout risk among Austin Independent School District (AISD) 9th graders were failing either the state of Texas reading or math TAKS tests, having school attendance below 90%, and being 16 years or older at the start of the school year.
New Teacher Survey and Mentee Teacher Survey Summary Report: 2006-2007. Publication Number 06.12
Author: Doolittle, Martha
Date: 2007-04-00
Type: Reports - Research
Subjects: School Districts,Teacher Surveys,Beginning Teachers,Mentors,Faculty Development,Educational Practices,Interpersonal Relationship,Educational Principles,Program Implementation,Program Improvement,Teacher Persistence

This report summarizes the results from new teacher surveys conducted in the Austin Independent School District during spring 2007. New teachers were asked about activities and support provided by their mentor teachers, their level of implementation of instructional practices, and their professional development needs.
A Summary of Austin Independent School District&apos;s Optional Extended Year Program Activities, 2007-2008. Publication Number 07.78
Author: Washington, Wanda
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: School Districts,Extended School Year,Program Evaluation,Program Implementation,Educational Finance,Costs,State Aid,Documentation,Student Participation,Outcomes of Education,Curriculum Implementation,Acceleration (Education),Reading Instruction,Language Arts,Mathematics Instruction,Science Instruction,English Language Learners,Problem Solving,School Readiness,Technology Integration,Parent Participation,Interdisciplinary Approach,Mentors,Elementary Secondary Education

This report summarizes Austin Independent School District's state-funded optional extended year program for the 2007-2008 school year.
A Summary of Parent Involvement Support Services, 2009-2010. Publication No. 09.65 RB
Author: Burd, Michelle
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Parent Participation,Outreach Programs,Parent School Relationship,Educational Legislation,Elementary Secondary Education,Federal Legislation,Professional Development,Staff Role,Professional Personnel,Family Involvement,Family Needs,Educational Environment,Educational Quality,Family Literacy,English (Second Language),English Language Learners,American Indians,Special Education

This report describes 2009-2010 Austin Independent School District parent involvement activities which are coordinated by the district's Parent Support Office, conducted by campus-based parent support specialists, and supported through the activities of special parent support staff.
Austin Independent School District American Recovery and Reinvestment Act Individuals with Disabilities Education Act, ARRA IDEA Evaluation 2009-2011. Publication 10.71
Author: Doolittle, Martha
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: School Districts,Federal Legislation,Federal Aid,Educational Legislation,Equal Education,Students with Disabilities,Educational Finance,Academic Achievement,Achievement Gap,Disproportionate Representation,Dropout Prevention,Educational Improvement,Teacher Effectiveness,Educational Quality,Program Evaluation,Grants,Expenditures,Resource Allocation,Reading Achievement,Mathematics Achievement,Reading Instruction,Autism,Pervasive Developmental Disorders,Special Education,Vocational Education,Individualized Education Programs,Early Intervention,Positive Behavior Supports

Austin Independent School District used $16 million in federal funds to support 25 ARRA IDEA projects to reduce the student academic achievement gap, reduce disproportionality, reduce dropout, improve district processes, improve teacher quality, and evaluate programs.
Accelerated Reading and Mathematics Instruction Evaluation Report, 2007-2008. Publication Number 07.74
Author: Curry, Janice
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Finance,State Aid,Acceleration (Education),Reading Instruction,Mathematics Instruction,Program Evaluation,At Risk Students,Elementary Secondary Education,Academic Achievement,Program Effectiveness,Early Intervention,Program Improvement,Program Implementation,Elementary School Students,Middle School Students,Primary Education

This report summarizes Austin Independent School District's 2007-2008 state-funded program to assist students who are struggling in reading and math.
American Recovery and Reinvestment Act, Individuals with Disabilities Education Act (ARRA IDEA), 2009-2010 Summary. Publication No. 09.71
Author: Doolittle, Martha
Date: 2010-00-00
Type: Reports - Research
Subjects: Federal Aid,Federal Legislation,Students with Disabilities,Equal Education,Educational Legislation,Special Education,Minority Group Students,Achievement Gap,Disproportionate Representation,Dropout Rate,Graduation Rate,Educational Quality,Teacher Effectiveness,Programs,Educational Objectives,Budgeting,Family School Relationship,Job Development,Program Evaluation

This report summarizes 2009-2010 projects funded by Austin Independent School District's (AISD) $17 million federal American Recovery and Reinvestment Act, Individuals with Disabilities Education Act grant.
Summary of Title I Services for Private Schools and Facilities for Neglected or Delinquent Youth, 2009-2010. Publication No. 09.68 RB
Author: Burd, Michelle
Date: 2010-09-00
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Private Schools,Disadvantaged,Compensatory Education,Delinquency,Racial Differences,Academic Support Services,Pupil Personnel Services,Educational Facilities

This report summarizes federal Title I services provided to eligible students at participating private school programs and facilities for delinquent or neglected students within the Austin Independent School District attendance area in 2009-2010.
Investigating the Changing Landscape of Pupil Disadvantage: Exploring the Implications of the Pandemic and the Roll-Out of Universal Credit on Measures of Pupil Disadvantage, the Attainment Gap and School Funding
Author: Julius, Jenna
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Educational Change,Lunch Programs,Eligibility,Foreign Countries,Economically Disadvantaged,Low Income Students,Achievement Gap,Academic Achievement,Grants,Student Characteristics,Institutional Characteristics

This research examines the impact of recent and anticipated changes in free school meal eligibility on state-funded mainstream schools in England. In particular, our research focuses on the extent to which both the pandemic and transitional arrangements introduced to smooth the roll out of Universal Credit are affecting free school meal eligibility. It also explores the implications for both the measurement of the attainment gap and for how government funding for schools is being targeted towards pupils from more disadvantaged backgrounds. Key Findings: (1) Our research demonstrates that the transitional arrangements introduced by the Government to smooth the roll out of Universal Credit are significantly increasing the number of free school meals eligible pupils; (2) The COVID-19 pandemic has amplified this trend, with the number of free school meal eligible pupils increasing by almost 300,000 between January 2020 and 2021; (3) The pupils who became newly eligible for free school meals during the pandemic were disproportionately drawn from more disadvantaged areas, and from schools which were most disadvantaged before the pandemic; (4) These changes in free school meal eligibility will affect the composition of the disadvantage group. On average, newly free school meal eligible pupils have higher attainment compared to those who are already eligible, albeit lower attainment than their non-disadvantaged peers; (5) Over the coming decade, it will become increasingly hard to tell whether apparent changes to the attainment gap are being driven by changes to the composition of the disadvantage group, economic conditions or genuine attainment changes; and (6) The Pupil Premium grant has not been successful at ensuring that funding for disadvantaged pupils is protected over time.