ethanporcaro/eric-fulltext-meta huggingface dataset:
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America. 2019 Edition
Author: EdChoice
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: School Choice,Private Schools,Geographic Location,Tax Credits,Money Management,Educational Vouchers,Scholarships,Parent Financial Contribution,Federal Legislation,Tuition,Eligibility

This annual publication of &quot;The ABCs of School Choice&quot; is a comprehensive, data-rich guide to every private school choice program in America. This publication outlines how each program works, whom it serves, and offers feedback on how it could be changed to help even more families in a particular state. Programs are grouped alphabetically by state and by program type: education savings accounts (ESAs), vouchers, tax-credit scholarships, and individual tax credits and deductions. New to this year's edition is information about state-based 529 savings accounts, which are privately funded by families for future educational expenses. The Tax Cuts and Jobs Act, passed in 2017 by the U.S. Congress, expanded the allowable uses of these accounts to include up to $10,000 in annual private K-12 tuition expenses. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Scholarship Programs; (8) Individual Tax Credit and Deduction Programs; (9) 529 Savings Accounts; (10) Rules and Regulations; (11) Legal History; (12) Data Sources for Program Profiles; and (13) Methodology and Data Sources for Eligibility. [For the 2018 edition, see ED581413.]
Facilitating Technology-Based Knowledge Utilization. FOCUS Technical Brief No. 26
Author: Lane, Joseph P.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Theory Practice Relationship,Research and Development,Technology Transfer,Information Utilization,Knowledge Level,Information Technology,Assistive Technology,Inquiry

This issue of FOCUS presents a framework for integrating two distinct processes: knowledge translation (KT) and technology transfer (TT). The integration permits stakeholders involved in technology-based research and development activities to identify and coordinate their respective roles, and to optimize the eventual use of research by industry for production purposes.
Communicating Performance: A Best Practices Resource for Developing State Report Cards
Author: Peltzman, Alissa
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Achievement Rating,Program Evaluation,Program Effectiveness,Accountability,Reports,Elementary Secondary Education,Educational Legislation,Federal Legislation,Best Practices,Program Implementation,Progress Monitoring,State Departments of Education,Educational Development,Educational Improvement,Sustainability,Parent Participation,Stakeholders

State report cards should help families, educators, policymakers, and other critical stakeholders in various states understand and act on education information for schools, school districts, and states as a whole. While each state finds itself in a different place regarding its own progress in building state report cards with such an impact, emerging research and best practices can inform all states as they engage in continuous improvement for state report cards. This resource proposes considerations to state education leaders -- key questions to ask along with emerging research and best practices that can inform the answers. The considerations encompass the following areas: (1) Feedback and engagement strategies; (2) Data and content; and (3) Development and sustainability. &quot;Communicating Performance: A Best Practices Resource for Developing State Report Cards&quot; is intended to inform next steps regardless of where the state is in the journey to build state report cards that deepen understanding and inform action among key stakeholder groups. It is also intended to help states build on progress made through implementation of the Every Student Succeeds Act (ESSA) to engage diverse stakeholders. The purpose of this resource is to share emerging research and best practices with state education agency leaders, helping education leaders think through key decisions in all phases of state report card development and continuous improvement. [For a related resource, see ED595377.]
Three Innovative Approaches to Serving Low-Income Fathers: The Building Bridges and Bonds Study. OPRE Report 2017-28
Author: Isreal, Dina
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Fathers,Low Income Groups,Parenting Skills,Parent Child Relationship,Parent Responsibility,Agency Cooperation,Workshops,Cognitive Restructuring,Behavior Modification,Job Skills,Innovation,Intervention,Self Control,Problem Solving,Motivation,Persistence,Attendance

This brief introduces the Building Bridges and Bonds study (B3) to practitioners and stakeholders in the fatherhood field. It describes three innovative practices for Responsible Fatherhood programs. Each innovation is practical and interactive and addresses issues important to low-income fathers. The B3 team selected them for their high potential to provide useful lessons for the field. The team then collaborated with local fatherhood programs and program developers to tailor the innovations for B3. The brief is the first in a series of publications on B3, its findings, and the lessons learned.
Academic Key Performance Indicators: Pilot Report
Author: Ison, Ashley
Date: 2017-10-00
Type: Reports - Research
Subjects: Academic Achievement,Educational Indicators,Elementary School Students,Secondary School Students,Urban Schools,Preschool Education,Kindergarten,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,National Competency Tests,Advanced Placement Programs,Academic Failure,Enrollment,Grade Point Average,Attendance,Discipline,Graduation Rate

Over the years, the nation's large urban school districts have consistently learned from the progress of their peer districts across the country. In 2002, the board of directors of the Council of the Great City Schools (Council) authorized what became known as the Performance Measurement and Benchmarking Project to develop and implement key performance indicators across the member school districts in operations, business services, finances, human resources, and technology. These performance indicators in operations have evolved over the years and are now reported annually by the Council's in its &quot;Managing for Results in America's Great City Schools&quot; series. However, one critical element was not included in these annual reports: academic performance. In the same year, 2002, six member districts of the Council began participating in the Trial Urban District Assessment (TUDA) of the National Assessment of Educational Progress. Not all Council member districts are eligible for TUDA, and TUDA results do not provide all the academic comparisons that the member districts would like to make. Because of that information gap, the board of directors took the next step in authorizing the development of &quot;Academic&quot; Key Performance Indicators (KPIs) in October 2014. Based on the pilot, data-collection surveys and the indicators themselves were further refined, and all Council member districts were asked to participate in a full-scale pilot of the Academic Key Performance Indicators in 2016. The preliminary and summary results of this data collection are presented in this report. In addition, this report presents a number of different ways that member districts can analyze the data themselves by disaggregating results, showing trends, and combining variables. This report focuses on the data collection and analysis of the following Academic KPIs: (1) Pre-K enrollment relative to Kindergarten enrollment; (2) Percent of 4th and 8th graders proficient in reading and math on NAEP; (3) Algebra I completion rates for credit by grade 9; (4) Ninth grade course failure rates -- at least one core course; (5) Ninth graders with B average (GPA) or better; (6) Absentee rates by grade level; (7) Suspension rates; (8) Instructional days missed per student due to suspensions; (9) AP participation rates; (10) AP-equivalent participation rates; (11) AP exam pass rates; (12) Early college enrollment; and (13) Four-year graduation rate. [For the &quot;Academic Key Performance Indicators, 2018 Report,&quot; see ED593592.]
Teaching Pedagogical Grammar in Context to Enrich English Language Learners&apos; Academic Writing
Author: Omar, Youssif Zaghwani
Date: 2019-05-31
Type: Journal Articles
Subjects: Teaching Methods,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Foreign Students,Language Tests,Writing Skills,Academic Language,Barriers,Student Attitudes,Foreign Countries,College Entrance Examinations,Test Preparation

Studies and research reveal that most English language learners (ELLs) encounter challenges when they write an academic paper in English due to lack of grammar. As most international universities require passing international tests as TOEFL, IELTS, GMAT, GRE, and other tests with high level, most international students fail to achieve this requirement. The reason, as some studies and research reveal, is attributed to lack of pedagogical grammar, namely in writing. Hence, this paper focuses on how to teach pedagogical grammar to help ELLs write effectively in academic situations. The paper is based on literature review and interviewing nine ELLs, regarding the challenges they encounter while writing in academic situations. The researcher has used qualitative research method to fulfill this study, trying to investigate about the challenges that ELLs encounter while writing in academic situations. This study is directed to explore whether teaching pedagogical grammar is helpful to enhance and enrich ELLs academic writing or not. Findings of this study show that ELLs encounter challenges in writing in academic contexts due to lack of grammar. The findings also show that lack of pedagogical grammar results in low level of grades and achievement in the four language skills, namely writing. This study also provides recommendations that might be used to further investigate and provide some strategies, regarding teaching pedagogical grammar in writing contexts to enhance ELLs academic writing.
Code Switching: A Close Study of Translating English Linguistic Terms into Arabic
Author: Abdulhady, Saad E. S.
Date: 2019-05-31
Type: Journal Articles
Subjects: Code Switching (Language),Translation,English (Second Language),Second Language Learning,Second Language Instruction,College Seniors,Student Attitudes,Semitic Languages,Foreign Countries,Learning Strategies,Language Tests,Questionnaires,Speech Communication,Vowels

Translating linguistic terms has taken little concern from translation researchers and scholars. This research paper discusses the attempts made by senior students of the English department, University of Benghazi, at EL-Marj Campus when they translate linguistic terms (or names of their department courses). In order to examine their translations, the researcher hypothesizes that if English undergraduate students at Benghazi University learn certain strategies which they use as tools when translating the list of their courses and they are aware of the equivalence of some of these courses' names, they will not find difficulties in translating these linguistic terms. To check this hypothesis and to achieve the aims of this study, translation test, questionnaire, and semi-structured interview are used as data collection in this study. A qualitative study is used to deal with twenty six senior students from the department of English, in the academic year 2018/2019. The results show that the students use code switching intentionally, as adding local color to when they speak. Others could not know their translation equivalents in the target, Arabic. Accordingly, they apply code switching in order to overcome their translation inability. The findings of the study also revealed that the most frequently used translation strategy is equivalence translation. This study will also be useful everywhere else.
Designing Online Materials for Blended Learning: Optimising on BookWidgets
Author: Menon, Sujatha Aravindakshan
Date: 2019-05-31
Type: Reports - Descriptive
Subjects: Instructional Design,Instructional Materials,Blended Learning,Computer Assisted Instruction,Electronic Learning,Computer Software,Computer Oriented Programs,Handheld Devices,Second Language Learning,Second Language Instruction,English (Second Language)

With the growing advancements in technology and their highly influential role in teaching and learning, present day teachers find themselves grappling with a whole set of parameters against which they need to measure themselves constantly. One cannot be a proficient teacher in the true sense of the word if he or she is merely good at classroom management. There is more to it than meets the eye. The teacher has to cut across domains in order to scale heights in a bid for survival in today's highly competitive scenario. Earlier, materials design, curriculum design, research, teacher development, etc. were the domains of ivy-tower researchers and pedagogues. But now, the teacher has to know a bit of all in order to handle the present tech-savvy learners. This paper is an attempt to orient those teachers who are at the beginner's level or the intermediate level to use user-friendly online platforms to design tasks and activities. The purpose of doing so is to enable teachers to create a highly interactive learning set up for the purpose of blended learning or for any online learning that serves more of a supplementary role. The research focuses on the Belgium-based platform BookWidgets to strengthen its claim that the right materials at the right time for the right learners is sure to yield the right results. There are different types of softwares covered under three main apps in BookWidgets--Test and Review, Games, and Miscellaneous. The research concludes with an evaluation of the platform based on Chapelle's evaluation criteria. The conclusion attempts to strengthen the claim that BookWidgets is, in every sense, one of the best options for interactive learning.
The Space Between: The Plight of Rurally Isolated, Impoverished Montana School Districts
Author: Patterson, Joshua Glenn
Date: 2019-04-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Geographic Isolation,Rural Schools,Poverty Areas,School Districts,Teacher Shortage,Teacher Recruitment,Teacher Persistence,Educational Finance,State Aid,Educational Policy,Superintendents,Administrator Attitudes,Teacher Selection,Teacher Salaries,Teaching Conditions,Teacher Effectiveness,Outcomes of Education,Financial Policy,Elementary Secondary Education,Faculty Mobility,Educational Equity (Finance)

Despite growing awareness of the teacher staffing crisis in rurally isolated, impoverished Montana school districts, little has been done to effectively address the issue. As opposed to a general lack of supply, current state and national research attribute the problem to challenges in teacher recruitment and retention. While many of these studies have identified factors associated with teacher staffing challenges, none have fully conveyed the essence of the struggle through the experiences of school leaders who endure the crisis. Therefore as revealed through the experience of eligible superintendents, the purpose of this qualitative study was to investigate teacher staffing challenges in rurally isolated, impoverished Montana school districts and the role of state school funding policy in the recruitment and retention of high quality teachers. Anchored by punctuated equilibrium social theory, the study's conceptual model provides a basis for multiple instrumental case studies. Investigative research began with two focus groups of eligible superintendents and was followed by multiple interviews with the superintendents of four representative case study school districts. Audio recordings of interviews were transcribed and reviewed using typological data analysis methods to identify semantic relationships, themes, and significant statements. Study trustworthiness was established through bracketing the researcher's personal experiences with teacher staffing challenges, thick description, peer review, member checking, and triangulation with school district related information and other state research. Findings indicate that current Montana school funding policy may exacerbate the staffing challenges experienced in these remote and poor districts as well as their organizational functioning.
The Challenges for Using English for Burundians: For an Effective Integration into the East African Community
Author: Horicubonye, ldephonse
Date: 2019-05-31
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Pronunciation,Linguistic Competence,Pragmatics,Barriers,Meetings,Conferences (Gatherings),Questionnaires,Communicative Competence (Languages),Intercultural Communication,Self Evaluation (Individuals)

Effective communication requires social and cultural norms in addition to linguistic competence. This study explores the challenges that people who studied English in Burundi face when communicating in English. It, also, seeks to determine the causes of these challenges. To this end, people who often participate in meetings, conferences, or workshops where the working language is English were identified and given a questionnaire made of open-ended and multiple-choice questions. Results indicate that respondents do not know which elements of the language are essential for communication. They consider that the linguistic competence alone is enough for being able to communicate. For example, learners consider that being able to pronounce correctly the language and knowing the technical terms may be enough for them to communicate their ideas. It is also found out that the causes of this lack of effective communication may lie in the inadequate teaching methods adopted in Burundi.
Teachers&apos; and Students&apos; Perceptions of Using L1 in the ESP Classroom: A Case of Medical English at an Applied Medical College in Saudi Arabia
Author: AlTarawneh, Mohammad Qasim
Date: 2019-05-31
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,English for Special Purposes,Medical Students,Medical School Faculty,Second Language Learning,Second Language Instruction,Native Language,Semitic Languages,Foreign Countries,Language Usage,Gender Differences,Teaching Methods

This study aimed at investigating the perceptions of using first language (Arabic) in the ESP classroom from the viewpoints of both students and teachers of the Preparatory Year Department at an applied medical college in Saudi Arabia. It also intended to find out if there were significant differences in perceptions according to variables like gender and college level. Surveying 92 students and 10 teachers through a questionnaire and interviews, the results revealed that instructors' and students' viewpoints of L1 use in their medical- English classes were considerably negative. No statistical differences in the students' perceptions were noted according to college level; however, there were slight differences due to gender variable; females were more to disagree with more L1 use in the classroom. Despite their negative views, instructors stated differences between students due to both gender and college level, believing that males and Level 1 students need more L1 while teaching medical English than females and Level 2 students.
The Impact of Technology Term to Language Interference: The Use of English Language Term in Students&apos; Daily Conversation
Author: Jannatussholihah, Siti
Date: 2019-05-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Indonesian,Malayo Polynesian Languages,Morphology (Languages),Interference (Language),College Students,Interpersonal Communication,Foreign Countries,Translation,Lexicology,Language Patterns,Linguistic Borrowing,Influence of Technology,Language Attitudes,Language Styles,Language Variation,Language Usage,Student Attitudes

This research aims to identify the types of interference and factor of interference. The object of this research is the daily conversations of the students at a University in Indonesia. The research focused on English interference that occurs in Javanese Language and Indonesian Language in everyday conversation. Data is obtained by observation attentively method and participatory observation techniques. The data is analyzed by the equivalent technique. It is described in a basic technique by translational competence-in-dividing. The determinant tools are other languages namely Indonesian and Javanese. The results of the data analysis are presented in an informal method. The results of the study showed that the interference found in the daily conversation of students. It occurred in the types of morphology and lexicology. In the type of morphology, interference occurs in the use of Javanese and Indonesian language patterns in its formation. As for the type of lexicology, interference is caused by the use of English vocabulary used in Indonesian and Javanese. The factor of emergence of interference is caused by language contact, the term from the influence of technological progress, and the prestige of the source language and language style. The influence of technological progress is the most impacting factor.
Embedding Self-Regulation Instruction within Fractions Intervention for Third Graders with Mathematics Difficulties
Author: Wang, Amber Y.
Date: 2019-05-29
Type: Reports - Research
Subjects: Mathematics Instruction,Self Control,Grade 3,Elementary School Students,Elementary School Mathematics,Program Effectiveness,Intervention,At Risk Students,Word Problems (Mathematics),Student Attitudes,Teaching Methods,Response to Intervention,Mathematics Skills,Fractions,Achievement Tests,Intelligence Tests,Vocabulary

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students' pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students' pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation. [This paper will be published in the &quot;Journal of Learning Disabilities.&quot;]