ethanporcaro/eric-fulltext-meta huggingface dataset:
Didactic Game as a Learning Aid Tool of Redox Process in the Level of Higher Middle Education
Author: Martínez D., Omar
Date: 2020-11-00
Type: Journal Articles
Subjects: Educational Games,Science Education,Science Instruction,Chemistry,Teaching Methods,Play,Visualization,Scientific Concepts,High School Students,Instructional Design,Instructional Effectiveness,Outcomes of Education

Chemistry teaching learning is considered as difficult and boring. The definition of play, based on authors such as Freud, Piaget and Vigotsky, is presented as a stimulating, pleasant and voluntary activity that in the student facilitates his learning and encompasses the different facets of his physical, psychic, social and emotional development. The recreational aspect is to attract attention, impress sometimes, and create the opportunity to make scientifically reflect. This type of teaching materials is especially effective in showing us properties or characteristics of matter that are difficult to visualize due to their nanoscopic nature and that their understanding requires the development of abstract thinking. The playful didactic materials are cheap, and their use is feasible within the teaching classroom. A playful-didactic material as an assistant to teach the topic of oxidation-reduction at High School is presented. The game was designed under the Trading Card Game mode in which 2 students face each other to oxidize the opponent's gearboxes with the help of the cards. The didactic sequence for teaching the topic redox reactions is shown which includes the didactic game, the analysis and the results obtained.
State Systemic Improvement Plan (SSIP): Phase III, Year 2
Author: West Virginia Department of Education
Date: 2018-04-01
Type: Tests/Questionnaires
Subjects: Educational Improvement,State Programs,Improvement Programs,Program Implementation,Dropout Prevention,Graduation Rate,High Schools,Middle Schools,Elementary Schools,Counties,Evidence Based Practice,Scoring Rubrics,Program Evaluation,Educational Quality,State Standards,Accountability,Governance,Educational Finance

The State Systemic Improvement Plan (SSIP), WV GRADUATION 20/20, was implemented during the 2015-2016 academic school year beginning with sixty-nine (69) schools in thirty-six (36) counties representing fifty-nine (59) percent of West Virginia's high schools. During the 2016-2017 academic year the number of high schools has grew to seventy-two (72) and the cohort included twenty (20) middle schools bringing the total to ninety-two (92) schools in forty-one (41) counties. The success of the program has led to the growth of participation during the 2017-2018 academic school year. The number of participating schools has grown to 103 schools in forty-one (41) counties. The Cohort now includes 74 High Schools, 23 Middle Schools, 6 Elementary Schools, and 2 Alternative Centers. Due to the increase of participating schools, both the original and additional self-referred schools are at different stages of implementation within both frameworks. The implementation model utilized by West Virginia between 2015-2016 and 2017-2018 was to partner with the eight (8) Regional Education Service Agencies (RESAs) to execute WV GRADUATION 20/20. This model was based on eight (8) Regional School Support Specialists (RS[superscript 3]s) who worked directly with local education agencies (LEAs) and schools to implement the Frameworks through coaching. The 2017 WV Legislative Session resulted in a bill which dismantled the RESAs by June 30, 2018, and established Educational Service Collaboratives (ESCs) if the LEAs were so inclined. Since the enactment of this legislation, the Office of Special Education has developed the West Virginia Results-Driven Priorities (RDP) Program with the goal of improving results for students with disabilities by providing funding directly to the LEAs. [For &quot;State Systemic Improvement Plan (SSIP): Phase III,&quot; see ED609059.]
State Systemic Improvement Plan (SSIP): Phase III, Year 3
Author: West Virginia Department of Education
Date: 2019-04-01
Type: Reports - Research
Subjects: Educational Improvement,State Programs,Improvement Programs,Program Implementation,Dropout Prevention,Graduation Rate,High Schools,Middle Schools,Elementary Schools,Counties,Evidence Based Practice,Scoring Rubrics,Program Evaluation,Educational Quality,State Standards,Accountability,Governance,Educational Finance

The State Systemic Improvement Plan (SSIP), WV GRADUATION 20/20, was implemented during the 2015-2016 academic school year beginning with sixty-nine (69) schools in thirty-six (36) counties representing fifty-nine (59) percent of West Virginia's high schools. During the 2016-2017 academic year the number of high schools has grew to seventy-two (72) and the cohort included twenty (20) middle schools bringing the total to ninety-two (92) schools in forty-one (41) counties. The success of the program has led to the growth of participation during the 2017-2018 academic school year. The number of participating schools has grown to 103 schools in forty-one (41) counties. The Cohort now includes 74 High Schools, 23 Middle Schools, 6 Elementary Schools, and 2 Alternative Centers. Due to the increase of participating schools, both the original and additional self-referred schools are at different stages of implementation within both frameworks. The implementation model utilized by West Virginia between 2015-2016 and 2017-2018 was to partner with the eight (8) Regional Education Service Agencies (RESAs) to execute the SSIP WV GRADUATION 20/20. This model was based on eight (8) Regional School Support Specialists (RS[superscript 3]s) who worked directly with local education agencies (LEAs) and schools to implement the Frameworks through coaching. Phase III, Year 3 of WV's State Systemic Improvement Plan has been one to revisit, review, reorganize, and revise. Changes have affected all aspects of the SSIP's infrastructure including governance, quality standards, accountability, fiscal, and professional learning. School Year 2018-2019 has been one of change for both the local education agencies (LEAs) and the state education agency (SEA). West Virginia will continue to adjust its SSIP to increase graduation rates and decrease dropout rates for students with disabilities. [For &quot;State Systemic Improvement Plan (SSIP): Phase III, Year 2,&quot; see ED609078.]
Blast from the Past: A Quantitative Study Comparing Florida&apos;s and Maryland&apos;s Assessments and Students Performance in STEM
Author: Pinder, Patrice Juliet
Date: 2020-12-01
Type: Reports - Research
Subjects: Standardized Tests,Achievement Tests,State Standards,High Stakes Tests,Student Evaluation,Academic Achievement,STEM Education,Socioeconomic Status,Mathematics Tests,Science Tests,Graduation Rate,Low Income Students,Minority Group Students,High School Students,Educational Legislation,Elementary Secondary Education,Federal Legislation,Racial Differences,Exit Examinations,Dropout Rate,Testing,Test Construction,Test Validity,Test Reliability,Scoring Rubrics

States are establishing high stakes assessments to serve as measurement tools of students' academic abilities. This study essentially compares Maryland's and Florida's mathematics and science assessments for similarities and differences. Building from 5-10 years of student level quantitative data (secondary data) and critical analyses of the states' exams, the examination of the effects of increase testing on student subgroups, and the impacts of increase testing on Maryland's and Florida's graduation rates were looked at. Data reveals the negative impacts of increase testing on students' performance, particularly those of low socioeconomics and those that are of a minority status--Black or Hispanic. Moreover, secondary data analyzed revealed that: (a) there were some similarities and differences between Maryland's and Florida's assessments, and (b) for both states, poor minority students were the lower performers. For future studies, it is recommended that more analyses of states' assessments and students' performance be conducted in order to enhance the educational literature, particularly with respect to assessment issues. [This report is published in &quot;International Journal of TESOL and Learning.&quot;]
The Impact of Transitional Kindergarten on California Students: Final Report from the &quot;Study of California&apos;s Transitional Kindergarten Program&quot;
Author: Manship, Karen
Date: 2017-06-00
Type: Reports - Research
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Development,Program Implementation,School Districts,Multigraded Classes,Curriculum,Faculty Development,Program Effectiveness,School Schedules,Eligibility,Enrollment,Educational Policy,Teaching Methods,Preschool Teachers,Low Income Students,English Language Learners,Racial Differences,Ethnicity,Classroom Environment,Academic Ability,Executive Function,Social Development,Emotional Development,Attendance,Language Arts,Reading Skills,Mathematics Skills,Migrants,Special Education,Developmentally Appropriate Practices,Spanish Speaking,Hispanic American Students,Asian American Students,Teacher Characteristics,Student Characteristics,Grade 1,Elementary School Teachers,Age Differences

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year study. The study used a rigorous regression discontinuity design to examine whether TK, as a new approach to prekindergarten education for age-eligible students, leads to positive outcomes, for which students, and under what conditions. The findings are based on direct assessments of over 6,000 kindergarteners in California in the fall and spring of the 2014-15 and 2015-16 school years, surveys of their teachers, and statewide data on students' English language proficiency. Key findings include: (1) TK gives students an advantage at kindergarten entry on a range of literacy and mathematics skills; (2) TK is effective for all groups of students who participated; (3) TK has no detectable impact on students' executive function or incidence of problem behaviors at kindergarten entry; (4) Impacts of TK are smaller at the end of kindergarten, though TK students continue to have an advantage over non-TK students on letter and word identification skills; and (5) There was little variation in the impact of TK by classroom or instructional characteristics. [For the research brief, see ED609086.]
The Impact of Transitional Kindergarten on California&apos;s Students: Summary of Findings from &quot;The Study of California&apos;s Transitional Kindergarten Program.&quot; Research Brief
Author: Manship, Karen
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Development,Program Implementation,School Districts,Barriers,Curriculum,Program Effectiveness,School Schedules,Eligibility,Enrollment,Educational Policy,Teaching Methods,Low Income Students,English Language Learners,Teacher Student Relationship,Classroom Environment,Intellectual Disciplines,Social Development,Emotional Development,Reading Skills,Mathematics Skills,Developmentally Appropriate Practices,Hispanic American Students,Language Arts,Poverty

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This brief, the sixth in a series highlighting findings from the &quot;Study of California's Transitional Kindergarten Program,&quot; summarizes what researchers have learned across the study about the impact of TK on students' school readiness skills, whether impacts vary for different student groups, whether those impacts are sustained, and which TK classroom characteristics are most supportive of positive outcomes. [For the full report, see ED609085.]
Developmental Education: Catch the Next College Access Ascender Program. Policy Brief
Author: Reyes, Pedro
Date: 2020-09-00
Type: Reports - Research
Subjects: At Risk Students,Community Colleges,Two Year College Students,Developmental Studies Programs,Student Personnel Services,Academic Support Services,Program Effectiveness

Texas is taking a multipronged approach to improving developmental education delivery and increasing student success rates by aggressively pursuing programmatic, research, and instructional strategies that will boost college completion and help reach labor market goals. Texas higher education has committed itself to providing improved and more efficient avenues to success for academically underprepared students through the Texas Success Initiative system, which is more nuanced in its advising, placement, and curricular interventions than previous models. Catch the Next, Inc. (CTN), established in 2009, is a national college readiness and completion organization empowering students to catch college and career dreams. The program combines holistic student services and a comprehensive academic pathway that ensures student and institutional success. CTN empowers Latino and other underrepresented students to catch their college and career dreams. The CTN program, known as &quot;Ascender,&quot; expedites transition into credit-bearing courses, targeting at-risk students entering community college, including Latino and first-time college-goers. Texas state higher education policy is now shifting towards large-scale adoption of a corequisite model. This study investigates the Ascender programs emphasis on wrap-around services that include academic, emotional-social, and community supports for Latino and other under-served community college students. The Ascender program contains an asset-based curriculum approach that focuses on strengths. It views diversity in thought, culture, and traits as positive assets. The Ascender program focuses on &quot;literacy-based approach across disciplines,&quot; which highlights literature and culture reflective of the demographics of the classroom in all classes.
Teachers&apos; Perceptions and Use of Information and Communication Technology in Teaching and Learning: Kadjimi Circuit, Kavango West, Namibia
Author: Waiganjo, Iyaloo Ndapandula
Date: 2020-02-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attitudes,Educational Technology,Technology Uses in Education,Secondary School Teachers,Rural Schools,Teaching Methods,Technology Integration,Barriers,Resistance to Change,Access to Computers,Internet,Teacher Role,Telecommunications,Handheld Devices,Video Technology,Computer Assisted Instruction,Computer Oriented Programs,Equipment,Technical Support,Time,Technological Literacy

The purpose of the study was to describe teachers' perceptions on the use of technology in teaching and learning, teachers who are teaching at the secondary level in rural area schools of Namibia. This research used a qualitative case study research design to describe secondary school teachers' viewpoints on the use of technology and, their perceptions towards its use in their teaching and learning. The researcher used haphazard sampling method to select a sample of 24 secondary teachers and a focus group discussion was used to gather data. The study described the 'how' and 'why' teachers used different types of technology in their teaching, as well as challenge that hinders them from integrating technology in their teaching and learning. The study stipulated that the majority of the participants used computers in their teaching, because of its multi-functioning aspects and they use technology to save them time. The study also found out that there are challenges such as lack of skills, Information Communication Technology (ICT) tools, cell phone usage stigma, just to mention a few. The study shows evident that most teachers have the right attitudes and positive perceptions on the meaningful use of ICT in teaching and learning, therefore they must be encouraged in using ICT to embrace Namibian education sector. The study also indicated that the majority of teacher in school management have no positivity in integrating technology in teaching and they resist to changes. Finally, the study proposed for a proper ICT training that should be implemented the government to equip teachers with necessary digital skills. The study further established that there is a need to provide all schools with adequate internet access to increase the opportunities of teaching and learning at schools.
Examining the Predictors of Children&apos;s School Suspension and Expulsion. Policy Brief
Author: Caramanis, Christina N.
Date: 2020-05-00
Type: Reports - Research
Subjects: Predictor Variables,Children,Suspension,Expulsion,Discipline Policy,Behavior Problems,Institutional Characteristics,Community Influence,Family Characteristics

Over the last forty years, schools' use of exclusionary discipline tactics, such as suspension and expulsion, increased by nearly 50% (Office for Civil Rights 2014). Research suggests that the suspension and expulsion of students may negatively affect future educational attainment, interaction with the criminal justice system, and other indicators of economic and social wellbeing (Andrew and Blake 2017; Fabelo et al. 2011; Mittleman 2017; Wolf and Kupchik 2017). Previous research also shows that not all children are equally likely to be suspended or expelled (Ramey 2015; Skiba and Williams 2014). Students' discipline experiences vary substantially by gender, socio-economic status, and race/ethnicity. Many questions still remain about the causes of schools' increasing use of suspension and expulsion, especially among already disadvantaged populations. To identify the predictors of suspension and expulsion, education researchers and other social scientists have focused primarily on differences in the composition and characteristics of children's schools, differences in children's school behaviors and, to a lesser extent, differences in children's family backgrounds. In this study, the authors proposed to help distill and extend what they know about the effects of family context factors on children's risk of suspension and expulsion. Drawing on one of the largest and most complete State Longitudinal Data Systems (SLDS) in the nation, this study accessed Texas Education Research Center (ERC) data to analyze current school discipline outcomes of a sample of 757 children matched to their mothers in the Texas subsample of the Fragile Families and Child Wellbeing Study. Using common identifiers in both sets of longitudinal data, this study was able to leverage a unique dataset incorporating detailed survey data including family backgrounds and characteristics of 757 children born between 1998 and 2000 with their administrative school-level records from preschool through entry into higher education or the workforce. The expected benefit of these combined data was superior analytic capabilities than either source of data by itself. As far as the authors know, theirs was the first project to combine necessary school discipline and academic records with longitudinal survey data on children to be able to jointly examine the relative associations between child, family, and school/neighborhood factors -- measured from birth through adolescence -- on suspension and expulsion. Given sufficient findings, the hope was that by investigating this broad range of factors and family characteristics that predict future suspension and expulsion, schools would have information needed to intervene earlier in children's school careers, implementing policies designed to ameliorate children's behaviors.
Better Together: A Coordinated Response for Principals and District Leaders. Brief
Author: Johnson, Bridget
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Role,Board of Education Role,Well Being,COVID-19,Pandemics,School Closing,Interpersonal Communication,Networks,Crisis Management,Teamwork,Needs Assessment,Planning,Social Development,Emotional Development,Family Needs

It is no secret that successful school leadership starts with the principal. But who is taking care of school principals and ensuring their well-being? A principal's needs must be addressed before they can effectively address the needs of their school community. District leadership must prioritize the needs of principals who in turn, will empower the school-based crisis response teams to address the needs of the school community. The purpose of this brief is to provide readers with a structured approach to manage the social-emotional well-being of the adults in the school building, post COVID-19 closures. The phrase, &quot;better together,&quot; has never been truer as school communities embark on the unchartered territory of virtual, hybrid and/or physical re-entry after an extended school closure.
Juveniles in Residential Placement, 2017. Juvenile Justice Statistics: National Report Series Bulletin. NCJ 254498
Author: Hockenberry, Sarah
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Residential Institutions,Placement,Criminals,Youth,Age Differences,Crime,Private Agencies,Public Agencies,Gender Differences,Racial Differences

The Census of Juveniles in Residential Placement (CJRP) is administered biennially and collects information from all secure and nonsecure residential placement facilities that house juvenile offenders, defined as persons younger than age 21 who are held in a residential setting as a result of some contact with the justice system (that is, they are charged with or adjudicated for an offense). This encompasses both status offenses and delinquency offenses, and includes youth who are either temporarily detained by the court or committed after adjudication for an offense. The census does not include federal facilities or those exclusively for drug or mental health treatment or for abused/ neglected youth. It also does not capture data from adult prisons or jails. Therefore, CJRP does not include all juveniles whom criminal courts sentenced to incarceration or placement in a residential facility. The CJRP in 2017 shows that the number of youth in placement continues to decline. Between 1997 and 2017, the number of youth in residential placement decreased 59% to 43,580, its lowest level since the data collection began in 1997 when 105,055 youth were held in out-of-home placement. The number of public facilities decreased 12% between 1997 and 2017, compared with 58% for private facilities. Despite this, the decrease in the number of juvenile offenders held at public facilities was slightly greater than the decrease in the number held in private facilities during the same period (down 59% and 57%, respectively).