ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners
Author: August, Diane
Date: 2010-00-00
Type: Reports - Research
Subjects: Academic Discourse,Intervention,Vocabulary,Second Language Learning,Vocabulary Development,Science Instruction,English (Second Language),English,Grade 6,Elementary School Teachers,Science Teachers,Evaluation Methods,Science Curriculum,Educational Practices

The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Both English language learners and English-proficient students are incorporated in this study design, and the authors have tested explicitly for interactions of language status with experimental and traditional forms of instruction. Overall, it appears that the implementation of QuEST improves the quality of teachers' science instruction and raises student performance on curriculum based measures of Vocabulary and Science. Project QuEST differed from the practices in the control classrooms by making alterations to accommodate the needs of ELLs and build on their strengths. Consistent with the literature on effective L2 instruction, the content was made clear to students through the use of visuals, modeling, and ongoing discussion. Additionally, students' English oral proficiency was developed in the context of science instruction through explicit vocabulary instruction, guided reading, and partnering with classmates who were more English proficient. (Contains 2 footnotes.)
Enhancing Social Studies Vocabulary and Comprehension for 7th Grade English Language Learners: Findings from Two Experimental Studies
Author: Vaughn, Sharon
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Second Language Learning,Grade 7,Vocabulary Development,English (Second Language),English,Limited English Speaking,Social Studies,Educational Practices,Teaching Methods,Comparative Analysis,Middle Schools,Outcomes of Education

The authors identified instructional practices associated with improved outcomes for English language learners (ELLs): (1) research-based vocabulary and concept instruction, (2) the use of media to build comprehension and concept knowledge, (3) the use of graphic organizers, and (4) structured peer-pairings. The purpose of our two studies was to examine the efficacy of incorporating instructional practices associated with improved outcomes into middle-school social studies instruction as a means of enhancing vocabulary knowledge and comprehension for English language learners. The authors' primary research question was: How does a multi-component instructional routine developed to enhance effective outcomes for English language learners and provided by classroom social studies teachers influence students' outcomes in vocabulary and comprehension? Two different non-overlapping samples of classes of 7th grade students (N=381 and N=507) were randomly assigned at the classroom (i.e., section) level to a social studies intervention or to business as usual comparison groups. Although this intervention was developed to address the instructional and language needs of ELLs, the students who were not limited English proficient in the intervention classes also benefited. Students who were limited English proficient outperformed their counterparts in the comparison condition on both the vocabulary and comprehension measures. When both the target group (English language learners) and their classmates benefit from an intervention or practice, it meets the criteria for universal design. This finding is particularly relevant for teachers who have both ELLs and non-LEP (Limited English Proficient) students in their classrooms and who may be concerned about the possible detrimental effect for other students of instruction that targets ELLs. If effective instructional practices for ELLs also benefit non-ELLs, teachers have a strong rationale for implementing the instructional practice. Furthermore, ELLs in the comparison condition made the least gains and lagged behind all other groups on both the vocabulary and content comprehension measures, providing further support for interventions such as the one in this study to alter the course for ELLs.
Mathematics Screening: The Development and Pilot Study of a Mathematics Screening Instrument for K-2 Grades
Author: Anderson, Stephen A.
Date: 2010-11-29
Type: Reports - Research
Subjects: Action Research,Achievement Tests,Kindergarten,Grade 2,Correlation,Psychometrics,Program Validation,Screening Tests,Mathematics Tests,Item Analysis,Disabilities,Test Construction,Pilot Projects,Comparative Testing

This paper summarizes an action research project to develop a math screening instrument that would be effective (valid and reliable) and efficient (time for administration). An instrument was developed after review of the mathematics assessment and mathematics disabilities literature. The instrument was administered to kindergarten, first, and second graders during the 2009-2010 school year. Screening data was compared to both teacher rankings and end-of-the-year achievement tests. Correlations ranged from 0.54 to 0.89 and were statistically significant (p less than 0.05). Average administration time ranged from 17.5 minutes (kindergarten) to 11 minutes (second grade). Copies of the instruments are included in the appendix. Preliminary results are positive for further validity and reliability study. A bibliography is provided. (Contains 2 tables.)
The Thurgood Marshall School of Law Empirical Findings: A Report of the 2012 Friday Academy Attendance and Statistical Comparisons of 1L GPA (Predicted and Actual)
Author: Kadhi, T.
Date: 2010-09-09
Type: Reports - Research
Subjects: Grade Point Average,Law Schools,Statistical Analysis,Databases,Academic Achievement,Student Characteristics,Statistical Surveys,School Statistics,Student Records,Attendance,Attendance Patterns,Average Daily Attendance,Correlation,Statistical Significance,Predictive Measurement,Comparative Analysis

The following report of descriptive statistics addresses the attendance of the 2012 class and the average Actual and Predicted 1L Grade Point Averages (GPAs). Correlational and Inferential statistics are also run on the variables of Attendance (Y/N), Attendance Number of Times, Actual GPA, and Predictive GPA (Predictive GPA is defined as the Index Scores reported from the Law School Academic Council). Explicative summaries are written throughout this report. Procedures: Step 1) Student data was collected from the TMSL Registrar, Asst. Dean of Admissions, Academic Support, and Associate Deans, producing a collective database that contains pertinent student. That database is maintained by the Assessment Department. Step 2) The Program Coordinator was given instructions as per Executive Director to perform a statistical analysis of attendance of students targeted by the Friday Academy and their GPAs. Step 3) A statistical analysis was done using the Statistical Package for the Social Sciences (SPSS version 18) and all information is reported in its original format. Fundamentally, findings of this report/study may be used to address the following research question(s)? 1. What are the Attendance and GPA statistical characteristics of the students whom were targeted by the Friday Academy at TMSL for the class of 2012?  2. What are the relationships between Attendance in the Friday Academy at TMSL and their GPAs? 3. Is there a statistically significant difference between the targeted 2012 class students who attended and those who did not? 4. What is the relationship between Attendance of the Friday Academy at TMSL and their GPAs concerning students whom attended at least half the time vs. those who did not? Appended are: (1) Statistical details for Research Question 1; (2) Statistical details for Research Question 2; (3) Statistical details for Research Question 3; and (4) Statistical details for Research Question 4.
The Thurgood Marshall School of Law Empirical Findings: A Report of the Watson-Glaser for the 2009-2010 Test Takers
Author: Kadhi, T.
Date: 2010-07-14
Type: Reports - Research
Subjects: Pretests Posttests,Statistical Significance,Classification,Achievement Tests,College Freshmen,Educational Indicators,Statistical Surveys,Law Schools,Action Research,Academic Achievement,Academic Aptitude,Statistical Inference

The following report gives the statistical findings of the 2009-2010 Watson-Glaser test. Data is pre-existing and was given to the Evaluator by email from the Director, Center for Legal Pedagogy. Statistical analyses were run using SPSS 17 to address the following questions: 1. What are the statistical descriptors of the Watson-Glaser results of student Pre-Test and Post-Test (Within and Between)? 2. What is the relationship of the categories (Inference Making -- IM, Assumption Recognition -- AR, Deductive Reasoning -- DR, Interpretation -- IN, and Argument Evaluation -- AE) of the Watson-Glaser Pre and Post Test data? 3. What categories indicated statistically significant differences from Pre to Post Test? Findings, summaries, and conclusive statements are also written as side notes within the appendices of this report/study. Those and the following summaries specifically address each research question and possible implications. Procedures: A group of students independently took the Watson-Glaser Pre-Test (N=200) in August 2009 during the orientation week for their 1st year as TMSL students. Of that same group, 90 independently took the Post Test towards the end of the semester. The data was matched to the individuals and the findings are reported. Appended are: (1) Findings for Question 1; (2) Findings for Question 2; and (3) Findings for Question 3.
The Effects of Accelerated Math Utilization on Grade Equivalency Score at a Selected Elementary School
Author: Kariuki, Patrick
Date: 2010-10-00
Type: Reports - Research
Subjects: Mathematics Instruction,Elementary School Mathematics,Grade 4,Grade 5,Grade 6,Computer Assisted Instruction,Computer Software,Elementary School Students,Grade Equivalent Scores,Instructional Effectiveness

The purpose of this study was to examine the effects of Accelerated Math utilization on students' grade equivalency scores. Twelve students for both experimental and control groups were randomly selected from 37 students enrolled in math in grades four through six. The experimental group consisted of the students who actively participated in Accelerated Math program. The control group consisted of the students who did not participate in Accelerated Math program. Data were collected from the reports generated from Accelerated Math program and from the STAR Math program. The STAR Math testing reports were used to determine the grade equivalency for each student in both experimental and control groups.  Data were analyzed using independent t-test using 0.05 level of significance. The results indicated a significant difference between experimental and control groups grade equivalency scores. The experimental group showed greater increase in grade equivalence score than the control group. No significant difference was found in number operation proficiency. The results suggest that the use of Accelerated Math program combined with regular classroom instruction increases the students' grade equivalency scores. (Contains 1 table.)
Using Fiction to Teach American History in Middle School: Affects on Student Engagement
Author: Elias, Anjuli Rose
Date: 2010-12-00
Type: Reports - Research
Subjects: United States History,History Instruction,Poetry,Fiction,Instructional Materials,Grade 6,Grade 7,Grade 8,Program Effectiveness,Student Surveys,Learner Engagement,Context Effect

This research highlights the effects of using literature and relevant curriculum to teach history in grade levels 6 through 8, and analyzes how students respond when learning complicated themes and events through the medium of historic fiction. Specifically, my research seeks to inform secondary educators concerning the use of the narrative and corresponding curriculum as a tool to teach history. Additionally, my research explores how the use of literature in the social science classroom affects student engagement, comprehension and builds student connection to the material. Research information was collected over a 6 month period on a literature based American history unit. The data collection methods included interviews with teachers involved in the implementation and instruction of the unit, student surveys and reflection response sheets, observations in the classroom, observations of written work, and analysis of the final project presentation.  Findings indicated that over the course of the narrative based project the students developed a deep emotional connection to their historic subjects and a measurable understanding of the time period. Students were able to analyze historic events, contextualize complex historic issues and draw their own conclusions about the content and material. In addition to these forms of student observable engagement, students showed a mastery of many skills including, oral presentation, drafting, writing in the first person, working cooperatively and reading for comprehension. Appended are: (1) "Bloodlines" unit scrapbook assignment sheet; (2) poetry and culminating performance assignment sheet; and (3) student generated introduction to the performance and samples of the original poetry.
The Reality of Primary Schools and Basic Education in Turkey
Author: Toprakci, Erdal
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Elementary Schools,Compulsory Education,Literacy,Institutional Characteristics,School Location,Urban Schools,Distance Education,Private Schools,Special Schools,Multigraded Classes,Boarding Schools,Mobile Educational Services,Rural Schools

Introduction: Today, basic education which is 12 years in many of the developed countries in the world was extended from five to eight years in Turkey in 1997 and &quot;Primary Education&quot; was redefined as an &quot;eight-year continuous education&quot;. Total of primary schools is 35,581 in the country-wide. The number of students in per teacher is 26.4 and number of students per classroom is 36.9 according to the data for the year 2005. One may come to the conclusion, with a rough comparison in terms of just two parameters (teacher-student and classroom rates), that there is no substantial abnormality in Turkish primary schooling. Method: The aim of this study is to reveal this idea is wrong that because of the differences of primary schools substantiated. To this end, first, the data relating to the various features of primary schools (number of schools, students and teachers, etc.) have been gathered from the statistics of Ministry of National Education. Second, these numbers have been taken out of the ones in the total numbers of the above (number of schools, students and teachers, etc.). Findings: The Turkish Republic's obligation to provide every citizen with primary education through the Ministry of National Education gave rise to the different applications in primary education as in other countries and at the different school levels due to the country's conditions and infrastructure. The types of primary school may be categorized as open primary education, distance education, normal and teaching shift, special schools, private schools, multigrade schools, transported (mobile) schools and boarding primary schools. There are 35,581 primary schools in Turkey; however the number of normal schools is only 5,199. The number of students attending these schools is only 2,189,370. Suggestions: As the findings of this study show, the existing conditions (at least the quality of school, the number of teachers and students) are not in the same level in the schools in dual, boarding, multigrading and transported village schools. To develop professional know-how for alternative primary education applications and to attempt to make qualitative and quantitative arrangements (programme compliance) on these schools based on this knowledge as well as the other attempts (such providing all schools with the same human and device equipment) are the necessary precautions. (Contains 11 tables.)
The Rates of Participation of the Member Countries in the Institutional Objectives of UNESCO  (According to World Data on Education of UNESCO)
Author: Toprakci, Erdal
Date: 2007-02-00
Type: Journal Articles
Subjects: Foreign Countries,International Organizations,Organizational Objectives,Educational Objectives,Participation,Equal Education,Civil Rights,Freedom,Peace,Values

This study focuses on the rate of the participation of the member countries in the objectives of UNESCO. Text-based approach in method of content analysis has been used to carry out the study. The objectives of UNESCO have been identified and examined to reveal whether the member countries acknowledge these objectives among their national educational objectives. The study is limited with the data available on the UNESCO Web Page (World Data on Education of UNESCO). It has been found that only 5 of the member countries have fully adopted the objectives of UNESCO, which means that the national educational objectives of the remaining 97% of the member countries do not fully reflect UNESCO's objectives in their education policies. The most highly participated objectives are &quot;Equality&quot; with 56.05%, &quot;Human Rights&quot; with 35.03%, &quot;Freedom&quot; with 25.47%, &quot;Universal Values&quot; with 19.10% and finally &quot;Peace&quot; with 15.28%. This situation may put UNESCO's existence into danger in the future, and may cause serious doubts about its activities and its future success.  (Contains 1 note and 8 tables.)
Partners in Literacy Survey 2009: A Snapshot on Local Support for Literacy
Author: McCoy, Emily
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,National Surveys,Partnerships in Education,Literacy,Local Government,Family Programs,Agency Cooperation,Agencies,Agency Role,Young Children,Questionnaires,Training,Educational Needs,Pilot Projects,Disadvantaged,Barriers,Outreach Programs

In 2009, (and over a six week period) the National Literacy Trust (NLT) hosted a survey that was offered to the 21 local authorities making up the Partners in Literacy network at that time. Partners in Literacy (PiL) is a pilot project, funded from 2009 by the then Department for Children, Schools and Families and delivered by the NLT in partnership with local authorities. In April 2010, the pilot entered its second and final year. The aim of the project is to support more families to create language rich homes, promoting speaking and listening, reading and writing. The project is working with local authorities to build strategic and multi-agency commitments to literacy with a particular focus on using partnerships to extend reach to local families. It has a focus on the audiences for whom improved literacy can make the biggest difference: disadvantaged families and families with children aged from birth to five. The survey was drafted in consultation with the local authorities and 13 authorities sent it out to a range of local partners. Response rates ranged from two to 252 responses in each authority with 553 responses nationally. The survey findings were discussed within the PiL local authority network at a workshop. As a result, it was clear that supporting local partners around literacy awareness and signposting needed to be addressed as part of planned PiL activity. A number of pilot authorities are now developing and sharing training models. Appendices include: (1) Examples of how the survey was circulated by local authorities; and (2) The survey.
Why Fathers Matter to Their Children's Literacy
Author: Clark, Christina
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Children,Emergent Literacy,Fathers,Parent Child Relationship,Parent School Relationship,Parent Participation,Context Effect,Educational Attainment,Family Environment,Mothers,Gender Differences

Research in the last three decades has established a clear link between parental involvement and children's educational attainment (e.g. Fan and Chen, 2001; Desforges and Abouchaar, 2003). While most of what people know is based on mother-child interactions (Waldfogel, 2006), increased attention has been paid to the specific influences fathers and other male caregivers have on their children's development. This paper briefly summarizes the findings from the field of father involvement that also address the issue of children's literacy practices. Since the literature on father involvement and children's literacy outcomes is limited, the focus of the paper has been broadened to encompass evidence regarding father involvement and general child outcomes. This short overview is organized around the following areas: (1) What is the level of fathers' involvement in their children's literacy practices and how are fathers involved? Are mothers and fathers differently involved? Do specific types of involvement at one stage of development result in particular outcomes later in childhood or adolescence?; and (2) What is known about the influence of father involvement on children's literacy practices? What is the influence of father involvement on child outcomes over and above that of mothers? And is father involvement equally beneficial to boys and girls? The literature reviewed in this paper indicates that fathers have an important role to play in their children's literacy development. However, involving fathers in their children's literacy activities not only benefits their children. There are also numerous benefits that have been reported for the fathers themselves, including greater skill acquisition, greater confidence and self-esteem, a better father-child relationship, and increased engagement with learning. (Contains 3 footnotes.)