ethanporcaro/eric-fulltext-meta huggingface dataset:
A Specific Implementation of Reflective Journals in Self-Regulating Academic Presentation Skills
Author: Balbay, Seher
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Journals,Reflection,Self Management,Learning Strategies,Public Speaking,Communication Skills,Undergraduate Students,English (Second Language),Second Language Learning,Foreign Countries

Reflection journal writing is recognized as an effective learning activity in facilitating learners' self-regulative skills and abilities and their academic performance in the literature. It is evident that self-regulation is of vital importance in learning. Hence, this study aims to investigate self-reflective journal writing on university students' self-regulation strategies in a scope of academic presentation and speaking course. An exploratory mixed-method research design was adopted. The participants were selected with convenience sampling method and included 94 undergraduate students studying at a prominent English-medium instruction public university. The data was collected through an online questionnaire, and students' reflections on the 'Reflection Journal' task, which aimed to develop their awareness of the strategies that work for their own learning. Students were assigned to videotape their two main presentations during a required language course, and to keep a journal to reflect on certain points predetermined by the course instructor. The study aims to both investigate the perceptions of students about self-regulated learning in presenting, and the effectiveness of the journal task in promoting their learning. The findings indicated that the majority of students benefited from the task which helped them to reflect on their own micro-level presentation skills. This study concluded that reflective journal keeping could facilitate students' self-regulation and learning performance when developing academic presentation skills.
Investigating the Goal Orientations for Teaching of Teachers in Turkey According to Different Variables
Author: Avcu, Yunus Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Predictor Variables,Gender Differences,Educational Background,Work Experience,Intellectual Disciplines,Elementary School Teachers,Teaching Load,Working Hours,Teacher Motivation,Teaching Skills,Mastery Learning,Work Attitudes,Teacher Student Relationship,Achievement Need,Foreign Countries

The research aimed to examine the teachers' goal orientations for teaching in terms of different variables. The relational survey method was used in the research. The participants of this research consists of 496 teachers. The &quot;Goal Orientations for Teaching Scale&quot; developed by Butler and Shibaz (2014) and adapted into Turkish by Yildiz Saban and Bastug (2016) was used as a data collecting tool. The scale consists of four sub-dimensions which are the ability approach, mastery, student relations, and work avoidance. The teachers who volunteered to participate in the research filled out the prepared data collection tool over the internet. While analyzing the data; mean, standard deviation, mode, median, skewness, and kurtosis values of each sub-dimension were calculated. Pearson correlation was used to determine the relationship between sub-dimensions. Independent samples t-test and one-way analysis of variance (ANOVA) were used to determine the effect of gender, educational level, years of work experience, branch, and weekly course load on the goal orientations for the teaching of teachers. According to the findings; there was a low linear correlation between student relations, mastery and ability approach goal orientations. A low level of a linear relationship between the ability approach and work avoidance goal orientations has been found. As a result of the difference tests, it was determined that the dimensions of mastery and work avoidance differed according to gender, while the mastery and ability approach differed according to the education level, and ability approach and work avoidance differed according to weekly course load.
School-Community Partnerships. Solutions for Educational Equity through Social and Emotional Well-Being
Author: Sepanik, Susan
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: School Community Relationship,Social Emotional Learning,School Districts,Partnerships in Education,Equal Education,Well Being,Academic Achievement,Organizational Change,Educational Policy,Educational Change,Agency Cooperation,Community Schools,Specialists,Family School Relationship,Student Needs,Elementary Secondary Education,Community Involvement

This practitioner brief is one of a series highlighting concrete strategies that education leaders can use to increase equity in education by building learning environments that meet all students' social and emotional needs. This brief discusses how school districts can use partnerships with outside organizations and agencies to help provide additional services. It discusses the evidence on whether partnerships can effectively promote students' social and emotional well-being and their academic success. It further reflects on how districts and schools can expand these partnerships to assist school transformation at three levels--the structural and policy level, the staff level, and the program level--while weaving in practical advice from district leaders with successful district-wide partnership systems. [For the companion report &quot;School-Community Partnerships. Solutions for Educational Equity through Social and Emotional Well-Being. Voices from the Field,&quot; see ED616541.]
The Impact of Feedback on Student Attainment: A Systematic Review
Author: Newman, Mark
Date: 2021-08-00
Type: Information Analyses
Subjects: Feedback (Response),Academic Achievement,Elementary School Students,Secondary School Students,Outcomes of Education,Instructional Effectiveness,Context Effect,Educational Environment,Foreign Countries,Curriculum Based Assessment,Teachers,Researchers,Automation,Student Evaluation,Written Language,Oral Language

Meta-syntheses have reported positive impacts of feedback for student achievement at different stages of education and have been influential in establishing feedback as an effective strategy to support student learning. However, these syntheses combine studies of a variety of different feedback approaches, combine studies where feedback is one of a number of intervention components and have several methodological limitations (for example, the lack of quality appraisal of the included studies). There is also still more research needed to investigate the impact of different types of feedback on different students in different settings. This systematic review was conducted at the request of the Education Endowment Foundation to provide more precise estimates of the impact of different types of feedback in different contexts for different learners aged between 5 and 18. The review analysis sought to explore potential variations in the impact of feedback through subgroup analysis of the characteristics of the feedback, the educational setting, the learners and the subject. The results of the review may be considered broadly consistent with claims made on the basis of previous synthesis and meta-synthesis, suggesting that feedback interventions, on average, have a positive impact on attainment when compared to no feedback or usual practice. Findings were further interpreted by a panel of expert practitioners and academics to produce the Education Endowment Foundation's (EEF's) &quot;Teacher Feedback to Improve Pupil Learning. Guidance Report&quot; (ED615988).
A Study of the Frequency and Salience of Morphosyntactic Features in Korean EFL Input
Author: Schenck, Andrew
Date: 2010-00-00
Type: Reports - Research
Subjects: Linguistic Input,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Foreign Countries,Morphology (Languages),Syntax,Elementary School Students,Morphemes,Comparative Analysis,Form Classes (Languages),Language Usage,Verbs,Phrase Structure,English,Contrastive Linguistics,Korean,Word Frequency

Research suggests that characteristics of EFL input cause morphosyntactic features to be acquired in an order dissimilar to that found in ESL contexts. To determine whether acquisition order for Korean learners could be explained by characteristics of their EFL input, a Korean elementary school curriculum was analyzed. Morphosyntactic features that were reported to be variable in a Korean EFL context, namely, the plural -&quot;s,&quot; third person singular -&quot;s,&quot; possessive -&quot;'s,&quot; past regular, copula (&quot;is&quot;/&quot;are&quot;/&quot;am&quot;), progressive auxiliary (&quot;is&quot;/&quot;are&quot;/&quot;am&quot;), and phrasal verb, were examined in three steps. First, frequencies of less salient morphosyntactic features were compared to those found in native English contexts. Second, use of contraction, which may reduce the saliency of auxiliary verbs, was compared to the use of uncontracted forms. Third, phrasal verb use and the frequency of particle separation were studied. Results revealed that frequencies of the past regular, third person singular, copula, progressive auxiliary, and phrasal verb are significantly lower than those found in native English settings. Further, contractions appear to be used much more often in declarative sentences, which may lower the salience of auxiliary verbs considerably. Collectively, the results suggest that reduced frequency and salience within input have slowed the acquisition of some morphosyntactic features, which may explain why the Korean EFL acquisition order is dissimilar. [This paper was published in &quot;TESOL Review&quot; v2 p97-111 2010.]
Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write
Author: Wilson, Joshua
Date: 2021-00-00
Type: Reports - Research
Subjects: Automation,Writing Evaluation,Feedback (Response),Computer Software,Elementary School Students,Student Attitudes,Teacher Attitudes,Writing Teachers,Essays,Predictor Variables,Standardized Tests,Essay Tests,Revision (Written Composition),Scores,Program Implementation

This study examined a naturalistic, districtwide implementation of an automated writing evaluation (AWE) software program called &quot;MI Write&quot; in elementary schools. We specifically examined the degree to which aspects of MI Write were implemented, teacher and student attitudes towards MI Write, and whether MI Write usage along with other predictors like demographics and writing self-efficacy explained variability in students' performance on a proximal and distal measure of writing performance. The participants included 1935 students in Grades 3-5 and 135 writing teachers from 14 elementary schools in a mid-Atlantic school district. Findings indicated that though MI Write was somewhat under-utilized, teachers and students held positive attitudes towards the AWE system. Usage of MI Write had a mixed and limited predictive effect on outcomes: The number of essays written had a small predictive effect on state test performance for Grades 3 and 5; gain on revision had a moderate predictive effect on posttest writing quality and a small predictive effect for Grade 5 state test performance. Students' average AWE scores showed consistently moderate to large predictive effects for all outcomes. Interpreted in light of the underlying architecture of MI Write, findings have implications for other school districts considering implementing AWE as well as the design of AWE systems intended to support the teaching and learning of writing. [This paper was published in &quot;International Journal of Artificial Intelligence in Education&quot; v31 p324-276 2021 (EJ1299797).]
Cognitive Constraints Influence the Understanding of Lifecycle Change
Author: French, Jason A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Children,Adults,Logical Thinking,Biology,Animals,Change,Age Differences,Familiarity,Individual Differences

We investigated children's (n = 120; 3- to 11-year-olds) and adults' (n = 18) reasoning about life-cycle changes in biological organisms by examining their endorsements of four different patterns of life- span changes. Participants were presented with two separate tasks: (a) judging possible adult versions of a juvenile animal and (b) judging possible juvenile versions of an adult animal. The stimuli enabled us to examine the endorsement of four different patterns of change: identical growth, natural growth, dramatic change, and speciation. The results suggest that endorsement of the different patterns is influenced by age and familiarity. Young children and individuals confronted with unfamiliar organisms often endorsed an identical growth that emphasizes the stability of features over the life span and between parents and offspring. The results are interpreted as supporting the idea that cognitive constraints influence individuals' reasoning about biological change and that the influence of these constraints is most notable when individuals are young or are presented with unfamiliar biological organisms. [This paper was published in &quot;Journal of Experimental Child Psychology&quot; v173 p205-221 2018.]
Lincoln College of Technology&apos;s Use of Higher Education Emergency Relief Fund Student Aid and Institutional Grants. ED OIG Oversight of Coronavirus Response Funds. ED-OIG/A20CA0016
Author: Office of Inspector General (ED)
Date: 2021-09-24
Type: Reports - Research
Subjects: Resource Allocation,Expenditures,Grants,Federal Aid,Student Financial Aid,Educational Finance,COVID-19,Pandemics,Federal Legislation,Emergency Programs,Vocational Schools,Enrollment,School Closing,Online Courses,Eligibility,Educational Technology,Technology Uses in Education,College Housing,Money Management,Time,Credit (Finance),Reports,Audits (Verification)

The objective of this audit was to determine whether Lincoln College of Technology (Lincoln) used the Student Aid (Assistance Listing Number (ALN) 84.425E) and Institutional (ALN 84.425F) portions of its Higher Education Emergency Relief Fund (HEERF) funds for allowable and intended purposes. The authors also reviewed Lincoln's cash management practices and the timeliness and quality of the data Lincoln reported on its use of HEERF funds. The audit covered Lincoln's HEERF expenditures, cash flows, and reporting from the grant award date through December 31, 2020. The audit found that Lincoln Educational Services Corporation (LESC) generally used the Student Aid portion of Lincoln's HEERF funds for allowable and intended purposes but did not always use the Institutional portion of its funds in accordance with Federal requirements. It was also determined that the information in Lincoln's required HEERF reports posted on LESC's website was generally accurate, complete, and timely. Following the presentation of these findings to LESC, LESC officials reallocated the amounts questioned to other expenditures they believed were eligible to be charged to Lincoln's Institutional grant.
Evaluating and Communicating about the Healthiness of Foods: Predictors of Parents&apos; Judgments and Parent-Child Conversations
Author: Menendez, David
Date: 2020-00-00
Type: Reports - Research
Subjects: Food,Parent Attitudes,Nutrition,Childrens Attitudes,Children,Pictorial Stimuli,Information Dissemination,Parent Child Relationship,Information Sources,Parent Influence,Decision Making,Merchandise Information,Purchasing,Knowledge Level

Parents are typically in charge of purchasing the food that their children eat, but little is known about how parents decide if particular foods are healthy for their children and how their beliefs about nutrition influence their children's beliefs. In two studies, we investigated how parents of children ages 4 to 12 (N = 826) make decisions about the healthiness of foods, when presented with different representations of the same nutritional information. Providing parents with nutritional information did not influence their ratings of how healthy food items are, compared to when they are shown only pictures of the foods. Parents reported talking with their children about nutrition, believed they are the best source of information for children about nutrition, and believed their nutrition beliefs influence their child's beliefs. Our findings highlight the role of prior knowledge in food cognition and how beliefs about foods are transmitted from parents to children. [This paper was published in &quot;Cognitive Development&quot; v55 Article 100913 2020.]
Benefits in Higher Education Annual Report: Key Findings and Comprehensive Tables on Healthcare, Wellness, Paid Time Off, Tuition, and Retirement Benefits for the 2020-21 Academic Year. Overview
Author: Fuesting, Melissa
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Higher Education,School Personnel,Fringe Benefits,Health Insurance,Wellness,Personnel Policy,Retirement,Tuition,Colleges

CUPA-HR's survey of benefits for higher education employees has been conducted since 2003. Prior to 2020-21, data were collected on healthcare benefits in odd years and non-healthcare benefits in even years. This year, we collected data on all benefits: healthcare benefits, including healthcare plans and wellness programs; and non-healthcare benefits, including paid time off, tuition benefits, and retirement benefits. Data on healthcare benefits were last collected in 2018-19, and data on non-healthcare benefits were last collected in 2019-20. This marks a special year for data collection and reporting for all CUPA-HR surveys. The severe budget cuts in the wake of the COVID-19 pandemic forced many institutions to freeze hiring, cut positions, and, in some cases, decrease salaries and benefits. This report provides an overview of the current state of benefit offerings in higher education after the arrival of the COVID-19 pandemic. Additional analyses that highlight changes to benefits over the past year will be released on the CUPA-HR website. [For the previous report, &quot;Benefits in Higher Education Annual Report -- Paid Time Off, Tuition Reimbursement, and Retirement: Key Findings and Summary Tables for the 2019-20 Academic Year. Overview,&quot; see ED605989.]
Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary
Author: Zucker, Tricia A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Early Childhood Education,Definitions,Academic Language,Teaching Methods,Preschool Teachers,Reading Interests,Reading Instruction,Story Reading,Learning Motivation,Incidental Learning,Direct Instruction,Learning Strategies,Check Lists,Instructional Materials,Language Usage

Developing young children's vocabulary is essential for later reading success; thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary. Yet even providing young children with child-friendly definitions of sophisticated words can be a challenge. First, the authors outline the components of a comprehensive vocabulary program for young children. Second, they review research evidence on the importance of direct vocabulary instruction and ways to increase children's word consciousness and interest in learning &quot;amazing&quot; academic words. Next, they turn to practical suggestions of ways to select and teach new vocabulary. They describe ways to increase word consciousness that extend excitement for word learning. Finally, they demonstrate that early childhood educators can improve the quantity and quality of their vocabulary instruction when using a comprehensive vocabulary program the features routine shared book reading, direct vocabulary instruction, and supports for word consciousness. [This article was published in &quot;Reading Teacher&quot; (EJ1290094).]
School Life. Volume X. September, 1924-June, 1925
Author: Department of the Interior, Bureau of Education (ED)
Date: 1925-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Intellectual Disciplines,Foreign Countries,Educational Theories,Books,Organizations (Groups),Citizenship

This document contains the September 1924 through June 1925 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Bureau of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books.
Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study
Author: Hamilton, Heather
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Males,Asian American Students,African American Students,Hispanic American Students,Poverty,Reading Achievement,Socioeconomic Status,Correlation,At Risk Students,Disproportionate Representation,Racial Differences,Ethnicity

In this statewide, multiyear analysis, the extent to which differences were present in reading by the economic status of Grade 3 Asian, Black, and Hispanic boys was determined. Specifically examined was the relationship of poverty to the three State of Texas Assessment of Academic Readiness (STAAR) Reading Reporting Categories for Grade 3 Asian, Black, and Hispanic boys in the 2015-2016 through the 2018-2019 school years. Also examined was the relationship of poverty to the STAAR Grade Level Phase-in Standards for Grade 3 Asian, Black, and Hispanic boys. Inferential statistical analyses revealed the presence of statistically significant differences in reading as a function of the economic status of Asian boys, Black boys, and Hispanic boys. In every instance, Asian boys, Black boys, and Hispanic boys who were Poor were outperformed by their counterparts who were Not Poor. Considering the majority of students in Texas come from poverty backgrounds, these findings are of great concern. Implications of these findings and recommendations for future research are discussed.
A Graph Isomorphism with Didactic Connections to QED
Author: Bonacci, Enzo
Date: 2021-00-00
Type: Journal Articles
Subjects: Puzzles,Secondary School Science,Physics,Scientific Concepts,Graphs,Visual Aids,Science Instruction,Time,Learner Engagement,Science Fiction

This manuscript is meant to support secondary school teachers in their constant effort to find novel ways to engage students. Adolescents seem particularly stimulated by time-travelling scenarios, like the famous &quot;wormhole billiard ball paradox&quot; proposed by J. Polchinski in 1990, which are usually solved through closed time-like curves (CTCs). The concept of &quot;causal loop&quot; has been popularized by a vast sci-fi literature, so that it sounds familiar to high school pupils. We present an adaptation of the Polchinski's puzzle to the possible scatterings (Møller or Bhabha) of an electron entering a time-travel tunnel so that it can collide with its earlier self at low energy. In order to avoid a discouraging mathematical formulation, our analysis is based merely on graph isomorphism and can be viewed, in educational terms, as an introduction to quantum electrodynamics at undergraduate level. In fact, all the electron interactions along the CTCs result in Feynman exchange diagrams (s-channel, t-channel, u-channel).