ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Sense of Time as Context: Theoretical Affordances of Chronotopes in the Study of Schooling and Student Success. WCER Working Paper No. 2010-11
Author: Compton-Lilly, Catherine
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Standardized Tests,Time on Task,Literacy,Writing Instruction,Case Studies,Role,Low Income,African Americans,Context Effect,Time Factors (Learning),Longitudinal Studies,Academic Achievement,Interviews,Parent Attitudes,Grade Repetition,Males

Time regulates the lives of educators. Time on task, 45-minute classes, 2-hour literacy blocks, 10-week marking periods, and 40-week school years are central to teachers' lives and to the operation of schools. In contemporary schools, benchmarks, standards, promotion, retention, graduation, and ultimately school success are all intricately connected to time. Recently, politicians, policy makers, and educators have increasingly focused on what students should be able to do at certain points in time. Passing standardized tests, achieving grade-level standards, and attaining text-level benchmarks all involve temporal expectations. Time plays a significant role in the culture of schools and in the ways students and staff experience schools (Ben-Peretz & Bromme, 1990). As Zerubavel (1981) argued, "time seems to constitute one of the major parameters of the context on which the meaning of social acts and situations depends" (pp. 101-102). However, recent analyses have focused on time as a resource and have neglected the sociological and semiotic meanings that accompany time. Unlike earlier discussions of time, this paper makes a case for recognizing "time as context"--as a constitutive dimension of experience that informs the ways students make sense of literacy, schooling, and themselves. Time is important because long-term processes--such as literacy learning, identity construction, and school trajectories--all involve longitudinal meaning construction. As Bloome, Beierle, Grigorenko, and Goldman (2009) explained, "people take hold of time, they structure, organize, and represent it, give it meaning and social significance, and experience it both individually and collectively in terms of those meanings and social significances" (pp. 314-315). In this paper, the author uses a case study approach to explore various aspects of time as it relates to the specific learning trajectory and affordances of one low-income, African American student, Jermaine Hudson. The author argues that time is a dimension of the contexts in which Jermaine made sense of his world and himself. (Contains 6 tables and 5 figures.)
Reading Plus[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Intervention,Reading Instruction,Web Based Instruction,Scaffolding (Teaching Technique),Reading Comprehension,Adolescents,Literacy

Reading Plus[R] is a web-based reading intervention that uses technology to provide individualized scaffolded silent reading practice for students in grade 3 and higher. Reading Plus[R] aims to develop and improve students' silent reading fluency, comprehension, and vocabulary. Reading Plus[R] is designed to adjust the difficulty of the content and duration of reading activities so that students proceed at a pace that corresponds to their reading skill level. The intervention includes differentiated reading activities, computer-based reading assessments, tools to monitor student progress, ongoing implementation support, and supplemental offline activities. One study of Reading Plus[R] that falls within the scope of the Adolescent Literacy review protocol meets What Works Clearinghouse (WWC) evidence standards with reservations. The study included 13,128 students, ranging from grade 5 through grade 9, who attended schools in Miami-Dade County in Florida. Based on one study, the WWC considers the extent of evidence for Reading Plus[R] on adolescent learners to be small for the comprehension domain. The one study that meets WWC evidence standards with reservations did not examine the effectiveness of Reading Plus[R] on adolescent learners in the alphabetic, reading fluency, or general literacy achievement domains. Reading Plus[R] was found to have potentially positive effects on comprehension for adolescent learners. Appended to this report are: (1) Study characteristics: Reading Plus, 2008; (2) Outcome measure for the comprehension domain; (3) Summary of study findings included in the rating for the comprehension domain; (4) Reading Plus[R] rating for the comprehension domain; and (5) Extent of evidence by domain. [The following study is reviewed in this WWC intervention report: Reading Plus. (2008). &quot;Reading improvement report: Miami-Dade regions II and III.&quot; Huntington Station, NY: Taylor Associates/Communications, Inc.]
A Longitudinal Study of the Illinois High School Class of 2002: A Six-Year Analysis of Postsecondary Enrollment and Completion. Policy Research: IERC 2010-3
Author: Smalley, David J.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Community Colleges,Enrollment,Longitudinal Studies,Educational Attainment,Outcomes of Education,Graduation Rate,College Graduates,College Transfer Students,Transfer Rates (College),Racial Differences,Gender Differences,Regional Characteristics,Student Characteristics,Predictor Variables,Correlation,Geographic Isolation,Enrollment Rate,Readiness,Institutional Characteristics,Public Schools,Cohort Analysis

In 2003, the Illinois Education Research Council (IERC) began to follow the members of the Illinois public high school class of 2002 (the Class of 2002) on their journeys through postsecondary education. There is a wealth of higher education information on these students, including enrollment and the completion of certificates and degrees. Also, a sufficient amount of time has passed to adequately explore bachelor's degree completion patterns, as the study period runs from the fall semester of 2002 to the end of the spring semester of 2008. In this report the authors provide a focused analysis of initial college enrollment and the attainment of intended outcomes for those enrolling at two-year and four-year institutions. They also highlight key findings regarding more specific pathways and completion patterns such as the bachelor completion rates for the students transferring from a two-year institution to a four-year institution. They explore the participation and completion outcomes by several student characteristics in addition to select characteristics of the students' respective high schools, as well as the postsecondary institutions in which they enrolled. Overall, 79% of the students in the Class of 2002 had enrolled in postsecondary education for at least one semester before the end of the spring semester of 2008. They found that nearly all (97%) of the students who initially enroll at a two-year institution are doing so at an Illinois community college. An appendix is included. (Contains 11 tables, 15 figures and 1 footnote.)
National Evaluation of the Comprehensive Technical Assistance Centers. Interim Report. NCEE 2010-4033
Author: Turnbull, Brenda J.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: School Districts,Technical Assistance,State Action,Program Implementation,Federal Legislation,Program Development,Case Studies,Educational Needs,Needs Assessment,Program Effectiveness,Task Analysis,Program Design,Program Evaluation,Exhibits,Administrative Organization,Organizational Objectives,Research Administration

This first of two reports presents early findings from the National Evaluation of the Comprehensive Technical Assistance Centers (Comprehensive Centers), a federally funded program that provides technical assistance to states in connection with the No Child Left Behind (NCLB) Act of 2001. The law authorizing the Comprehensive Centers, the Educational Technical Assistance Act of 2002, mandated that a national evaluation of the program be conducted by the Institute of Education Sciences (IES). The legislation indicated that the evaluation should &quot;include an analysis of the services provided...[and] the extent to which each of the comprehensive centers meets the objectives of its respective plan, and whether such services meet the educational needs of State educational agencies, local educational agencies, and schools in the region.&quot; The program evaluation is conducted by Branch Associates, Inc., Decision Information Resources, Inc., and Policy Studies Associates, Inc. This report addresses the first of the evaluation's three rounds of data collection, pertaining to the Centers' work of July 2006 through June 2007. It describes the program design and, drawing upon data provided by the Centers and their clients, program operations. It also   describes assessments of Center activities and resources, reporting on quality as judged by panels of subject-matter experts, and on relevance, usefulness, and contributions to capacity as judged by practitioners (namely, state-level managers and also clients who participated directly in Center activities or received Center products). A final report will provide parallel findings for 2007-08 and 2008-09. In addition, it will present findings from case studies of capacity building at the state level and any changes in findings over time. Appendices include: (1) Comprehensive Center Lead Grantee and Subgrantee Organizations; (2) Study Sample; (3) Describing Center Operations; (4) Survey of Senior State Managers; and (5) Ratings of Q Relevance, and Usefulness. (Contains 58 exhibits, 6 tables and 70 footnotes.)
The Effect of Supplemental Reading Comprehension Curricula on Grade 5 Students. NCEE Evaluation Brief. NCEE 2009-4076
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Elementary School Students,Grade 5,Enrichment Activities,Program Evaluation,Reading Improvement,Reading Achievement,Evidence,Program Effectiveness,Curriculum Evaluation

Improving the ability of disadvantaged students to read and comprehend text is also fundamental to the federal education policy aimed at closing the achievement gap between low- and high-achieving students. Title I of the No Child Left Behind Act of 2001 calls on educators to close the gap using approaches shown to be effective through scientifically based research. But such rigorous research is relatively scarce, making it difficult for educators to determine how best to use Title I funds to improve student outcomes. Identifying curricula that improve reading comprehension is part of this challenge. The Institute of Education Sciences has undertaken a rigorous evaluation of curricula designed to improve reading comprehension to meet that research challenge. Four supplemental curricula were selected in a competitive process to participate in a rigorous test of their effectiveness beginning in the 2006/07 school year: (1) Project CRISS by CRISS; (2) ReadAbout by Scholastic; (3) Read for Real by Chapman University and Zaner-Bloser; and (4) Reading for Knowledge by the Success for All Foundation. Results from this study show no effects for three of the curricula and a negative effect for the fourth. (Contains 1 figure.) [For the full  report, &quot;Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032,&quot; see ED505578.]
Relative Achievement Effects of Four Early Elementary School Math Curricula. NCEE Evaluation Brief. NCEE 2009-4075
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Elementary School Mathematics,Mathematics Achievement,Instructional Effectiveness,Mathematics Instruction,Grade 1,Elementary School Students,Disadvantaged Youth,Curriculum Implementation,Elementary School Teachers

Many U.S. children start school with weak math skills, and children from poor households lag behind those from affluent ones. These differences grow over time, resulting in substantial differences in math achievement by the time students reach grade 4. The federal Title I program provides financial assistance to schools with a high number or percentage of students from low-income households, to help all students meet state academic standards. Under the No Child Left Behind (NCLB) Act of 2001, these schools must make adequate yearly progress in meeting state-specific targets for proficiency in math and reading, with the goal of ensuring that all students are proficient in math and reading by 2014. To provide educators with information that may contribute to making adequate yearly progress, this large-scale national study examines whether some math curricula for early elementary school are more effective than others at improving student math achievement. A small number of curricula, based on different theories for developing math skills, dominate elementary school math instruction--seven math curricula make up 91 percent of the curricula used by K-2 educators. Although the NCLB Act emphasizes the importance of adopting scientifically based education practices, there is little rigorous research evidence to support one theory or curriculum over another. This study aims to help fill that knowledge gap. After one year this study demonstrated that math achievement for grade 1 students was significantly higher among schools using the Math Expressions and Saxon Math curricula than among those using Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics. (Contains 1 figure.) [For the full report, &quot;Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools. NCEE 2009-4052,&quot; see ED504418.]
Focus on Basics: Connecting Research &amp; Practice. Volume 9, Issue B
Author: Garner, Barbara, Ed.
Date: 2008-09-00
Type: Collected Works - Serial
Subjects: Health Personnel,Adult Basic Education,Adult Learning,Patients,Adult Literacy,Teaching Methods,Administrators,Theory Practice Relationship,Physicians,Health Behavior,Health Promotion,Intervention,Health Education,Infants,Mothers,Interdisciplinary Approach,Teacher Education,Partnerships in Education,Role,Visual Aids,Literacy Education

&quot;Focus on Basics&quot; is a publication of the U.S. Division of World Education, Inc. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. &quot;Focus on Basics&quot; is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by research more relevant to the field. The theme of this issue of &quot;Focus on Basics&quot; is &quot;Health &amp; Literacy Partnerships.&quot; Articles in this issue include: (1) Health Literate Doctors and Patients (Anthony Tassi and Fatima Ashraf); (2) The Influence of Low Health Literacy (Lilian H. Hill); (3) Literacy Students as Health Advisors (Barbara Garner); (4) Take Charge of Your Health: A Collaborative Health Literacy Intervention Linking Adult Education and Maternal-Infant Health Care (Ian M. Bennett, Pamela Pinder, Regina Szesniak, and Jennifer F. Culhane); (5) Partners in Training: A Cross-disciplinary Approach to Preparing Adult Literacy Practitioners and Health Professionals (Maricel Santos and Lynette Landry); (6) Partnerships in North Carolina, Wisconsin, and New York (Julie McKinney); (7) Collaborating for the Health of San Diego County (Kelli Sandman-Hurley and Cris McFadden); (8) Health Literacy Curriculum Works for Adult Basic Education Students (Susan R. Levy, Sue Pinzur Rasher, Sarah Deardorff Carter, Lesley Maradik Harris, Michael L. Berbaum, Janice B. Mandernach, Laura Segal Bercovitz, and Laura Martin); (9) The Role of Visuals in Communicating Health Information to Low Literate Adults (Lilian H. Hill); (10) A Second Look at the Health Literacy of American Adults and the National Assessment of Adult Literacy (Andrew Pleasant); and (11) New from World Education. Individual articles contain figures, tables, and references.
Focus on Basics: Connecting Research &amp; Practice. Volume 9, Issue A
Author: Garner, Barbara, Ed.
Date: 2008-05-00
Type: Collected Works - Serial
Subjects: Numeracy,Adult Basic Education,Adult Learning,Mathematics Teachers,Administrators,Adult Literacy,Instructional Design,Professional Development,Algebra,Theory Practice Relationship,Mathematics Instruction

&quot;Focus on Basics&quot; is a publication of the US Division of World Education, Inc. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. &quot;Focus on Basics&quot; is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of &quot;Focus on Basics&quot; is &quot;Numeracy.&quot; Articles in this issue include: (1) Using Part-Whole Thinking in Math (Dorothea Steinke); (2) Numeracy Matters (Myrna Manly); (3) Designing Instruction with the Components of Numeracy in Mind (Lynda Ginsburg); (4) Changing Practice, Expanding Minds (Kate Nonesuch); (5) A Conversation with FOB: Is Math Universal?; (6) Numeracy at the Downtown Learning Center (Avril DeJesus); (7) The Importance of Algebra for Everyone (Tricia Donovan); (8) TIAN: A Professional Learning Model for ABE Math Teachers (Beth Bingman and Mary Jane Schmitt); (9) Arizona's Professional Learning Journey Through the Teachers Investigating Adult Numeracy Project (Beverly Wilson and D. Roberto Morales); and (10) New from World Education. Individual articles contain figures, references, and tables.
Teaching Educational Issues to Secondary Student Teachers Using Computer Mediated Communication (CMC): An Educational Innovation
Author: Palmer, Bill
Date: 1996-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Students,Discussion,Computer Mediated Communication,Rural Areas,Rural Education,Preservice Teacher Education,Blended Learning,Internet,Discussion Groups,Educational Innovation,Education Courses,Electronic Mail,Technology Integration,Barriers,Computer Assisted Instruction,Foundations of Education,International Education

I have been responsible for the teaching of a secondary teacher education unit called Educational Issues (EDN 482) for the past seven years, in the Faculty of Education in a small, regional Australian University. A brief look at the map will show how geographically isolated form the main centres of population in Australia, Northern Territory University is. This was one reason why I felt that some experimentation with computer mediated communication might be justified. I taught part of an educational issues unit as a limited form of CMC discussion on a dedicated listserver. A considerable proportion of the course involved teaching the students appropriate computer skills in order to practice CMC, as, surprisingly, the students, who are all graduates, had little experience even of e-mail. Even a limited form of CMC has provided some degree of technological difficulty. After teaching about the technical aspects, students then discussed a variety of educational issues on the listserver EDN482-1. Unlike many CMC units, the aim of the on-line discussion was to improve the overall quality of classroom discussion and presentation. The methodology and details of the unit will be explained in the paper. In the future, I hope that some of these students will be encouraged to start using CMC in their own courses in schools, when they start teaching. I am introducing these changes slowly, as I have been in education too long not to have seen numerous technical and philosophical innovations disappear without trace. [This paper's abstract was published in: Rupert Maclean (Ed.), Report on the UNESCO-ACEID International Conference &quot;Re-Engineering Education for Change: Education Change for Development&quot; (2nd, Bangkok, Thailand, December 9-12, 1996). UNESCO, 1997. p365-366.]
Teaching Culture in the EFL/ESL Classroom
Author: Tran, Thu Hoang
Date: 2010-09-11
Type: Reports - Evaluative
Subjects: Second Languages,English (Second Language),Second Language Instruction,Second Language Learning,Linguistics,Cultural Awareness,Textbooks,Guidelines,Teaching Methods,Language Teachers,Culturally Relevant Education

This article is intended to discuss prominent issues in teaching culture to second and foreign language students. The concepts of language and culture will be defined, respectively. Next, the characteristics and components of culture will be presented. In addition, commonly used terms in language and culture including enculturation, acculturation, cultural awareness, cross-cultural awareness, cultural identity, culture shock, and culture bump will be discussed, compared and contrasted. The relationship between language and culture will also be pointed out. Moreover, factors such as teachers, curricula, and textbooks that have an impact on the success and failure of teaching culture to second and foreign language students will be examined. Besides, various views on culture in language learning will be explored. The hidden assumptions of culture learning and teaching when language teachers embrace the bandwagon of communicative language teaching approach will be addressed. Additionally, techniques for teaching cultural awareness and ways to integrate culture learning into the foreign and second language classrooms will too be described. Furthermore, some practical guidelines on accounting for cultural issues for language classroom teachers will be indicated. The advantages and disadvantages of teaching culture in the language classroom will be mentioned. Finally, some discussion and conclusion will be made. (Contains 1 table and 1 figure.)
Does Hot Water Freeze Faster Than Cold? Or Why Mpemba's Ice Cream Is a Discrepant Event
Author: Palmer, Bill
Date: 1993-00-00
Type: Reports - Descriptive
Subjects: Constructivism (Learning),Water,Science Teachers,Science Instruction,Scientific Principles,Heat,Cognitive Processes,Physics,Science Experiments,Science Laboratories

A discrepant event is a happening contrary to our current beliefs. Discrepant events are said to be useful in clarifying concepts. This is one of the interesting features of current theories of constructivism. The story of Mpemba's ice cream is quite well known, but it is the educational aspects of the experiment that are of interest in this story. Mpemba was a Tanzanian school boy, who was passionate about knowing the reason for his unexpected observations. His teacher made fun of him rather than carrying out the experiment and eventually a university lecturer listened to him and carried out the experiments. The paper focuses on the educational aspects of this experiment. The positive message is that although discrepant events are contrary to our current beliefs, they are useful in enabling learners to reconstruct concepts that have been imperfectly understood. The experimental observation is that if approximately equal amounts of a hot and a cold liquid are placed adjacent to each other in a fridge, then the hot liquid freezes first. This is a prime example of what science educators call a discrepant event (cognitive dissonance or cognitive conflict). [This article was published in "The Journal of the Science Teacher Association of the Northern Territory," v12 p42-50 1993.]