ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Accommodations to Students with Disabilities in Montana
Author: Pitas-Pilo, Acer Ann
Date: 2023-06-01
Type: Reports - Research
Subjects: Students with Disabilities,Student Needs,Knowledge Level,Teacher Attitudes,Academic Accommodations (Disabilities),Assistive Technology,Instructional Program Divisions,Foreign Countries,Foreign Workers,Special Education,Teacher Background,Individualized Education Programs,Inclusion

This study assessed Filipino teachers' proficiency in accommodating students with disabilities in Montana. Utilizing quantitative analysis and a descriptive survey, 36 Filipino teachers in Montana with special needs students participated. Findings indicate a moderate level of knowledge, with no significant grade-level differences but notable distinctions based on educational background. Teachers exhibited a strong willingness to provide accommodations, particularly for students needing extra care, though a slight decrease was observed for those using specific devices or assistive technology. No significant differences were noted across grade levels or educational backgrounds. This underscores the need for tailored training and support programs to bolster educators' inclusive teaching capabilities.
95 Phonics Core Program™ 2022-2023, Grades K-1, AZ Efficacy Study
Author: Schechter, Rachel L.
Date: 2023-07-19
Type: Reports - Research
Subjects: Kindergarten,Young Children,Phonics,Program Effectiveness,Control Groups,Reading Achievement,Literacy,Emergent Literacy,Beginning Reading

LXD Research analyzed data from 405 students from kindergarten through first grade who either participated in using the 95 Phonics Core Program (95PCP) or served as comparison students in a school district in AZ during the school year 2022-2023. This product adds explicit and systematic phonics instruction to the daily reading block. The demographic breakdown of this sample includes 27% Indigenous students, 40% Hispanic students, 46% Low Income, 13% Special Education students, and 12% Limited English Proficient students. Two schools volunteered to use 95PCP as their core reading curriculum and used it for about 30 minutes a day. Three comparison schools with similar demographics and literacy scores created a matched sample and used National Geographic (NatGeo) as their core reading program. The Aimsweb Plus Reading Early Literacy Assessment was conducted at the beginning, middle, and end of year 2023 to understand the programs' impact on reading. Students using 95PCP showed significantly more reading growth on the Aimsweb assessment compared to the comparison group. Kindergarten students using 95PCP scored 17 more points than the comparison group on their early literacy scores at the end of the year and first grade students scored 8 more points than the comparison group at the end of the year. Notably, the impact of 95PCP led to an additional 22% of kindergartners and 8% of first graders to being on track, considered &quot;Low Risk&quot; on Aimsweb, in the Spring 2023. The findings and rigorous study design support the 95 Phonics Core Program as a comprehensive program that meets the criteria for ESSA Level 2.
Academic Research and Development. Science &amp; Engineering Indicators 2024. NSB-2023-26
Author: Falkenheim, Jaquelina C.
Date: 2023-10-05
Type: Reports - Evaluative
Subjects: Research and Development,Science Education,Engineering Education,Higher Education,Educational Trends,Educational Finance,Expenditures,Sustainability,Graduate Students,Postdoctoral Education,Researchers

This report presents an overview of research and development (R&amp;D) in science and engineering (S&amp;E) fields performed at institutions of higher education in the United States, including historical trends and recent patterns. The report first examines the financing and performance of R&amp;D at universities based on patterns in funding and spending, then discusses the physical infrastructure required to enable and sustain academic R&amp;D. The final section addresses the human resources engaged in academic R&amp;D, particularly the graduate students and postdoctoral researchers (postdocs) who perform academic R&amp;D under the supervision of faculty and full-time research personnel. [For &quot;Academic Research and Development. Science &amp; Engineering Indicators 2022. NSB-2021-3,&quot; see ED615448.]
Development of Science-Pseudoscience Scale for Elementary Students: Widely Accepted Opinions Scale
Author: Bezir Akçay, Behiye
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Sciences,Misconceptions,Beliefs,Deception,Scientific Literacy,Credibility,Opinions,Measures (Individuals),Reliability,Validity,Data Collection

Although all kinds of knowledge is valuable, some non-scientific knowledge can cause confusion on students' minds. Science-pseudoscience distinction should be taught in all levels of education to protect especially young age students from this confusion. It is hard to change gained beliefs so giving importance to demarcation from elementary to university levels needs to be the noticed. In this study it is aimed to develop a scale for science- pseudoscience distinction for elementary school students. For this purpose data was collected from 717 students who were attending 5th, 6th, 7th and 8th grades. 20 items scale was created by structural equation modeling. Lisrel 8.7 programme was used for analyze. The observed fit indexes were X[superscript 2]/sd 3.21, RMSEA 0.056, RMR 0.0077, SRMR 0.048, GFI 0.93, AGFI 0.9, CFI 0.95, NNFI 0.94. All values were found acceptable according to literature. KR-20 internal consistency coefficient for the test was calculated and found as .836. Therefore according to findings, the scale which was named as &quot;Widely Accepted Opinions Scale&quot; and was developed by this study is a valid and reliable data collection tool for elementary school students.
engage2learn Middle School Efficacy Study 2021-2022. An Exploration of NWEA MAP Growth: Math &amp; Science 6-8
Author: Chase, Paul A.
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Science Achievement,Grade 6,Grade 7,Grade 8,Middle School Teachers,Coaching (Performance),Faculty Development,Achievement Tests,Program Effectiveness,Benchmarking,Achievement Gains,Program Implementation,Program Evaluation

Responsive coaching at engage2learn is an innovative, and with this and previous reports--an evidence-based solution. This 2021-2022 study compellingly validates the efficacy of the engage2learn program through an exploration of NWEA MAP® Growth™ and STAAR test scores for Math and Science, Grades 6-8. LXD Research, an independent research firm, analyzed educator achievement through the life of the engage2learn partnership with a large urban school district in Texas. This report focuses on student growth on benchmark assessments (over 2,000 students in total) during the 2021-2022 school year and evaluates the relationship between educator engage2Learn participation and student growth, along with differences in school climate. The robust sample, 169 teachers across 10 schools, showed that the impact of teacher participation in engage2Learn on student academic growth is positive and significant in both math and science.
Examining the Associations of Students&apos; Career Goals Survey Response to Writing Response
Author: Lee, Hye Rin
Date: 2021-08-00
Type: Reports - Research
Subjects: Engineering Education,Undergraduate Students,Student Attitudes,Personality Traits,Language Usage,Occupational Aspiration,Career Planning,Goal Orientation,Beliefs

Language offers a vast amount of information about an individual's social and personality processes. Prior studies have found links between personality traits, attitudes, and language use. To further extend prior work on links between personality traits, attitudes, and language use, this study examined the link between career goal affordance beliefs and language usage using the goal congruency perspective. Using data from 944 engineering undergraduates (69.70% male) in an engineering course-track, we investigated whether students' agentic and prosocial goal affordance beliefs towards engineering relate to their interpersonal and achievement-related language use in their writing about their career plan. Regression analyses revealed that prosocial goal affordance beliefs were positively associated with social words and affiliation words, and negatively with family words. Agentic goal affordance beliefs were positively associated with money words and not associated with achievement or reward words. The goal congruency perspective was supported as prosocial goal affordance beliefs related to the use of words oriented toward others, whereas agentic goal affordance beliefs related to the use of words oriented toward the self.
Primary Level English Language Teaching Curricula of Greece and Turkey: A Comparative Study
Author: Günes, Hilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Teaching Methods,Intercultural Communication,Communicative Competence (Languages),Comparative Analysis,English (Second Language),Comparative Education,Second Language Learning,Second Language Instruction,Curriculum Design,Curriculum Implementation,Listening Skills,Speech Communication,Learning Activities,Foreign Countries

The present study primarily aims at comparing the ELT curricula of Turkey and Greece concerning primary-level education. With this aim, a large number of articles, educational websites, theses, and dissertations, along with The Organization for Economic Co-operation and Development (OECD) reports and Ministry of National Education (MoNE) reports of Turkey and Greece were inspected. Data were analyzed qualitatively by using the document analysis technique. As a result of the analysis, some similarities and differences were detected in the design, development, and the implementation of two curricula. Starting the teaching of English at earlier grades, adopting student-centered and action- oriented teaching approach, promoting the development of listening and speaking abilities, targeting communicative, authentic, comfortable, and enjoyable learning environment, focusing on alternative and process-oriented assessment techniques, and aiming to develop intercultural communicative competence of the learners are among the similarities of two curricula. On the other hand, discrepancies were also revealed regarding the designing, developing, piloting, and implementation processes, testing of instructional activities and materials, training of the teachers, material infrastructure, class hours, and internal and external evaluation of the two curricula. By explaining the similarities and differences between ELT curricula of Turkey and Greece at the primary level, this study endeavors to provide information for English language teachers, researchers, curriculum developers, and policy-makers.
The Relationship between Child Care Subsidies and Children&apos;s Cognitive Development
Author: Hawkinson, Laura E.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Readiness,Child Care,Kindergarten,Grants,Mathematics Skills,Child Development,Cognitive Development,Low Income Groups,Low Income,Preschool Children

Child care subsidies help low-income families pay for child care while parents work or study. Few studies have examined the effects of child care subsidy use on child development, and no studies have done so controlling for prior cognitive skills. We use rich, longitudinal data from the ECLS-B data set to estimate the relationship between child care subsidy use and school readiness, using value-added regression models as well as parametric and non-parametric models with propensity score matching. Compared to a diverse group of subsidy non-recipients in various types of non-parental care as well as parental care only, we find that child care subsidy use during preschool is negatively associated with children's math skills at kindergarten entry. However, sensitivity analysis suggests that these findings could be easily overturned if unobserved factors affect selection into subsidy receipt. [This article was published in &quot;Early Childhood Research Quarterly&quot; (EJ1008291).]
Academically or Intellectually Gifted (AIG) 2019-22 Plan
Author: Scrimgeour, Meghan
Date: 2023-09-00
Type: Reports - Research
Subjects: Academically Gifted,Gifted Education,Equal Education,Minority Group Students,Racial Differences,Ethnicity,Disproportionate Representation,Talent Development,Individualized Instruction,Advanced Students,Referral,Elementary Secondary Education,Programs,Services,Faculty Development,Standards,Accountability,Public Schools,Program Implementation,Program Development,Program Effectiveness

The Wake County Public School System's AIG 2019-22 Plan is designed to meet the academic, intellectual, social, and emotional needs of gifted and advanced learners with a focus on providing equitable access to AIG programming. To examine progress towards achieving the plan's goals, a descriptive study utilizing a variety of data sources was conducted. Emerging results from the District Nomination Local Norming Process are promising in addressing equitable access to AIG programming. Black/African American and Hispanic/Latino students were among the largest racial/ethnic subgroups nominated through this process. The goal of a 10% increase in underrepresented students identified was mostly achieved, but a similar goal for referred students was not. Related to comprehensive programming, the Talent Development (TD) program was also rolled out with 4th- through 6th-grade students. Specific to differentiated curriculum and instruction, the K-2 Science Nurturing Project lessons were completed and posted; however, teacher-reported usage was low. While Advanced Learning Services (ALS) and Academics staff planned for new math and English Language Arts (ELA) lessons for AIG and TD students in grades 3-8, these lessons were not created. Although the AIG 2019-22 Plan was not fully realized, there was a slight improvement in academic results. Seventy-nine percent of schools with an AIG subgroup met or exceeded expected growth for AIG students in grades 3-8 which represented an improvement from baseline. Demonstrated growth may be credited to the AIG processes and procedures already in place prior to the AIG 2019-22 Plan. Recommendations for improvement include: 1) fully implementing the District Nomination Local Norming Process, 2) consistently tracking the three nomination processes and TD students in a central database, 3) exploring the dissemination of the K-2 Science Nurturing Project lessons, 4) continuing cross-departmental collaboration to address 3rd-8th grade math and ELA instructional expectations and lessons, and 5) gathering experiential feedback from AIG and TD students and parents.
HE Reform Consultation Analysis. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2023-07-00
Type: Reports - Research
Subjects: Higher Education,Educational Policy,Educational Change,Student Costs,Tuition,Student Loan Programs,Scholarships,Government Role,Educational Finance,Debt (Financial),Foreign Countries,Stakeholders,Attitudes,Eligibility

The 'Higher Education Policy Statement and Reform Consultation' was launched in February 2022 with responses required by May 2022. This online consultation included 16 closed questions, which have been analysed quantitatively, and 29 open text boxes, which have been analysed qualitatively and the frequency of themes summarised quantitatively. The consultation was designed to gain views on proposals for higher education reform in relation to student number controls (SNCs), minimum eligibility requirements (MERs), maximum fee and loan limits for foundation years, eligibility for a state scholarship and growing high-quality level 4 and 5 provision. This consultation document also sets out: (1) how the Government is investing in higher education to prioritise provision that results in better outcomes for students, the economy and society; and (2) how the Government plans to tackle the rising cost of the system to taxpayers, while reducing debt levels for students and graduates. [This report was written by York Consulting.]
Wake County Public School System Student Survey Results, 2021-22
Author: Halstead, Serena
Date: 2023-06-00
Type: Reports - Research
Subjects: Student Attitudes,Educational Attitudes,Student Surveys,Elementary School Students,Middle School Students,High School Students,Academic Aspiration,Occupational Aspiration,Academic Persistence,Teacher Student Relationship,Gender Differences,Racial Differences,Creativity,Difficulty Level,Citizen Participation,Peer Relationship,Personal Autonomy,Family Relationship

The Wake County Public School System's Student Engagement Survey is administered annually to measure students' perceptions of their learning experiences. This report is the first publication on student engagement results in the school system since 2018-19. Approximately 34,692 students from grades 5 through 12 responded in the spring of 2022 for a 34% response rate. The response rate decreased in the higher grades, dropping from 68.1% for grade 5 to 14.8% for grade 12. Due to low response rates for high school students, only grades 5 through 8 were included in this report. The general trend across survey domains is for percent agreement to remain stable or decrease with student grade level. Generally, percent agreement decreased slightly from pre-pandemic levels with a few exceptions. Details of the survey results are summarized in the report below. [For 2018-19 report, see ED606975.]
School Administrators&apos; and Teachers&apos; Views about the Use of Social Media at Schools as a New Platform in Organizational Communication
Author: Dogan, Emine
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Attitudes,Social Media,Educational Technology,Organizational Communication,Technology Uses in Education,Foreign Countries

This research aimed to evaluate the school administrators' and teachers' views about the use of social media at schools as a new platform in organizational communication. Phenomenology, a qualitative research model, was used in the research. A total of 17 participants who were included in the research (school administrators and teachers) were selected by using the purposive sampling methods that were well-suited to the qualitative research studies, namely, the &quot;maximum variation sampling method&quot; and the &quot;criterion sampling method&quot;. Participants' views were received via semi-structured and in-depth interviews. The research data were analyzed by using the NVivo 12.0 software. The inductive descriptive analysis, content analysis, and the constant comparison technique were utilized in the interpretation of interview texts. In this context, the participants' views were grouped under the themes of &quot;views about the definition of social media&quot;, &quot;views about whether the use of social media at schools is necessary&quot;, &quot;views about the purpose of using social media at schools&quot;, &quot;views about the likely effects of using social media at schools&quot;, and &quot;views about recommending the use of social media at schools&quot;. In the research, the participants stated that they viewed social media as a communication tool, the use of social media at schools was necessary, social media platforms could be used for education &amp; instruction and giving (sharing) information, social media could have positive effects besides negative effects, and certain societal, technical, and legal measures should be taken to assure that the social media was used effectively. To ensure the professional use of social media at schools, it is recommended that educators undergo professional development.
An Instructional Model for Physical Education in the Next Era for Secondary School
Author: Zhu, Jinyuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Physical Education,Secondary School Students,Delphi Technique,Specialists,COVID-19,Pandemics,Educational Change,Physical Fitness,Health Promotion,Models,Standards,Governance,Alignment (Education),Curriculum Development,Decision Making,Learning Experience,Elementary Secondary Education,Foreign Countries

Background and Aim: Over the past three years of the COVID-19 pandemic, both the external sports environment for youth physical exercise and the national education policy landscape have undergone significant changes. In light of these developments and to align with physical education instruction in the next era, ensuring high-quality physical education, and promoting the physical fitness of young individuals, this study aims to construct a physical education instructional model &quot;CISSO&quot; (collaborate, input, school, student, output) to better regulate and optimize the process of physical education learning management and improving the quality of learning management. Methods: This study was future research conducted with phase 1 exploring the problem by reviewing literature and 5 experts through Semi-structured interviews, the PESTEL model, and the SIPOC model to analyze influencing factors, to drat physical education instructional concept model; phase 2 by questionnaires and modified Delphi to construct physical education instructional model &quot;CISSO&quot;; phase 3 connoisseurship to determine and evaluate the rationality of the CISSO model. Results: The CISSO Model contains factors of Collaborate, Input, School, Student, and Output such as: (1) Collaborate: a collaborative educational approach guided by the government, led by schools, and supported by social organizations and families. (2) Input: The key to governing school physical education management is to take more measures to increase comprehensive &quot;Input&quot; in school physical education learning. (3) School: The CISSO model places a significant emphasis on aligning with the Curriculum Standards (2022 Edition), and revolves around key components such as &quot;learning, practicing, competing, and evaluation,&quot; resulting in a new and cohesive state of physical education. (4) Student: accentuates the subjectivity of students, with a pronounced focus on fostering their psychological development through sports education, thereby progressively instilling positive exercise routines. (5) Output: It holds the promise of driving improvements in students' physical abilities and fostering a greater sense of contentment among parents with the school's physical education initiatives. Conclusion: By implementing the CISSO model, educators and policymakers can gain a deeper understanding of the intricacies involved in managing physical education during the next era of education. The findings from this study will aid in making informed and wise decisions, enabling the formulation of effective strategies to optimize the learning experience of students in this dynamic educational landscape.
Teachers for All: Improving Primary School Teacher Deployment in Zambia
Author: Kabir, Mabruk
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary School Teachers,Teacher Role,Teacher Shortage,Teacher Distribution,Gender Differences,Class Size,Instructional Program Divisions,Academic Achievement,Teacher Student Ratio,Elementary Education,Rural Urban Differences,Teacher Recruitment,Barriers,Disadvantaged Schools

The equitable and effective deployment of teachers is critical to achieving quality education for all. However, the uneven distribution of teachers -- both across and within schools -- contributes to significant disparities in class sizes and learning conditions. Recognizing the critical role that teachers play in learning, the Government of Zambia has committed to addressing teacher allocation through large-scale teacher recruitments. This report aims to provide policymakers an overview of the magnitude and distribution of teacher shortages, and inform ongoing efforts to address teacher shortages and improve teacher allocation. [Michelle Mills and Ivan Mahardika contributed to this report.]