ethanporcaro/eric-fulltext-meta huggingface dataset:
Guidance Document: Qualified Interpreters
Author: Illinois State Board of Education
Date: 2021-03-00
Type: Guides - General
Subjects: Guidance,Qualifications,Translation,Job Training,Special Education

23 IAC 226.75 defines a qualified interpreter as a school staff member or other personnel who is bilingual and demonstrably qualified and competent to interpret between English and another language, trained in providing the interpretations requested and sufficiently knowledgeable in both languages of any specialized terminology needed, and trained in the ethics of interpretation. The qualified interpreter could be an individual that a Local Educational Agency (LEA) has on staff or an individual the LEA contracts with on an &quot;as needed&quot; basis. This guide is intended to provide non-regulatory guidance on how to become a qualified school interpreter in the state of Illinois. The following guidance is presented: (1) Definition; (2) Qualified Interpreter Training; (3) Special Education Training; (4) Exemptions to Training; (5) Qualification; (6) Examinations; (7) Notification to Parents; and (8) Sign Language Interpreters. [This document was produced by the Special Education Department of the Illinois State Board of Education.]
A General Perspective about Institutional Rankings, Ranking Framework, Benefits of Rankings and Ranking Methodological Flaws and Best Approach for Being a World Class Institution
Author: Ali, Mohammad Ghulam
Date: 2022-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Achievement Rating,Reputation,Universities,Educational Benefits,Higher Education,Educational Quality,Accreditation (Institutions),Evaluation Methods

Ranking scales is an important tool which serves learning outcomes. Accuracy of Ranking depends upon how accurately &amp; honestly the data is submitted according to the ranking methodology, how accurately Peers are giving their responses and how efficiently the ranking agencies are validating and evaluating the submitted data. However, giving more emphasis on pedagogy, teaching &amp; learning environment, periodic curriculum review, strengthening the existing infrastructure resource, graduate outcome in minimum stipulated time, employability including entrepreneurship and higher studies, regular evaluation &amp; assessments, research &amp; outcomes, collaborations and new course offering according to the market demand, Ranking will improve, International outlook will also improve accordingly. Ranking is essential for strategic planning and enhancement of institutional transparency and stimulating the quality culture in education. Rankings also influence national and international partnerships and collaborations. Rankings are a manifestation of global competition and are used as a policy instrument. Rankings are provoking an important debate about the quality and performance of HEIs. We can also say one of the manifestations of Rankings is to build a competitive institutional competence of world class universities. In this paper, I have discussed mainly on general perspective about institutional rankings, ranking framework, benefits of rankings and flaws in the ranking methodology.
A Scoping Review on the Implementation of Active Recreational Activities
Author: Gula, Louie Petere
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Activities,Recreational Activities,Student Motivation,Barriers,Health Promotion,Program Implementation,Program Effectiveness,Physical Education,Elementary Secondary Education,Foreign Countries,Gender Differences

The purpose of the study: The aim of this study is to identify the prevalence of participants in physical activities, the motivation needed by the students to engage in the activity, challenges encountered by the implementors, health benefits, and recommendations and suggestions needed for the improvement of the implementation. Materials and methods: Using Arksey and O'Malley's (2005) scoping review framework, a systematic analysis of the data of different articles was conducted. Results: It was found out that the implementation of active recreational activities offers different health benefits to the youth, physical literacy and orientation and motivation played a vital role in the implementation of the recreational activities. Conclusions: Therefore, the implementation of the active recreational activities must be strengthened in schools not just for the sake of participation but because they are motivated to. And the engagement of these activities must not only limit to school grounds but also engaged even at home and in the community.
Going Online! Teachers&apos; Encountered Personal Challenges in Teaching in the New Normal: A Qualitative Inquiry
Author: Núñez, Jayrome L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Teaching Methods,Teacher Attitudes,Foreign Countries,Barriers,Teachers,Teaching Experience

With most research mainly done on the challenges of students in online learning, this study is conducted to go to the personal level of struggles of teachers during the shift of teaching methods from traditional to online. Teachers from different countries (Ghana, Indonesia, Saudi Arabia, The United Arab Emirates, the Philippines, Japan, and Pakistan) were personally interviewed about the challenges they encountered in the journey in online teaching. Using the qualitative analysis of data collected, this research presents a thematic organization of unique challenges to each participant. The results can be personal and validating to the teachers in the same situation until now.
Evaluating Impoliteness in L2: A Study of Pragmatic Competence of Indonesian EFL Teacher Trainees
Author: Wijayanto, Agus
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Interpersonal Relationship,Pragmatics,Time,Language Skills,Social Influences,Interaction,Language Usage,Interpersonal Communication,Preservice Teachers

The last two decades have witnessed many studies reporting factors that promote second language (L2) learners' pragmatic competence such as pragmatic input, language proficiency, and pragmatic instruction. Length of formal study, although it may relate to language proficiency indirectly, has been a rather neglected aspect in pragmatic acquisition research. This study analyses the effects of length of time spent learning English formally on English language learners' ability to evaluate impoliteness and the foundations by which they evaluate it. Empirical data were collected by means of questionnaires and a semi-structured interview from one hundred EFL teacher trainees at a private university in Central Java Indonesia. The participants were divided into two groups. Group 1 (n = 50) studied English for nine and half years and group 2 (n = 50) studied English for eight and half years. The overall results revealed that the length of time spent learning English affected the learners' capability of comprehending impoliteness in particular off-record impoliteness. The English learners in the present study mostly used Quality face violation as the foundation of impoliteness evaluation.
Research Productivity in the Human Movement Sciences in the Philippines: A Descriptive Bibliometric and Social Network Analysis
Author: Fernandez, Paula Mae Q.
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education,Educational Research,Productivity,Foreign Countries,Bibliometrics,Social Networks,Network Analysis,Publications,Higher Education,Authors,Educational Researchers

The interdisciplinary field of human movement sciences (HMS) has gained massive interest among educational institutions around the world, not only in terms of academic programs but also in research. With this emergence, the researchers aimed to describe the productivity of HMS research in the Philippines. The descriptive bibliometric analysis phase of this paper considered papers published and indexed in Google Scholar from January 2010 to June 2021 and was analyzed after data cleaning and preprocessing. Results revealed that a total of 274 research publications were recorded between the years 2010 and 2021 with an average annual publication rate of 28.6% as far as the dataset was concerned. Also, public higher education institutions (HEIs) emerged to be the most productive generators of research outputs, specifically topped by the University of the Philippines (UP). Moreover, UP-based authors dominated the rankings of the most productive HMS researchers, with &quot;Jeffrey Pagaduan&quot; in the top rank. Results further indicated that 75% of the authors collaborated with fellow researchers within or outside their institution. Meanwhile, the term &quot;physical education&quot; was recorded to be the most frequently appearing word in most of the publications. Through the aid of the data mining approach social network analysis (SNA), five (5) researchers from public HEIs and two from private HEIs were identified to have the largest networks as discussed in the paper. The exploration of research in terms of productivity and the embedded social network of researchers may serve as a springboard in defining the future development of the field in the Philippines.
Accelerating Connections to Employment. Volume II. Appendices
Author: Modicamore, Dominic
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Job Skills,Job Training,Partnerships in Education,Community Colleges,Job Placement,Career Readiness,Program Effectiveness,Employment Level,Wages,Credentials,Program Implementation,Fidelity,Models,Labor Market,School Business Relationship,Individual Characteristics,Vocational Education,Time,Welfare Services,Barriers,Costs,Student Recruitment,Student Personnel Services,Employers

These appendices accompany the full report that summarizes the implementation and evaluation of the Accelerating Connections to Employment (ACE) program. The ACE program model is designed to improve employment and employment-related outcomes for low-skilled workers through formal partnerships between Workforce Investment Boards (WIBs) and community colleges. The following appendices are presented: (1) Program Description/Overview; (2) Evaluation Design and Methodology; (3) Outcomes/Impact Study; and (4) Implementation Study. [This report was Submitted to the Baltimore County Department of Economic and Workforce Development and the Workforce Innovation Fund National Evaluation Coordinator. For the Final Evaluation Report, see ED618503.]
Comprehensive Strategic Plan for Elementary and Secondary Education. 2019 Progress Report
Author: Illinois State Board of Education
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Elementary Secondary Education,Educational Finance,Educational Quality,School District Autonomy,Competency Based Education,Community Involvement,School Readiness,Kindergarten,Reading Comprehension,Grade 3,Mathematics Achievement,Grade 5,College Readiness,Career Readiness,High School Graduates,Teacher Effectiveness,Educational Environment,School Safety

The Illinois State Board of Education (ISBE) updates its Comprehensive Strategic Plan for Elementary and Secondary Education each year, as required by Public Act 93-1036 (the Education Reform and Accountability Act of 2004). This annual &quot;Strategic Plan Progress Report&quot; details actions the agency is taking to fulfill the Board's mission, vision, and goals. The 2019 Strategic Plan Progress Report largely addresses work initiated under the agency's previous administration, as the majority of the current Board and the current State Superintendent of Education assumed their roles in February 2019. ISBE's five key areas of focus are the strategies the agency is employing to make progress toward its goals: (1) Money: Establish an adequate and equitable education finance system; (2) Quality: Common definition of, and fair access to, quality education; (3) Autonomy: Maximize district autonomy to provide quality education to all families; (4) Competency: Encourage competency-based learning; and (5) Community: Districts and schools as centers of healthy communities. [This report was published by the Illinois State Board of Education's Office of Communications. For the 2018 report, see ED618518.]
Comprehensive Strategic Plan for Elementary and Secondary Education. 2015 Progress Report
Author: Illinois State Board of Education
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Elementary Secondary Education,Educational Finance,Educational Quality,College Readiness,Career Readiness,High School Graduates,Teacher Effectiveness,Educational Environment,Academic Achievement,School Safety

The Illinois State Board of Education's 2015 Comprehensive Strategic Plan is the agency's 11th such report as required by Public Act 93-1036. The first plan focused on ISBE's three primary goal areas: enhancing literacy, improving educator quality for all children, and expanding data-driven management and school support practices. Since 2005, agency staff members revisit the plan each year to review the agency's accomplishments and to update and refine our strategies to ensure every student in the state is prepared for success after high school graduation. In 2008, the Board updated its vision for education in Illinois, establishing a new mission and goals. [This report was published by the Illinois State Board of Education's Public Information Division. For the 2014 report, see ED618511.]
Comprehensive Strategic Plan for Elementary and Secondary Education. 2014 Progress Report
Author: Illinois State Board of Education
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Elementary Secondary Education,Educational Finance,Educational Quality,College Readiness,Career Readiness,High School Graduates,Teacher Effectiveness,Educational Environment,School Safety,Academic Achievement

The Illinois State Board of Education's 2014 Comprehensive Strategic Plan is the agency's 10th such report as required by Public Act 93-1036. The first plan focused on ISBE's three primary goal areas: enhancing literacy, improving educator quality for all children and expanding data-driven management and school support practices. Since 2005, agency staff members revisit the plan each year to review the agency's accomplishments and to update and refine our strategies to ensure every student in the state is prepared for success after high school graduation. In recent years, the State Board of Education's strategy has focused on four critical areas to achieve these goals for Illinois schoolchildren. These initiatives are: (1) Implementing internationally benchmarked student learning standards and a new and improved assessment system aligned to college and career readiness standards; (2) Establishing a longitudinal data system that will allow us to collect student data throughout our pre-K to 20 system and ultimately, into the work force; (3) Implementing program and policy changes to improve teacher and school leader effectiveness; and (4) Targeting statewide interventions and support to our lowest performing schools and districts. [This report was published by the Illinois State Board of Education's Public Information Division. For the 2013 report, see ED618512.]
Comprehensive Strategic Plan for Elementary and Secondary Education. 2013 Progress Report
Author: Illinois State Board of Education
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Elementary Secondary Education,Educational Finance,Educational Quality,College Readiness,Career Readiness,High School Graduates,Teacher Effectiveness,Educational Environment,Academic Achievement,School Safety

As required by Public Act 93-1036, the Illinois State Board of Education (ISBE) drafted its first Comprehensive Strategic Plan in 2005. The plan focused on three primary goal areas: enhancing literacy, improving educator quality for all children and expanding data-driven management, and school support practices. Agency staff members revisit the plan each year to look at the agency's accomplishments and to guide the essential work of doing all that is possible to ensure every student is prepared to succeed after high school. In 2008, the Board updated their vision for education in Illinois, establishing a new mission and goals. ISBE's Comprehensive Strategic Plan for Elementary and Secondary Education shows the focus of agency resources and energy on ISBE's essential mission and goals, which are: (1) Mission: The Illinois State Board of Education will provide leadership, assistance, resources and advocacy so that every student is prepared to succeed in careers and postsecondary education, and share accountability for doing so with districts and schools; (2) Goal No. 1: Every student will demonstrate academic achievement and be prepared for success after high school; (3) Goal No. 2: Every student will be supported by highly prepared and effective teachers and school leaders; and (4) Goal No. 3: Every school will offer a safe and healthy learning environment for all students. [This report was published by the Illinois State Board of Education's Public Information Division.]
Using Inverted Instruction for Enhancing the Oral Performance of EFL Pre-Service Teachers
Author: Kharboush, Randa M. Safyeldin
Date: 2019-10-00
Type: Journal Articles
Subjects: Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Preservice Teachers,Teacher Education Programs,Teaching Methods,Instructional Innovation,Language Skills,Comparative Analysis,Grammar,Accuracy,Student Attitudes,Positive Attitudes,Video Technology,Lecture Method,Foreign Countries

The inverted instruction (II) as a pedagogical model has recently gained more recognition and commendation and become one of the most noteworthy innovative instructional models in education, where students watch instructional videos and read assigned materials outside/before the classroom and engage in productive tasks and activities inside/during the classroom. In foreign language (FL) teaching, the II may offer great benefits for both teachers and students by providing more interactive tasks that can help to enhance learners' language skills. In this context, the researcher deployed II to explore its impact on enhancing EFL pre-service teachers' (N=88) oral performance. A pre- and post-test quasi-experimental design, with control (N=45) and experimental (N=43) groups, was utilized to achieve the purpose of the study. Quantitative data was collected, analyzed, and statistically treated using SPSS. Statistical analysis of results revealed that the experimental group participants outperformed the control group participants, and there were statistically significant differences at 0.00 level between the two groups at the end of an eight-week intervention process using II. The findings of the study also indicated that the experimental group participants developed significantly in the four measured dimensions of oral performance: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. The researcher supported her quantitative results with qualitative data collected to gain insights into the participants' perceptions of the newly used model and their reflections on II. The results revealed that the EFL pre-service teacher participants had a positive attitude towards the use of II, as a constituent part of their study courses. The study also provided recommendations for II's implementation and integration into courses in other EFL teaching.
Comprehensive Strategic Plan for Elementary and Secondary Education. 2018 Progress Report
Author: Illinois State Board of Education
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Elementary Secondary Education,Educational Finance,Educational Quality,School District Autonomy,Competency Based Education,Community Involvement,School Readiness,Kindergarten,Reading Comprehension,Grade 3,Mathematics Achievement,Grade 5,College Readiness,Career Readiness,High School Graduates,Teacher Effectiveness,Educational Environment,School Safety

The Illinois State Board of Education (ISBE) develops and maintains a continuing five-year comprehensive strategic plan for elementary and secondary education in accordance with Public Act 93-1036. Agency staff members revisit the plan each year to review the agency's accomplishments and to refine the agency's strategies. The State Board amended its strategic plan in September 2015 to reflect a new vision for public education, establish a new mission, and identify refocused goals. ISBE's five key areas of focus are the strategies the agency is employing to make progress toward its goals: (1) Money: Establish an adequate and equitable education finance system; (2) Quality: Common definition of, and fair access to, quality education; (3) Autonomy: Maximize district autonomy to provide quality education to all families; (4) Competency: Encourage competency-based learning; and (5) Community: Districts and schools as centers of healthy communities. [This report was published by the Illinois State Board of Education's Office of Communications. For the 2017 report, see ED618519.]
Comprehensive Strategic Plan for Elementary and Secondary Education. 2017 Progress Report
Author: Illinois State Board of Education
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Elementary Secondary Education,Educational Finance,Educational Quality,School District Autonomy,Competency Based Education,Community Involvement,School Readiness,Kindergarten,Reading Comprehension,Grade 3,Mathematics Achievement,Grade 5,College Readiness,Career Readiness,High School Graduates,Teacher Effectiveness,Educational Environment,School Safety

Each year, the Illinois State Board of Education (ISBE) updates its continuing, five-year comprehensive strategic plan for elementary and secondary education, per the Education Reform and Accountability Act of 2004. ISBE's Comprehensive Strategic Plan for Elementary and Secondary Education provides a comprehensive review of how the agency concentrates its efforts and resources to fulfill the Board's mission, vision, and goals. State Superintendent Smith has made building relationships with school district superintendents across the state a priority. In 2015, he specified five key areas of focus to give more strategic definition to the agency's work toward achieving its goals: (1) Money--establish an adequate and equitable education finance system; (2) Quality--Common definition of, and fair access to, quality education; (3) Autonomy--Maximize district autonomy to provide quality education to all families; (4) Competency--Encourage competency-based learning; and (5) Community--Districts and schools as centers of healthy communities. The 2017 Progress Report details new initiatives, partnerships, policies, and opportunities designed to support school districts in improving student outcomes. [This report was published by the Illinois State Board of Education's Office of Communications. For the 2016 report, see ED618457.]