ethanporcaro/eric-fulltext-meta huggingface dataset:
An Educational Revolution in Indianapolis
Author: Osborne, David
Date: 2016-12-00
Type: Reports - Research
Subjects: Urban Schools,Urban Areas,Boards of Education,School Districts,Educational Change,School Effectiveness,Educational Improvement,Public Schools,Educational Innovation,Superintendents,Charter Schools

Our urban school systems struggle because so many of their students live in poverty, but they also struggle because they were designed a hundred years ago, for an industrial society. In an increasing number of cities, they are being replaced by 21st century systems, in which the central administration does not operate all schools and employ all teachers. Instead, it steers the system but contracts with others to row--to operate many of the schools. The steering body, usually an elected school board and appointed superintendent but sometimes a mayor or appointed board, uses charters and contracts to open schools that meet emerging student needs. If they work, it expands them and replicates them. If they don't work, it replaces them. Every year, it replaces the worst performers, replicates the best, and develops new models to meet new needs. The result is continuous improvement. This new formula--autonomy, accountability, diversity of school designs, and parental choice--is simply more effective than the centralized, bureaucratic approach we inherited from the 20th century. Cities that embrace it, by expanding charter schools but also by treating more district schools like charters, are transforming the lives of their students. New Orleans, which has 92 percent of its students in charter schools, is the fastest improving city in America. Washington, D.C., with 46 percent in charters, is close on its heels. Denver, Memphis, Cleveland, Newark, and Camden, New Jersey, are all moving in the same direction.
Investigating the Effectiveness of an Online Course in English Language Teaching Program in a Rural Iranian Context
Author: Moqadam-Tabrizi, Mehdi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,English (Second Language),Second Language Learning,Second Language Instruction,Online Courses,Barriers,Distance Education,Educational Principles,Equal Education,Educational Opportunities,Student Attitudes

Technological developments have attracted the attention of educational stakeholders around the globe and tempted them to incorporate these developments into their decisions in training students. Rural areas, on the other hand, have suffered from deprivation and unavailability of educationally relevant instruments and gadgets in education in general and foreign language teaching in particular. Educational centers, therefore, have suffered a lot and students bore the consequence of this deprivation and a lack of basic facilities which is directly because of lack of resources, time restriction and inequalities of budgeting, and even because of human resources. However, thanks to the development of online educational gadgets and related technology the situation has improved. The present study intends to evaluate the effectiveness of implementing the principles of online distance education in foreign language teaching and learning in a rural Iranian EFL context. In so doing, both concurrent and non-concurrent forms of online distance teaching in thirteen schools from rural areas of Gilan, Iran were put into practice. The study, through using a quantitative survey, showed that rural areas` students had more satisfaction in distance online teaching regarding their achievement and having more equal opportunities.
Effects of Songs on the Development of Vocabulary among First Grade EFL Learners
Author: Çevikbas, Gülsüm
Date: 2018-00-00
Type: Journal Articles
Subjects: Music,Singing,Vocabulary Development,English (Second Language),Second Language Learning,Grade 1,Instructional Effectiveness,Foreign Countries,Pretests Posttests,Elementary School Students,Freehand Drawing

The aim of this research study was to investigate the impact of using songs in English as a foreign language (EFL) classrooms and examine to what extent it contributes to the vocabulary development of the first graders. The participants were 1st grade Turkish EFL learners studying at a private k-12 school in Istanbul, Turkey. Data were collected from pre- and post- vocabulary tests, students' picture drawings and the teacher's reflections related to implementing songs while teaching English to young learners (TEYL). The results revealed that songs help young learners to improve their vocabulary and they are also perceived by their teacher as effective pedagogical tools to promote vocabulary while teaching English to young learners.
The Impact of Project-Based Learning and Direct Instruction on the Motivation and Engagement of Middle School Students
Author: Carrabba, Colette
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Direct Instruction,Student Motivation,Learner Engagement,Middle School Students,Comparative Analysis,Rural Schools,Grade 6,Grade 7,Grade 8

This quantitative study sought to compare the levels of motivation and engagement for middle school students before and after the implementation of both project-based learning and direct instruction. Student participants completed the Intrinsic Motivation Inventory [IMI] (Deci &amp; Ryan, 2017) to assess their levels of motivation prior to and after instruction. In addition, engagement data was obtained utilizing the Student Engagement Walkthrough Checklist (SEWC) created by the International Center for Leadership in Education. Surveys were used to collect data from a sample of 6th, 7th, and 8th grade students in a rural southwestern Tennessee school district in the United States of America before and after project-based learning and direct instruction lessons. Data analyses revealed significant differences in motivation and engagement levels before and after (a) project-based learning and (b) direct instruction. Significant differences in motivation and engagement of students were also found between groups of students who had experienced project-based learning as compared to direct instruction.
Towards Humanizing ELT: Revisiting the Need for English in the Medical Context in Yemen
Author: Al-Kadi, Abdu
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Humanization,Second Language Instruction,English (Second Language),English for Special Purposes,Medicine,Needs Assessment,Teaching Methods,Humanism,Student Centered Learning,Teacher Empowerment,Medical Education,Medical Students,Informal Education,Professional Autonomy

This paper delved into medical English in Yemen with intent to update the profile of needs of ESP (English for specific purposes). It departed from the humanistic approach to language teaching in the post-method era. 120 informants in the academic (present) and occupational (target) situations were sampled. Data were collected from this cohort via questionnaires and structured interviews and were analyzed quantitatively. The results showed a variety of needs for English in the present situation (PS) and target situation (TS). However, these needs were tackled inadequately in the local context. Besides suggesting another approach to teaching English instead of the traditional ESP, the study concludes with some insights into maximizing chances of humanism in ELT. It accounts for allowing learners to have a say in what they learn and empowering teachers to shape their teaching. This would compensate for the shortcomings of formal instruction which has failed to accommodate the individual needs satisfactorily.
Innovating Out of Student Debt: A &quot;College Finance Innovation Fund&quot; Could Accelerate Ideas to Lower Debt and Make Schools More Accountable for Their Graduates&apos; Success
Author: Kim, Anne
Date: 2018-05-00
Type: Reports - Research
Subjects: College Graduates,Debt (Financial),Student Financial Aid,Paying for College,Innovation,Student Loan Programs,Costs,Loan Repayment,Federal Programs,Income Contingent Loans,Federal Aid,Educational Finance

For many students, the burden of student debt lingers years after leaving college, dragging down their finances and household security. New federal data find that, 12 years after enrollment, students with debt still owed, on average, two-thirds of what they had borrowed -- and as many as 27 percent had defaulted. Colleges, however, face no equivalent long-term financial stake in their students' education: their obligations are done once the tuition is paid and the last exam is graded. Except perhaps for the pressure to put on a good show for U.S. News &amp; World Report's college rankings, schools have little incentive to ensure their students can land good jobs with decent pay -- let alone graduate. Students bear the full risk of their investment and cope with the fallout if things don't pan out as planned. This lopsided burden of risk is one reason a dramatic expansion in financial aid -- i.e., &quot;free college&quot; -- can't solve the crisis in college affordability. Schools would see no need to rein in their costs or to share the risks of investing in education with their students. In fact, the opposite. If the government is willing to pick up more of the tab for students, there's no reason that tab wouldn't simply grow -- with potentially no reduction in student debt.
Teaching Grammar Judiciously in Secondary Schools and First-Year University: Lessons from the Field
Author: Soiferman, L. Karen
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Grammar,Writing (Composition),English Instruction,Secondary School Students,College Freshmen,Punctuation,Morphemes,Written Language,Writing Skills,Nouns,Teaching Methods

Teaching stand-alone grammar lessons is not as beneficial as instructors think if they want their students to learn how to write. If teachers truly want their students to become better at writing grammatically correct papers they will provide practice in writing, lots of practice. It is only through the practice of writing can students improve their writing. Filling in grammar sheets and teaching students how to parse a sentence serves the purpose of getting students to practice skills that they may not need to learn. It also provides practice in isolation and, as a result, students often can't transfer what they learnt from the grammar sheets to their own writing. It is not unusual to have students who can explain grammar rules but can't use them when they are completing assignments. The purpose of teaching grammar should be to show students why they need to learn some of these rules and why they are important if they want to improve their own writing. Therefore, it is important to teach the grammar they need and not to do a blanket teaching of every grammar rule that exists. This is not productive and students will not learn how to follow those rules. Teaching grammar needs to be used judiciously.
&quot;Art Greens&quot; - Ecology Art Education e-Conversations: A Professional Development Resource
Author: Julian, June
Date: 2008-07-29
Type: Speeches/Meeting Papers
Subjects: Ecology,Conservation (Environment),Art Products,Artists,Internet,Teaching Methods,Electronic Publishing,Diaries,Graduate Students,Educational Technology,Technology Uses in Education,Art Education,Lesson Plans,High Schools,Middle Schools,Elementary Schools

Ecology Art as a genre addresses sensitivity to our natural world and the interdependence of all living things, Over the past several decades Ecology artists have developed a distinguished tradition including a variety of international projects. In recent times, Eco Artists have also been exploring Internet technologies, and are being joined by art teachers of all grade levels to integrate ecology concepts into their standard instructional practice. In the &quot;Art Greens&quot; - Ecology Art Education e-Conversations Blog project, Art Education graduate students present ways to utilize free Web applications such as &quot;Google Earth,&quot; &quot;SketchUp&quot; and Blogs for teachers to integrate ecology topics and ecology art appreciation into the Art classroom. It is full of useful instructional materials and ideas to help green the classroom at all levels, from Eco-Art lesson plans, to student research and spaces that invite participation. These university students found that incorporating ecology issues into an existing curriculum can be seamless and effective in extending student learning. Although green is a secondary color on the Color Wheel, it signifies an awareness that is of primary importance.
Union&apos;s Retrograde Report Earns Failing Grade: A Response to the NEA&apos;s Policy Statement on Charter Schools
Author: Osborne, David
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Unions,Charter Schools,Position Papers,Public Schools,Boards of Education,Accountability,Collective Bargaining,Educational Quality,Competition,Elementary Secondary Education

As 21st century school systems continue to emerge, low-income parents will continue to regard public charter schools as the means through which their children have equal access to quality education. This report is a response to the National Education Association's (NEA's) policy statement on charter schools. In the statement, the NEA calls for a moratorium on the creation and expansion of public charter schools. Herein, the authors state that NEA leaders fear that the growth of charter schools threatens the health--and wealth--of their union. The authors conclude that as 21st century school systems continue to emerge, low-income parents will continue to regard public charter schools as the means through which their children have equal access to quality education. It's time for the NEA and other teachers' unions to reconsider whether standing in the charter schoolhouse door and shouting &quot;no&quot; is the best way to serve America's children.
4-H Science Initiative: Youth Engagement, Attitudes, and Knowledge Study
Author: Mielke, Monica
Date: 2013-03-00
Type: Numerical/Quantitative Data
Subjects: Extension Agents,Youth,Learner Engagement,Student Attitudes,Comparative Analysis,Science Programs,Science Activities,Scientific Attitudes,Science Process Skills,Occupational Aspiration,Daily Living Skills,Science Education,Engineering Education,Technology Education,Youth Programs,Program Evaluation,Program Implementation,Science Interests,Student Participation,Grade 4,Grade 8,Grade 12,Student Surveys

In 2006, 4-H National Headquarters and National 4-H Council introduced an initiative aimed at increasing the number and quality of science, engineering, and technology programs that 4-H offers around the country, and increasing the number of youth involved in these programs. By engaging youth in informal science educational opportunities through the 4-H Science Initiative, the organization hopes to increase science interest and literacy among youth, the number of youth pursuing post-secondary education in scientific fields, and the number of youth pursuing science-related careers. This report examines attitudes towards science held by youth in 4-H Science programs around the country. With the support of the Noyce Foundation, National 4-H Council has been working with Policy Studies Associates (PSA) since 2009 to evaluate the implementation of this initiative. Evaluators have examined state- and county-level implementation and delivery of science programming; youth engagement in science, attitudes towards science, and knowledge of science; and promising practices used in science programs. The goals of this report are to describe the characteristics and opinions of youth in 4-H Science programs around the country as of 2013 and to illustrate the potential effects of 4-H Science programs on youth. These descriptions of youth are intended to inform 4-H about the youth it is serving and to help identify areas where improvement and support may be needed.
Visible Language-Covert Policy: An Investigation of Language Policy Documents at EMI Universities in Turkey.
Author: Karakas, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,Second Language Instruction,English (Second Language),Language Planning,College Students,English for Academic Purposes,School Policy,Universities

As universities attempt to change their medium of instruction from the local languages to English and become more international by recruiting international students and teaching staff, their academic English language policies and practices appear to be more prominent. The use of English in higher education as the medium of instruction and the increasing cultural and linguistic mixture on campuses make English-medium instruction (EMI) universities a fruitful ground to explore issues of language policy and practice. This paper explores the academic English language policies and practices of three EMI universities in Turkey. Applying a combination of qualitative content analysis and negative analysis, I seek to find out institutions' overall orientation to English in their policy documents. The analysis shows that English is overtly pronounced as the official language of the institutions, yet the kind of English required remains considerably covert. However, the analysis of policy mechanisms further indicate that each university orients to a particular standard (native) English by implication as the appropriate kind of academic English. Additionally, such normative orientations seem to be guided by several dynamically intertwined ideologies. These results suggest that language-wise, universities' academic language policies are in need of immediate and drastic revision.
Psychometric Properties of a Screening Tool for Elementary School Student&apos;s Math Learning Disorder Risk
Author: Olkun, Sinan
Date: 2016-11-00
Type: Journal Articles
Subjects: Psychometrics,Screening Tests,Elementary School Students,Learning Disabilities,Mathematics Skills,Grade 1,Grade 2,Grade 3,Grade 4,Mathematics Achievement,At Risk Students,Low Achievement,Test Validity,Test Reliability,Foreign Countries

This study reports the psychometric properties of a Basic Number Processing Test (BNPT), which was developed in order to determine elementary school students at risk for Mathematical learning disorder. A total of 478 primary school students were selected from 12 different public schools with an attempt to get a representative sample. The reliability and validity of the Dyscalculia Screening Tool were assessed with approximately 120 students from each of the First to Fourth grade. Results showed that, except for the First grade, the test scores predict the significant portion of the student's curriculum based Math achievement scores for Second, Third and Fourth graders with having the highest variance in the Second grade. These findings indicate that BNPT could be used as a screening tool in order to determine the students at risk for Mathematics learning disorders in those grades. It could also be deduced that at least very important portions of the causes of low achievement in Mathematics might originate from either the core systems of number or the system for accessing numbers from symbols. It is also suggested that symbolic or non-reading measurement paradigms would be more appropriate for screening First graders.
Self-Regulation of Higher Secondary Students in Relation to Achievement in Mathematics
Author: Lawrence, A. S. Arul
Date: 2019-01-00
Type: Journal Articles
Subjects: Self Management,Secondary School Students,Mathematics Achievement,Foreign Countries,Correlation,Gender Differences,Rural Urban Differences,Public Schools,Private Schools

This survey study aims to find out the self-regulation of higher secondary students in relation to achievement in mathematics. A sample of 300 first year higher secondary students studying during the academic year 2018-19 was selected by using simple random sampling technique from Tirunelveli district, Tamil Nadu. Data were collected with the help of Self-Regulation Scale constructed by Saileela (2013). The five point Likert scale consisting of 42 (38 positive and 4 negative) items was designed to assess students' Self-Regulation in learning mathematics. The research tools were distributed to the students with proper instructions as to get the exact data for this study. For analyzing the data, percentile analysis, mean, standard deviation, t-test, F-test and Pearson's product moment correlation were employed and the analyzed data were interpreted accordingly. The finding shows that there is a positive relationship between self-regulation and achievement in mathematics of higher secondary students.
Turning around the Lowest-Performing Schools
Author: Department of Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Change,Access to Education,Equal Education,Achievement Gap,Educational Policy,Educational Improvement,Educational Quality,Program Implementation,Statewide Planning

&quot;The Elementary and Secondary Education Act of 1965&quot; (ESEA) has directed federal resources to schools for more than four decades to help ensure all children have equal access to a quality education. The most recent reauthorization--or congressional update to the law--occurred with the passage of the &quot;No Child Left Behind Act of 2001&quot; (NCLB). Although ESEA was due for reauthorization in 2007, NCLB has governed education policy in states and school districts for more than a decade. While waiting for Congress to complete its next reauthorization, the U.S. Department of Education has offered states flexibility from prescriptive provisions of the law that have become barriers to state and local implementation of innovative education reforms. ESEA flexibility moves away from top-down policies, instead supporting decisions informed by data and expertise at the state and local levels. All participating states must show how their reform plans advance all students' achievement by maintaining a high bar for student success, closing achievement gaps, improving the quality of instruction, and increasing equity by better targeting support and resources to schools based on need. This article describes how three states -- Massachusetts, Tennessee, and Virginia -- have proposed to turn around the lowest-performing schools.
Arts Alumni in Their Communities. 2017 SNAAP Annual Report
Author: Skaggs, Rachel
Date: 2017-11-00
Type: Reports - Research
Subjects: Art Education,Alumni,College Graduates,Job Skills,Social Networks,Participation,Satisfaction,Foreign Countries,Geographic Regions,Institutional Characteristics,Individual Characteristics,Art Teachers,Artists,Administrators,Career Centers

The Strategic National Arts Alumni Project (SNAAP) is a comprehensive survey administered online to the arts alumni of participating institutions. Founded in 2008, SNAAP is based at the Indiana University Center for Postsecondary Research of the School of Education and administered in cooperation with the Indiana University Center for Survey Research. SNAAP collects and analyzes data from arts graduates from a wide variety of institutions including comprehensive colleges and universities, liberal arts colleges, and special-focus arts institutions. Results described in this report are based on data collected from the 2015 and 2016 core questionnaire and the Career Skills and Entrepreneurship module. In 2015 and 2016, over 65,000 arts alumni participated in the SNAAP survey from 84 postsecondary institutions and 6 high schools in North America. Alumni report positive overall institutional experiences, and they are generally confident in their abilities in their careers. Yet, while arts institutions have helped their alumni acquire and develop many broad-based competencies for success in their work, deficits remain in some categories of skills and abilities. Almost all responding arts graduates are engaged in the arts in some manner. Alumni indicate there are resources they need for their careers that they cannot access. Student loan debt is another area of concern for some alumni. [This report was written with Alexandre Frenette, Sally Gaskill, and Angie L. Miller. For the 2016 report, see ED574453.]