ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;America after 3PM&quot; Special Report: Afterschool in Communities of Concentrated Poverty. Executive Summary
Author: Afterschool Alliance
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: After School Programs,Equal Education,Poverty,Participation,Learning Activities,Attitude Measures,Family Needs,Barriers,Experience,Summer Programs,Access to Education,Racial Differences,Ethnicity,Place of Residence,Educational Opportunities,Parent Attitudes,Educational Needs,Costs,Supply and Demand,Program Effectiveness,African Americans,Hispanic Americans,Federal Legislation,Educational Legislation

Findings from &quot;America After 3PM&quot; document the role that afterschool programs play in supporting families living in high-poverty areas by answering questions about what afterschool program participation looks like, what the demand for afterschool programs is, what is preventing parents from taking advantage of and children from participating in afterschool programs, and what the afterschool program experience is like for families in communities of concentrated poverty. Taken collectively, the findings help to establish the unmistakable value of afterschool programs as one strategy to address the inequalities prevalent in communities of concentrated poverty. At the same time, these findings underscore the number of children living in communities of concentrated poverty who are missing out on taking part in an afterschool program and the number of benefits and supports being missed by children who are unable to take part in an afterschool program. The report includes recommendations to bring more quality afterschool programs to children and families living in communities of concentrated poverty and to help bring opportunity back into balance in these high-poverty areas. [For the full report, &quot;'America after 3PM' Special Report: Afterschool in Communities of Concentrated Poverty,&quot; see ED582319.]
Using the Content and Language Integrated Learning (CLIL) Approach to Develop Student Teachers&apos; EFL Receptive Skills
Author: Diab, Abeer Ali Mahmoud
Date: 2018-01-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Instruction,Pretests Posttests,Language Teachers,Receptive Language,Teaching Methods,Listening Skills,Reading Skills,Program Effectiveness,Language of Instruction,Course Content,Foreign Countries,Check Lists,Language Tests,Scoring Rubrics,Hypothesis Testing,Scores,Preservice Teachers

This study aimed at investigating the effectiveness of using the CLIL approach to develop student teachers' EFL receptive skills. The study followed a pre-post experimental one group design. The participants were 38 third year students enrolled in English Language section, Faculty of Education, Benha University. To determine the most important and required EFL receptive skills for the participants, a checklist of EFL receptive skills was developed and validated by a number of EFL jury members. A pre- and a post EFL receptive skills test were prepared. Students were pre-tested, to identify their entry level of EFL receptive skills. Then, they were trained through the suggested CLIL-based program on how to develop their receptive skills (listening and reading) and trained adequately through its main four phases (processing the text, identification and organization of knowledge, language identification and tasks for students). The post-test was applied to the participants to assess the progress in their level of performance in EFL receptive skills. Findings of the study revealed that there was a statistically significant difference at 0.01 in the pre- and post-assessment of EFL receptive skills in favour of the post-assessment.
A Basic Guide to Special Education. 2017 Edition
Author: Advocates for Children of New Jersey, KidLaw Legal Resource Center
Date: 2017-00-00
Type: Guides - General
Subjects: Special Education,Disabilities,Guides,Student Rights,Advocacy,Screening Tests,Evaluation Methods,Individualized Education Programs,Preschool Education,High School Students,Transitional Programs,State Programs,Barriers,School Districts,Early Intervention,Referral,Speech Language Pathology,Dyslexia,Reading Difficulties,Federal Legislation,State Legislation,Educational Legislation,Equal Education,Parent Participation

The topic of special education can be confusing and frightening for parents who suspect their child has a disability or has difficulty learning. Parents in this situation want to know how to get help for their child. This guide is intended as a reference for people who have questions about special education for a child. It summarizes the basic procedures, services and rights of children to an education and represents current federal and state laws and regulations. It is not intended to offer advice or legal guidance. For an expanded, legally-grounded explanation of any aspect of the special education process, parents/caregivers should contact Advocates for Children of New Jersey's Kidlaw Legal Resource Center. Staff attorneys can provide printed information and limited personal assistance to individual parents/caregivers.
Showing Up Matters: The State of Chronic Absenteeism in New Jersey
Author: Rice, Cynthia
Date: 2015-08-00
Type: Reports - Research
Subjects: Attendance,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Elementary School Students,High School Students,Race,Socioeconomic Status,Primary Education,Grade 4,National Competency Tests

In the 2013-14 school year, 125,000 students in kindergarten through 12th grade were &quot;chronically absent.&quot; This means they missed 10 percent or more of school days, which includes both excused and unexcused absences, according to statistics from the New Jersey Department of Education. These students represent about 10 percent of New Jersey's K-12 population. This policy brief provides an overview of the state of student attendance in New Jersey, with a focus on kindergarten through 3rd grade and the high school years, and provides information on what schools and parents can do to make sure that students regularly attend school.
Showing Up Matters: The State of Chronic Absenteeism in New Jersey, 3rd Annual Report
Author: Chen, Peter
Date: 2017-11-00
Type: Reports - Research
Subjects: Attendance,Elementary Secondary Education,Race,Economically Disadvantaged,Special Education,English Language Learners,Preschool Children,Preschool Education,School Nurses,School Districts

Since the release of Advocates for Children of New Jersey's (ACNJ) first report on chronic absenteeism just two years ago, schools in New Jersey are trying to tackle the problem. Chronic absenteeism is defined as missing 10 percent or more of the total enrolled school days, including both excused and unexcused absences and suspensions. About 8,000 fewer students were identified as being &quot;chronically absent&quot; in the 2015-16 school year, compared with the prior year. Moreover, during the same period of time, fewer districts had 10 percent or more of their students chronically absent. This third ACNJ statewide report again provides a snapshot of chronic absenteeism at the state, district, grade, and demographic level. It highlights the federal and state policy changes and initiatives that are providing the frameworks for schools and communities to be more intentional in addressing chronic absenteeism. [For the first edition, see ED582323; for the second edition, see ED582280.]
Afterschool Providing Key Literacy Supports to English Language Learner Students. Dollar General Afterschool Literacy Issue Brief. No. 69
Author: Afterschool Alliance
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: English Language Learners,After School Programs,Literacy Education,Skill Development,Social Development,Emotional Development,Well Being,Family Involvement,Barriers,Student Needs,National Competency Tests,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Cultural Influences,Teaching Methods,Student Motivation,School Community Relationship

The academic struggles of English language learners highlight the essential need to provide additional supports for this growing body of students. Given the multiple hurdles facing ELL students as they move through school, it is difficult for schools alone to provide ELL students the extra supports necessary for them to succeed academically. Afterschool programs are natural partners to build ELL students' literacy skills, as well as support their social and emotional wellbeing and engage students' families in their education. As a part of the educational ecosystem, afterschool programs are helping all students, including ELL students, reach their full potential.
&quot;America after 3PM&quot; Special Report: The Growing Importance of Afterschool in Rural Communities
Author: Afterschool Alliance
Date: 2016-03-00
Type: Reports - Research
Subjects: After School Programs,Rural Areas,Rural Youth,National Surveys,Barriers,Summer Programs,Parent Participation,Partnerships in Education,Economic Factors,Parent Attitudes,Physical Activities,Enrichment Activities,Low Income Groups,Comparative Analysis

This special &quot;America After 3PM&quot; report takes a closer look at the afterschool experience for children living in rural communities. Earlier &quot;America After 3PM&quot; reports examined how children spend the hours after school, documenting the participation in afterschool programs, the unmet demand for programs, program offerings, and barriers to participation at a national level. This special report focuses on the hours after school for children and families living in rural communities, and how they compare to children and families outside of rural communities. This report also serves to examine the ways programs are increasing opportunity in these often-underserved and overlooked communities, and what more can be done to make certain that all children, regardless of geographic location, are given the array of supports they need to achieve their full potential. The &quot;America After 3PM&quot; survey asked parents in rural communities a series of questions about their views on afterschool programs to better understand their perceptions, as well as expectations, of programs. A close look at the responses of rural parents reveals that, as with parents nationally, most rural parents are happy with their child's afterschool program overall and report that their child is taking part in a wide range of learning opportunities. Although the overall afterschool program experience reported by rural parents is very positive, certain program elements are not as prevalent in rural afterschool programs compared to programs outside of rural areas, in particular activities associated with technology. Findings show that challenges including the affordability, availability, accessibility, and lack of knowledge of afterschool programs emerge as the primary obstacles preventing parents from enrolling their child in a program. The report includes recommendations to help ensure that all children in rural communities have the ability to take part in quality afterschool programs that can help them succeed in and out of school. [This report was made possible by the support of John Deere. For the executive summary, &quot;'America after 3PM': The Growing Importance of Afterschool in Rural Communities. Executive Summary,&quot; see ED582332.]
&quot;America after 3PM&quot;: The Growing Importance of Afterschool in Rural Communities. Executive Summary
Author: Afterschool Alliance
Date: 2016-03-00
Type: Reports - Research
Subjects: After School Programs,Comparative Analysis,Rural Areas,Rural Youth,National Surveys,Barriers,Summer Programs,Parent Participation,Low Income Groups

This special &quot;America After 3PM&quot; report takes a closer look at the afterschool experiences of children and families living in rural communities and compares these experiences to those of children and families outside of rural communities. This report also serves to examine the ways programs are increasing opportunity in these often-underserved and overlooked communities, and what more can be done to make certain that all children, regardless of geographic location, are given the array of supports they need to achieve their full potential. [This report was made possible by the support of John Deere. For the full report, &quot;'America after 3PM' Special Report: The Growing Importance of Afterschool in Rural Communities,&quot; see ED582330.]
Evaluation of Educational Mobile Apps for Turkish Preschoolers from Google Play Store
Author: Özeke, Vildan
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Educational Games,Foreign Countries,Preschool Children,Content Analysis,Scoring Rubrics,Correlation,Handheld Devices,Interaction,Electronic Publishing,Books,Educational Technology,Statistical Analysis,Qualitative Research

There are many mobile applications (apps) for learning in Google Play Store. People usually evaluate the apps based on their personal view/criteria, and others have an idea about that app with its rating score and/or user comments. This study, aims to analyze the educational mobile apps objectively by using a reliable rubric tool; REVEAC (Rubric for the EValuation of Educational Apps for preschool Children). This is a descriptive research based on content analysis method. The mobile apps were selected in this study based on their following characteristics: belonging to educational category for children five years old and under; being free, trial or freemium; and having Turkish content. Android apps were selected because of its commonly usage in worldwide. The selected 44 apps have scores from 2.9 to 5 according to Google's five-star rating system. The selected mobile apps had medium level of rubric scores. The rubric scores ranged from 29 to 66 points with a mean of 43.20 ± 7.89. There was no statistically significant correlation between rubric scores and a) Google Play scores; b) the number of people who voted for the mobile app, and c) how many times the mobile app downloaded. The 39 apps could be categorized as games, and five apps were interactive e-books. The most popular five contents of the apps were; animals, numbers, colors, fruits and vegetables, and shapes. Almost all of the apps were promoting learning through repetitive practices. The study also presented additional notes for the apps in terms of four domain; educational content, design, functionality, and technical characteristics.
Kentucky Transfer Student Feedback Report
Author: Kentucky Council on Postsecondary Education
Date: 2017-08-00
Type: Reports - Research
Subjects: College Transfer Students,Community Colleges,Technical Institutes,Public Colleges,Private Colleges,Transfer Rates (College),Student Characteristics,School Holding Power,Graduation Rate,Intellectual Disciplines

Preparing students for transfer to a four-year college or university is a core function of community colleges. The Kentucky Community and Technical College System (KCTCS), which is comprised of 16 colleges with over 70 campuses, plays a major role in promoting student mobility between the two-year and four-year sectors of postsecondary education in Kentucky. In 2014-15, 5,826 students transferred from two-year to four-year institutions in Kentucky, and on average during the preceding five years, over 6,000 students transferred each year. This report provides information on the community and technical college students transferring to Kentucky's public or independent four-year institutions of higher education. It details data regarding where students transfer, what majors they pursue, and their retention and graduation rates at four-year institutions. The purpose of the report is to provide analysts, educators, staff, and decision makers at KCTCS with vital statistics on transfer students and credits, which will allow for informed discussion on the transfer process and mobility between Kentucky's postsecondary education sectors. The report is a snapshot of Academic Year (AY) 2014-15, spanning three semesters: summer 2014, fall 2014, and spring 2015. It consists of four sections that highlight the following information for students transferring their KCTCS-earned credits to four-year institutions in Kentucky: (1) number of transfer students and transfer credit hours; (2) demographics of students who transfer; (3) receiving institutions and fields of study after transfer; and (4) student retention and graduation rates post-transfer. The Kentucky Student Transfer Feedback Report is based entirely on data from the CPE Comprehensive Database System (KPEDS), and includes data from AY 2010-11 through AY 2014-15. With the inclusion of multiple years, this report is able to provide both retention rates as well as graduation rates for transfer students.
Financial Literacy Efforts at Kentucky&apos;s Public Colleges &amp; Universities: Addressing Student Debt &amp; Improving Affordability
Author: Kentucky Council on Postsecondary Education
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Money Management,Knowledge Level,Consumer Education,Public Colleges,Universities,Decision Making,Educational Strategies,Teaching Methods,College Students,Paying for College,Student Financial Aid,Financial Aid Applicants,Loan Repayment,Counseling,Computation,Educational Legislation,Federal Legislation,Higher Education

Financial literacy, or understanding how money is made, spent, and saved in order to make informed decisions, is particularly important during the transition to and through college. Students who have a deeper understanding of finances and how they work are better positioned to make decisions regarding the college or university they attend, what to major in, how to pay for their education, how to increase their chance of graduating, and how to take on and manage student debt after finishing school. All of these choices have a direct impact on their future success and financial security. This brief provides an overview of strategies in Kentucky to improve the financial literacy of the state's college students, and consequently, the longer-term financial well-being of graduates as they begin their careers and families. As these initiatives grow and expand to other campuses, they promise to relieve some of the pressure rising costs have placed on enrollment, retention and completion.
Building Workforce Skills in Afterschool. Issue Brief No. 70
Author: Afterschool Alliance
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: After School Programs,Job Skills,Labor Force Development,Summer Programs,Career Readiness,Skill Development,Career Awareness,Employment Qualifications,Social Development,Teamwork,Problem Solving,Communication Skills,Writing Skills,Verbal Ability,Thinking Skills,Experiential Learning,Elementary Secondary Education

A strong and vibrant economy is reliant on a strong and vibrant workforce equipped with the necessary skills, competencies, and knowledge. Afterschool and summer learning programs play an integral role readying students for their career pathways; not only helping them develop the foundational skills that are critical across the different contexts of their lives from an early age--including in school, in work, and in their everyday interactions--but providing them with opportunities that stretch their ideas of what is possible and of what they are capable. Programs introduce students to diverse career fields, teaching them about the array of jobs within each field and connecting them to internships and apprenticeships. Afterschool and summer learning programs are making sure that all students, regardless of their zip code, receive the supports that will follow them from school to the workforce, as they make the transition into successful adults.
&quot;America after 3PM&quot;: Full STEM Ahead--Afterschool Programs Step Up as Key Partners in STEM Education
Author: Afterschool Alliance
Date: 2015-09-00
Type: Reports - Research
Subjects: STEM Education,National Surveys,Leisure Time,Access to Education,After School Programs,Participation,Parent Attitudes,Satisfaction,Racial Differences,Ethnicity,Family Income,Socioeconomic Status,Program Content,Youth Programs,Rural Areas,Urban Areas,Suburbs,Labor Force Development,Student Interests,Experiential Learning,Gender Differences,Employment Level,Barriers,Parent Education,Geographic Location,Elementary Secondary Education

The &quot;America After 3PM&quot; survey is the nation's most comprehensive household survey of how children spend the hours after school and asks parents and guardians of school-age children in the United States a number of questions about availability and access to afterschool programs. In addition to asking for information about afterschool programs generally, the 2014 &quot;America After 3PM&quot; survey was the first to ask about children's participation in programs offering science, technology, engineering and mathematics (STEM) learning opportunities, making it possible to produce this special report on STEM. This report outlines the importance of STEM learning and outlines a national picture of STEM in expanded learning. The report highlights availability and access, frequency, participation, and parent attitudes and satisfaction related to STEM learning in expanded learning programs, including how parent attitudes vary by income and ethnicity. The report also summarizes implementation challenges and recommendations to increase and improve STEM learning in expanded learning programs. [For the executive summary, &quot;America after 3PM: Full STEM Ahead--Afterschool Programs Step Up as Key Partners in STEM Education. Executive Summary,&quot; see ED582342.]
Taking a Year-Round Approach to Literacy. Dollar General Afterschool Literacy Issue Brief. No. 68
Author: Afterschool Alliance
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: After School Programs,Literacy Education,Reading Skills,Writing Skills,Thinking Skills,Critical Thinking,Summer Programs,Scheduling,National Competency Tests,Grade 4,Grade 8,Elementary Secondary Education,At Risk Students,Low Income Groups,Program Effectiveness,Holistic Approach,Culturally Relevant Education

The Afterschool Alliance, in partnership with Dollar General Literacy Foundation, is proud to present this issue brief examining the vital role afterschool programs play in building students' literacy skills. This issue brief will focus on the year-round support needed to help students with their reading, writing and critical thinking skills. This issue brief will also delve into the variety of ways afterschool and summer learning programs are taking a year-round approach to literacy, helping students catch up and keep up.