ethanporcaro/eric-fulltext-meta huggingface dataset:
Changes in Pell Grant Participation and Median Income of Recipients. Data Point. NCES 2016-407
Author: Ifill, Nicole
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Student Participation,Financial Aid Applicants,Student Financial Aid,Eligibility,Family Income,Social Change,Participant Characteristics,Federal Aid,Higher Education

This report is based on data from four iterations of the National Postsecondary Student Aid Study (NPSAS), a large, nationally representative sample survey of students that focuses on how they finance their education. NPSAS includes data on federal Pell Grant awards, which are need-based grants awarded to low-income students, primarily undergraduates. This Data Point examines how Pell Grant receipt and recipients' income have changed over time. The main criterion for Pell Grant eligibility is income. For dependent students, Pell Grant eligibility is based on parents' income, while for independent students, it is based on students' income (plus their spouses' income, if married). This brief report answers the questions: (1) Has the percentage of students receiving Pell Grants changed over time?; and (2) Has students' median family income changed over time? The following figures of mathematical data are included: (1) Percentage of students who received Pell Grants, by dependency status: 1999-2000, 2003-04, 2007-08, and 2011-12; and (2) Median family income in constant (2010) dollars of Pell Grant recipients, by dependency status: 1999-2000, 2003-04, 2007-08, and 2011-12.
Toolkit of Resources for Engaging Families and the Community as Partners in Education. Part 1: Building an Understanding of Family and Community Engagement. REL 2016-148
Author: Garcia, Maria Elena
Date: 2016-09-00
Type: Guides - General
Subjects: Family Involvement,Community Involvement,Partnerships in Education,Well Being,Parent Child Relationship,Child Development,Guides,Cultural Relevance,Cultural Awareness,Communication Strategies,Beliefs,Family School Relationship,Cultural Differences,Learning Activities,School Community Relationship

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. The toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent-child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part I is designed to guide educators into building awareness of how their beliefs and assumptions about family and community engagement influence their interactions with families and the community and how knowledge about the demographic characteristics of the families in their schools can inform educators about what might support or hinder family engagement with schools. Appendix A: &quot;Activity and tool selection,&quot; is included. [For &quot;Toolkit of Resources for Engaging Families and the Community as Partners in Education: Part 2: Building a Cultural Bridge. REL 2016-151,&quot; see ED569111. For Part 3: &quot;Building Trusting Relationships with Families and the Community through Effective Communication. REL 2016-152,&quot; see ED569112. For &quot;Part 4: Engaging All in Data Conversations. REL 2016-153,&quot; see ED569113.]
Toolkit of Resources for Engaging Families and the Community as Partners in Education: Part 2: Building a Cultural Bridge. REL 2016-151
Author: Garcia, Maria Elena
Date: 2016-09-00
Type: Guides - General
Subjects: Family Involvement,Community Involvement,Partnerships in Education,Well Being,Parent Child Relationship,Child Development,Guides,Cultural Relevance,Cultural Awareness,Communication Strategies,Learning Activities,Family School Relationship,School Community Relationship

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. The toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent-child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part 2 is designed to tap into the strengths of families and community members and help families establish active roles in the school community in support of student learning. Appendix A: &quot;Activity and tool Selection&quot; is included. [For &quot;Toolkit of Resources for Engaging Families and the Community as Partners in Education. Part 1: Building an Understanding of Family and Community Engagement. REL 2016-148,&quot; see ED569110. For &quot;Part 3: Building Trusting Relationships with Families and the Community through Effective Communication. REL 2016-152,&quot; see ED569112. For &quot;Part 4: Engaging All in Data Conversations. REL 2016-153,&quot; see ED569113.]
Toolkit of Resources for Engaging Families and the Community as Partners in Education: Part 3: Building Trusting Relationships with Families and the Community through Effective Communication. REL 2016-152
Author: Garcia, Maria Elena
Date: 2016-09-00
Type: Guides - General
Subjects: Family Involvement,Community Involvement,Partnerships in Education,Well Being,Parent Child Relationship,Child Development,Guides,Cultural Relevance,Cultural Awareness,Communication Strategies,Learning Activities,Family School Relationship,School Community Relationship

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. The toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent--child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part 3 is designed to show how cross-cultural and two-way communication enhances family and community engagement. Appendix A: &quot;Activity and tool selection&quot; is included. [For &quot;Toolkit of Resources for Engaging Families and the Community as Partners in Education. Part 1: Building an Understanding of Family and Community Engagement. REL 2016-148,&quot; see ED569110. For &quot;Part 2: Building a Cultural Bridge. REL 2016-151,&quot; see ED569111. For &quot;Part 4: Engaging All in Data Conversations. REL 2016-153,&quot; see ED569113.]
Toolkit of Resources for Engaging Families and the Community as Partners in Education: Part 4: Engaging All in Data Conversations. REL 2016-153
Author: Garcia, Maria Elena
Date: 2016-09-00
Type: Guides - General
Subjects: Family Involvement,Community Involvement,Partnerships in Education,Well Being,Parent Child Relationship,Child Development,Guides,Cultural Relevance,Cultural Awareness,Communication Strategies,Learning Activities,Family School Relationship,School Community Relationship

The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. This toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent-child relationships, and students' ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part 4 is designed to help educators learn which student data are important to share with families and community members and how to share such data in a meaningful way. Appendix A, &quot;Activity and tool selection,&quot; is included. [For &quot;Toolkit of Resources for Engaging Families and the Community as Partners in Education. Part 1: Building an Understanding of Family and Community Engagement. REL 2016-148,&quot; see ED569110. For Part 2: &quot;Building a Cultural Bridge. REL 2016-151,&quot; see ED569111. For &quot;Part 3: Building Trusting Relationships with Families and the Community through Effective Communication. REL 2016-152,&quot; see ED569112.]
Self-Study Guide for Implementing High School Academic Interventions. REL 2016-218
Author: Smith, Kevin G.
Date: 2016-08-00
Type: Guides - Non-Classroom
Subjects: Intervention,Guides,High Schools,Program Implementation,Data Collection,Questioning Techniques,Program Improvement,Career Readiness,College Readiness,Needs Assessment,Scoring Formulas,Rating Scales,Strategic Planning,Self Evaluation (Groups),Selection Criteria,Evaluation Utilization,Instructional Development,Time Factors (Learning),Teacher Selection,Faculty Development,Organizational Communication,Classroom Environment

While academic interventions can be implemented in any grade, focusing on interventions in high school is critical because it is often a student's last chance to become ready for the academic demands of postsecondary education and careers. States across the country are implementing large-scale initiatives focused on delivering academic interventions in the high school grades. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and increase the number of students meeting college and career readiness standards. This guide is intended to help district- and school-based practitioners conduct self-studies for planning and implementing high school academic interventions. Self-study is a process of using a guide with predetermined focus areas and questions to collect, share, and discuss data with stakeholders. The process can include teachers, instructional coaches, guidance counselors, school-based administrators, district administrators, and chief academic officers knowledgeable in high school academic interventions. It may help educators ensure strong implementation of interventions and document current practices in implementing a specific academic practice, multi-tiered system of support, or response to intervention policy. An ideal time for conducting a self-study of implementation of academic interventions is the beginning or end of the school year so that prior-year implementation can be considered and planning can occur for implementation for the next school year. States, districts, and schools that are implementing or planning to implement high school academic interventions may find this guide helpful as they consider which types of evidence to collect and which components of high school academic interventions are important for evaluating implementation. This &quot;Self-Study Guide for Implementing High School Academic Interventions&quot; consists of the &quot;Scoring Guide,&quot; &quot;Implementation Consensus Rating Form,&quot; and &quot;Planning Next Steps Form.&quot; Support for &quot;Scoring Guide&quot; areas is appended.
Predicting Math Outcomes from a Reading Screening Assessment in Grades 3-8. REL 2016-180
Author: Truckenmiller, Adrea J.
Date: 2016-09-00
Type: Reports - Research
Subjects: Prediction,Predictive Validity,Predictor Variables,Mathematics Achievement,Screening Tests,Elementary School Students,Middle School Students,Identification,At Risk Students,Student Records,Achievement Tests,Accuracy,Mathematics Skills,Test Validity,Test Reliability,Reading Skills,Data Interpretation,Classification,Profiles

District and state education leaders frequently use screening assessments to identify students who are at risk of performing poorly on end-of-year achievement tests. This study examines the use of a universal screening assessment of reading skills for early identification of students at risk of low achievement on nationally normed tests of reading and math and provides support for the interpretation of screening scores to inform instruction. Several members of the Regional Educational Laboratory Southeast Improving Literacy Alliance already use a reading screening assessment--the Florida Center for Reading Research Reading Assessment (FRA)--for all students in grades 3-8 to identify students who may be at risk of poor end-of-year reading outcomes. To gain more information to drive instruction without students having to spend more time taking tests, these alliance members wanted to know whether the FRA could also be used to identify students at risk of poor end-of-year math outcomes. Data on students in grades 3-8 from one large Florida school district were available to answer these questions. The study found that the FRA identified students at risk of poor performance in mathematics on the Stanford Achievement Test, Tenth Edition, with a level of accuracy similar to that of screening assessments that measure math skills. The findings indicate that school districts could use an assessment of reading skills to screen for risk in both reading and math at the same time, potentially reducing costs and testing time. This report provides decision trees to support implementation of screening practices and interpretation by teachers. The following are appended: (1) Study methodology; (2) Descriptive statistics; (3) Comparing screening accuracy statistics; (4) Increasing the transparency of screening accuracy decisions; and (5) Decision trees for each grade level.
Self-Study Guide for Implementing Literacy Interventions in Grades 3-8. REL 2016-224
Author: Smith, Kevin G.
Date: 2016-09-00
Type: Guides - Non-Classroom
Subjects: Intervention,Guides,Literacy,Program Implementation,Data Collection,Questioning Techniques,Program Improvement,Career Readiness,College Readiness,Elementary School Students,Middle School Students,Self Evaluation (Groups),Institutional Research,Research Tools,Needs Assessment,Progress Monitoring,Scoring Formulas,Rating Scales,Strategic Planning,Program Development,School Districts,Selection Criteria,Instructional Development,Time Factors (Learning),Teacher Selection,Faculty Development,Organizational Communication,Classroom Environment

While literacy interventions can be implemented in any grade, focusing on interventions in grades 3-8 is critical because it is often the best chance for students identified with earlier reading deficiencies to become ready for the literacy demands of postsecondary education and careers. States in both the Regional Educational Laboratory (REL) Southeast region and across the country are implementing large-scale initiatives focused on delivering literacy interventions in grades 3-8. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions in grades 3-8 and increase the number of students meeting college and career readiness standards. This guide is intended to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions in grades 3-8. Self-study is a process of using a guide with predetermined focus areas and questions to collect, share, and discuss data with stakeholders. The process can include teachers, instructional coaches, guidance counselors, school-based administrators, district administrators, and chief academic officers knowledgeable in literacy interventions in grades 3-8. It may help educators ensure strong implementation of interventions and document current practices in implementing a specific academic practice, multi-tiered system of support, or response to intervention policy. An ideal time for conducting a self-study of implementation of literacy interventions is the beginning or end of the school year so that prior-year implementation can be considered and planning can occur for implementation for the next school year. States, districts, and schools that are implementing or planning to implement literacy interventions in grades 3-8 may find this guide helpful as they consider which types of evidence to collect and which components of intermediate grades and middle school literacy interventions are important for evaluating implementation. This Self-study guide for implementing literacy interventions in grades 3-8 consists of the &quot;Scoring Guide,&quot; &quot;Implementation Consensus Rating Form,&quot; and &quot;Planning Next Steps Form.&quot; Support for &quot;Scoring Guide&quot; areas is appended.
The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students' and University Teachers' Perspectives)
Author: Gurbanov, Elmir
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Teacher Attitudes,Student Attitudes,Grading,Self Evaluation (Individuals),Peer Evaluation,Questionnaires,Personal Autonomy,Student Centered Learning,Statistical Analysis,Likert Scales,Foreign Countries

The goal of the article is to find out the challenges of grading in student self and peer-assessment from teachers' and students' perspectives and to suggest ways to cope with them. Peer and self-assessment have accumulated a great significance in the last few decades related to vast application of the cognitive approach and the attempts of making students active agents of educational process rather than passive recipients of information. The overwhelming majority of modern educators believe that these concepts are the cornerstones of modern pedagogy and contributes to the promotion of learner autonomy to a great extent. Therefore, they lead to an improved learning environment and better learning outcomes. However, the concepts have some challenges when it comes to the final stage--grading. Depending on the social, cultural, and educational background, grading of the peer and self-assessment may be accompanied by hesitation and uncertainty as well as subjectivity and lack of reliability. In this work, the issue was investigated from two perspectives, teacher and student, to find out how the stakeholders perceive the problem and what can be done to cope with challenge of grading in self and peer-assessment. The research uses a questionnaire consisting of 20 questions with participation of 31 teachers and 100 students at Qafqaz University, Baku, Azerbaijan, to come to the conclusion about the issue addressing the challenge. The work is believed to be useful for educators to apply self and peer-assessment effectively, and also it can be a useful source for further research in the field.
The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)
Author: Goctu, Ramazan
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Attitudes,Reading Interests,English (Second Language),Second Language Instruction,Second Language Learning,College Freshmen,Experimental Groups,Control Groups,Pretests Posttests,Reading Improvement,Language Acquisition,Statistical Analysis,Comparative Analysis,Reading Habits,Foreign Countries

Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to express themselves freely and it also allows them to acquire specific language skills. That is why reading for pleasure is definitely important. An experimental study using reading for pleasure was carried out at international Black Sea University for eight weeks with 42 English Philology freshman students. The experimental group was given texts for their selection: newspaper articles and graded readers on various topics which students were interested in, while the control group has just read the reading excerpts and texts which are given in their course book. The duration of the experiment was 8 weeks. Pre- and post-tests were implemented to determine the degree of improvement of students' reading comprehension skills. The experimental group showed better improvement of comprehension skills. The study demonstrated a measurable positive effect of reading for pleasure on students' language acquisition.
The Discourse Structure and Linguistic Features of Research Article Abstracts in English by Indonesian Academics
Author: Arsyad, Safnil
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Discourse Analysis,Documentation,College Students,Writing Instruction,Research Papers (Students),Discourse Modes,Writing for Publication,Social Sciences,Humanities,Literary Genres,Content Analysis,Sentence Structure,Morphemes,Rhetoric,Official Languages,English (Second Language),English for Academic Purposes,Academic Discourse,Grammar,Journal Articles

To effectively teach university lecturers or students to write a good research article (RA) abstract for publication in international journals, instructors need to know the present characteristics of abstracts written published in such journals. This study examines the discourse structure and linguistic features of RA abstracts written in English by Indonesian academics published in national journals. The corpus for this study consists of 30 selected RA abstracts published mainly in university-based journals in Indonesia in social science and humanities disciplines. Analyses were conducted using genre-based procedures with a clause or a simple sentence as the smallest unit of analysis. The results show 1) unlike the common discourse structure of English abstracts found in RAs published in international journals, the majority English RA abstracts written by Indonesian speakers have only three moves (i.e. purpose, method and results); 2) the abstracts are mostly written in active sentence using present tense except for Move 3 (methods) in which a half of them are written in past tense and that-complement sentences are mostly found in Move 4 (results or findings); and 3) the use of interactional metadiscourse devices are dominated by hedges found in Move 4 while the use of attitudinal stance markers of the writers and self-reference words is rarely found in the abstracts.
Conceptual Knowledge of Decimal Arithmetic
Author: Lortie-Forgues, Hugues
Date: 2016-00-00
Type: Journal Articles
Subjects: Arithmetic,Mathematical Concepts,Knowledge Level,Middle School Students,Self Esteem,Computation,Concept Formation,Statistical Analysis

In two studies (N's = 55 and 54), we examined a basic form of conceptual understanding of rational number arithmetic, the direction of effect of decimal arithmetic operations, at a level of detail useful for informing instruction. Middle school students were presented tasks examining knowledge of the direction of effects (e.g., &quot;True or false: 0.77 * 0.63 &gt; 0.77), number line estimation of decimal magnitudes, and knowledge of decimal arithmetic procedures. Their confidence in their direction of effect judgments was also assessed. We found (1) most students incorrectly predicted the direction of effect of multiplication and division with decimals below one; (2) this pattern held for students who accurately estimated the magnitudes of individual decimals and correctly executed decimal arithmetic operations; (3) explanations of direction of effect judgments that cited both the arithmetic operation and the numbers' magnitudes were strongly associated with accurate judgments; and (4) judgments were more accurate when multiplication problems involved a whole number and a decimal below one than with two decimals below one. Implications of the findings for instruction are discussed. [At time of submission to ERIC this article was in press with the &quot;Journal of Educational Psychology.&quot;]