ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Behaviour in Schools. Guidance Report
Author: Rhodes, Igraine
Date: 2019-06-07
Type: Guides - General
Subjects: Student Behavior,Behavior Modification,Behavior Problems,Best Practices,Intervention,Classroom Techniques,Educational Environment,Prevention,Leadership Responsibility,Mental Health,Well Being,Elementary Secondary Education,Special Schools,Foreign Countries,Student Characteristics,Community Influence,Environmental Influences,Interpersonal Relationship,Educational Practices,Student Needs,Positive Behavior Supports,At Risk Students,Influences,Teacher Role,Teacher Student Relationship,Experience,Bullying,Social Development,Emotional Development,Cognitive Development,Student Motivation,Rewards,Reinforcement,Evidence Based Practice,Parent Participation,Functional Behavioral Assessment,Accountability,Special Needs Students,Zero Tolerance Policy,Telecommunications,Handheld Devices,Family Involvement

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally good as well as where there are problems. The six recommendations offered in this report focus on three areas: (1) proactive strategies that can be deployed at classroom level to reduce the chance of misbehaviour occurring; (2) reactive strategies for supporting pupils to improve their behaviour when they have misbehaved or have a chronic issue with their behaviour in school; and (3) implementation. Implementing approaches to behaviour strategically and consistently is likely to be more important than the choice of approach itself, and the impact of any good strategy can be enhanced by getting this right. [For the related evidence review, see ED612210.]
Improving Behaviour in Schools: Evidence Review
Author: Moore, Darren
Date: 2019-12-00
Type: Information Analyses
Subjects: Student Behavior,Behavior Modification,Behavior Problems,Best Practices,Intervention,Program Effectiveness,Research Needs,Classroom Techniques,Educational Environment,Prevention,Leadership Styles,Leadership Responsibility,Mental Health,Well Being,Elementary Secondary Education,Special Schools,Sampling,Foreign Countries,Student Characteristics,Institutional Characteristics,Family Influence,Community Influence,Environmental Influences,Interpersonal Relationship,Family Environment,Educational Practices,Stress Management,Student Attitudes,Student Needs,Positive Behavior Supports,Research Methodology,At Risk Students,Influences,Teacher Role,Bullying,Social Development,Emotional Development,Cognitive Development,Student Motivation,Rewards,Reinforcement,Evidence Based Practice,Parent Participation,Functional Behavioral Assessment,Accountability,Special Needs Students,Zero Tolerance Policy

This evidence review synthesises the best available international evidence regarding approaches to behaviour in schools to: (1) Produce an overarching model or framework explaining why school pupils may misbehave (Review 1); (2) Review the effectiveness of classroom-based approaches to behaviour trialled in robust research studies (Review 2); and (3) Review the effectiveness of school-wide approaches to behaviour and identify the gaps for robust research studies to explore frequently used strategies (Review 3). [For the related guidance report, see ED612208.]
Claim Detection and Relationship with Writing Quality
Author: Wan, Qian
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Essays,Writing Evaluation,Natural Language Processing,Automation,Classification,Computer Assisted Testing,Scoring

In this paper, we extracted content-based and structure-based features of text to predict human annotations for claims and nonclaims in argumentative essays. We compared Logistic Regression, Bernoulli Naive Bayes, Gaussian Naive Bayes, Linear Support Vector Classification, Random Forest, and Neural Networks to train classification models. Random Forest and Neural Network classifiers yielded the most balanced identifications of claims and non-claims based on the evaluation of accuracy, precision, and recall. The Random Forest model was then used to calculate the number, percentage, and positionality of claims and non-claims in a validation corpus that included human ratings of writing quality. Correlational and regression analyses indicated that the number of claims and the average position of non-claims in text were significant indicators of essay quality in the expected direction. [This paper was published in: V. Cavalli-Sforza, C. Romero, A. Rafferty, &amp; J. R. Whitehill (Eds.), &quot;Proceedings of the 13th International Conference on Educational Data Mining (EDM)&quot; (pp. 691-695). Virtual Conference: International Educational Data Mining Society.]
Improving Literacy in Key Stage 1. Guidance Report. [Second Edition]
Author: Bilton, Caroline
Date: 2020-09-04
Type: Guides - General
Subjects: Foreign Countries,Literacy Education,Reading Skills,Reading Instruction,Language Acquisition,Evidence Based Practice,Teaching Methods,Listening Skills,Skill Development,Reading Comprehension,Decoding (Reading),Phonics,Reading Strategies,Writing Skills,Handwriting,Spelling Instruction

This report is part of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pupils between the ages of 5 and 7 in Key Stage 1. However, it may also be applicable to older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. Separate reports cover recommendations for effective approaches for improving literacy in Key Stage 2 (ages 7-11 years), supporting language and literacy development in the early years (ages 3-5 years), and improving literacy in secondary schools. This second edition presents the same recommendations as the first, but offers additional examples, explanations and resources to provide direct paths of action from the evidence-based guidance to classroom practice. The recommendations represent 'lever points' where there is useful evidence about language and literacy teaching that schools can use to make a significant difference to pupils' learning. [The first edition was authored by Steve Higgins, Peter Henderson, Thomas Martell, Jonathan Sharples, and David Waugh. For the three other companion reports in this series, see Improving Literacy in Key Stage 2 (ED612216); Improving Literacy in Secondary Schools (ED612217); and Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years (ED612218).]
Five Years Later: Technology and Advising Redesign at Early Adopter Colleges. CCRC Research Brief
Author: Pellegrino, Lauren
Date: 2021-04-00
Type: Reports - Research
Subjects: Academic Advising,Technology Uses in Education,College Students,Student Experience,Capacity Building,Change Strategies

In 2015, 26 broad-access two- and four-year colleges from various regions across the nation began steps to adopt or enhance technology-mediated advising practices in an effort to improve the way they support students. These institutions were part of the Bill &amp; Melinda Gates Foundation's Integrated Planning and Advising for Student Success (iPASS) initiative, aimed at promoting technology-supported advising redesign with implementation guidance from Achieving the Dream and EDUCAUSE. Understanding the iPASS colleges' long engagement in advising reform provides insights about sustainable and scalable redesign strategies that may work well at other institutions. Based on interviews with college personnel, this brief discusses the iPASS colleges' experiences, achievements, and challenges. The authors' findings align with and build on CCRC's previous iPASS and advising redesign research, which recognizes several elements connected with successful redesign efforts: the importance of strong support from senior leadership; a focus beyond technology adoption that considers structural changes at the college that are central to the student experience and advising practice; and a clear shift in outreach and communication with students--both in-person and electronically--that is more targeted and personalized. This brief also discusses how the early adopter colleges have worked with technology vendors, the ways in which they have leveraged internal resources to move the redesign work forward, and how they have maintained momentum in reform over a substantial period of time. [The report is funded by the Advising Success Network. An additional partner of the network is NACADA: The Global Community for Academic Advising.]
Well-Rounded Graduates -- What Languages Can Do
Author: Pulker, Hélène
Date: 2021-02-26
Type: Reports - Descriptive
Subjects: College Graduates,Second Language Learning,Second Language Instruction,Multilingualism,Language Teachers,Employment Potential,Curriculum Design,Educational Principles,Curriculum Implementation,Distance Education,Teaching Methods,Modern Languages,College Faculty,College Students,21st Century Skills,Open Universities,Applied Linguistics,Teacher Workshops,Teacher Attitudes,Program Descriptions,Excellence in Education,Foreign Countries

The School of Languages and Applied Linguistics at the Open University (OU) radically re-designed its modern languages curriculum in 2014, launching its first suite of new modules in 2017. The institution as a whole has since also developed a new employability framework. Our paper describes the principles underpinning the design of the new curriculum, demonstrates how it is being implemented, and focuses on an initiative that involved our Associate Lecturers (ALs) in defining a 'well-rounded graduate' and reflecting on plurilingualism and their roles as language teachers in a distance-teaching institution. Presenting our Teaching Excellence project, its processes, and findings in this paper will allow colleagues who teach modern languages to replicate or adapt parts of our approach in their own settings, exemplifying to the wider world how language skills can become an inherent element of the well-rounded graduate in the 21st century. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
The &apos;Go Digital&apos; Bristol Experience
Author: Visintini, Gloria
Date: 2021-02-26
Type: Reports - Descriptive
Subjects: Foreign Countries,Distance Education,Web Based Instruction,COVID-19,Pandemics,Teaching Experience,Faculty Development,Computer Assisted Testing

This article describes the move to digital teaching and learning for the language team in the School of Modern Languages (SML) at the University of Bristol as a consequence of COVID-19 in March 2020. Topics discussed here include the educational guidelines the university put in place; how these were followed and implemented by colleagues in Modern Languages; the new digital teaching and assessment practices; how decisions were reached across languages; technologies that people used and the support available; challenges in delivering teaching; and, lastly, the opportunities created for staff and students. In describing our practice during the pandemic, I will also offer my personal take and observations as the person responsible for digital education in the Arts Faculty who assisted the language team in this transition. I will reflect on how this pandemic has accelerated our digital education agenda and how having a background in language teaching has helped and informed some of the -- sometimes difficult -- conversations I had with my language colleagues during these fastmoving and uncertain times. The article will end with a brief description of some of our remaining challenges and lessons learnt while the university has announced that next academic year will be delivered largely digitally. The work done so far will inform our planning. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
Improving Literacy in Key Stage 2. Guidance Report
Author: Higgins, Steve
Date: 2017-04-28
Type: Guides - General
Subjects: Literacy Education,Reading Instruction,Foreign Countries,Reading Skills,Vocabulary Development,Reading Strategies,Skill Development,Reading Programs,Writing Skills,Reading Fluency,Teaching Methods,Reading Comprehension,Writing Strategies,Handwriting,Writing Instruction,Student Evaluation,Intervention,Evidence Based Practice

This report offers seven practical evidence-based recommendations--that are relevant to all pupils, but particularly to those struggling with their literacy. To develop the recommendations we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This report is part of a series providing guidance on literacy teaching. It builds on the recommendations presented in our Improving Literacy in Key Stage One report, but is specific to the needs of pupils at Key Stage 2. At Key Stage 2, pupils are consolidating their literacy skills, building their vocabulary and developing their fluency and confidence as speakers, writers and readers of language. While many of the strategies and examples presented in this report are similar to those in the Key Stage 1 guidance report, they are often more complex and multi-staged, reflecting the increasing depth and breadth of pupils' knowledge and skills. Pupils will be using strategies with increasing independence and sophistication, and will increasingly be able to combine them. [For the three other companion reports in this series, see Improving Literacy in Key Stage 1 (ED612212); Improving Literacy in Secondary Schools (ED612217); and Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years (ED612218).]
Improving Literacy in Secondary Schools. Guidance Report
Author: Quigley, Alex
Date: 2019-07-05
Type: Guides - General
Subjects: Foreign Countries,Secondary School Students,Literacy Education,Reading Instruction,Reading Programs,Reading Skills,Content Area Reading,Interdisciplinary Approach,Academic Language,Vocabulary Development,Writing Instruction,Content Area Writing,Reading Comprehension,Teaching Methods,Reading Writing Relationship,Intervention

This guidance report aims to help secondary schools improve literacy in all subject areas. It provides seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students. Throughout the report, recommendations emphasise the importance of disciplinary literacy. Disciplinary literacy is an approach to improving literacy across the curriculum. It recognises that literacy skills are both general and subject specific, emphasising the value of supporting teachers in every subject to teach students how to read, write and communicate effectively in their subjects. This guidance challenges the notion that literacy in secondary school is solely the preserve of English teachers, or literacy coordinators. The emphasis on disciplinary literacy makes clear that every teacher communicates their subject through academic language, and that reading, writing, speaking and listening are at the heart of knowing and doing Science, Art, History, and every other subject in secondary school. [For the three other companion reports in this series, see Improving Literacy in Key Stage 1 (ED612212); Improving Literacy in Key Stage 2 (ED612216); and Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years (ED612218). For three related evidence reviews, see Writing Approaches in Years 3 to 13 (ED612219); Literacy Development (ED612220); and Reading Programmes for Secondary Students (ED612242).]
Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years. Guidance Report
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2018-06-15
Type: Guides - General
Subjects: Literacy Education,Emergent Literacy,Economically Disadvantaged,Early Childhood Education,Evidence Based Practice,Communication Skills,Language Skills,Skill Development,Teaching Methods,Learning Activities,Reading Instruction,Preschool Children,Writing Instruction,Writing Skills,Self Control,Student Evaluation,Foreign Countries,Handwriting,Parent Participation,Intervention

This guidance report offers early years professionals seven practical evidence-based recommendations to provide every child--but particularly those from disadvantaged homes--with a high quality and well-rounded grounding in early literacy, language and communication. One recommendation focuses on the importance of high quality interactions between adults and children to develop their communication and language skills. Another suggests using a range of different activities--like singing, storytelling and nursery rhymes--to develop children's early reading and ability to hear and manipulate sounds. To arrive at the recommendations we reviewed the best available international research and consulted experts to arrive at key principles for preparing for literacy. This report is part of a series providing guidance on literacy teaching. It builds on the recommendations presented in our Improving Literacy in Key Stage One and Two reports, but is specific to the needs of three to five year old children. For the three other companion reports in this series, see Improving Literacy in Key Stage 1 (ED612212); Improving Literacy in Key Stage 2 (ED612216); and Improving Literacy in Secondary Schools (ED612217). For the related evidence summary, see ED581457.]
Writing Approaches in Years 3 to 13: Evidence Review
Author: Slavin, Robert E.
Date: 2019-07-00
Type: Information Analyses
Subjects: Foreign Countries,Writing Instruction,Elementary School Students,Secondary School Students,Writing Research,Writing Achievement,Writing Processes,Effect Size,Cooperative Learning,Reading Writing Relationship

This paper reviews research on outcomes of writing programmes for students in Years 3 to 13 in England, or grades 2 to 12 in the US. Studies had to meet rigorous standards of research including use of randomised or well-matched control groups, measures independent of the programme developers, researchers, and teachers, and adequate sample size and duration. Fourteen studies of 12 programmes met the standards. Twelve (86%) were randomised, two matched. Programmes were divided into three categories. Student achievement effects on writing were positive on average in all categories (Effect Size=+0.18), with similar outcomes for writing programmes focused on the writing process (ES=+0.17), those using cooperative learning (ES=+0.16) and those focusing on interactions between reading and writing (ES=+0.19). [For the related guidance report, see ED612217.]
Literacy Development: Evidence Review
Author: Breadmore, Helen L.
Date: 2019-07-00
Type: Information Analyses
Subjects: Foreign Countries,Literacy Education,Emergent Literacy,Evidence Based Practice,Decision Making,Basic Skills,Reading Skills,Writing Skills,Models,Phoneme Grapheme Correspondence,Language Skills,Naming,Executive Function,Metacognition,Short Term Memory,Reading Comprehension,Reading Motivation,Reading Attitudes,Self Efficacy,Family Influence,Family Literacy,Bilingualism,Spelling

Learning to be literate builds upon existing knowledge of the language from speech. Becoming literate then enables children to learn more about language. However, literacy is unlikely to be achieved without explicit and prolonged instruction. This review provides an evidence base for decision-making during literacy education. The authors identify key skills that must be in place to enable children to reach their optimum potential and highlight where weakness can suggest a need for extra support. They begin by discussing models of literacy development as these models provide a framework within which to present the evidence base for the rest of the review. They then consider the underlying skills in greater depth, beginning first with the proximal factors that underpin word-level and text-level reading and writing. Then they consider distal child-based and wider environmental factors that indirectly impact on literacy development. [For the related guidance report, see ED612217.]
The Community College STEM Pathway: A Study of Women in Engineering and Computer Science. Policy Brief
Author: Rincon, Roberta M.
Date: 2018-01-00
Type: Reports - Research
Subjects: Community Colleges,Womens Education,Females,Engineering Education,Computer Science Education,Enrollment,Bachelors Degrees,STEM Education,Academic Persistence,Graduation Rate,Success,College Transfer Students,Two Year College Students,Racial Differences,Ethnicity,Majors (Students),Institutional Characteristics,Minority Group Students

The purpose of this study was to identify demographic and contextual factors of women who transfer from a community college to a four-year university to complete their bachelor's degree in engineering or computer science (ECS) and determine if differences among these factors impact success. Using the data obtained from the Texas Education Research Center, researchers analyzed the persistence and baccalaureate completion rates of students who declare an ECS major in Texas, at both two-year and four-year colleges, disaggregating the data by gender and race to highlight gaps that are often masked when looking at STEM as a whole. Texas was chosen as the focus of this report because of ease of access to student-level transfer data, the diversity of the population, and the fact that the majority of bachelor's degree earners in the state had prior enrollment in a two-year community college (NSCRC, 2017).
Teach for America: Teacher Retention in Texas. Policy Brief
Author: Stoker, Ginger
Date: 2018-03-00
Type: Reports - Research
Subjects: Teacher Recruitment,Alternative Teacher Certification,Beginning Teachers,Teacher Persistence,Nonprofit Organizations,Program Evaluation,Faculty Mobility,Institutional Characteristics,Teacher Characteristics,Public School Teachers

Teach for America (TFA) is a nonprofit organization whose mission is to enlist, develop, and mobilize as many as possible of the nation's most promising future leaders to grow and strengthen the movement for educational equity and excellence. After completing their two-year assignment, TFA teachers are encouraged to remain in the teaching profession or to continue to work to achieve greater educational equity through leadership and advocacy roles. Because TFA teachers are not necessarily expected to stay beyond two years, interest in research on the retention and mobility of TFA teachers is significant both in Texas and across the United States. This study investigated the retention and mobility of TFA teachers who began their assignments between 2010-11 and 2013-14. The study used data from the Education Research Center (ERC), which houses the Texas state longitudinal data system and is located on the campus of the University of Texas at Austin, to track teachers from their initial assignment to the present. The following research questions guided the study: (1) What proportion of TFA teachers remained employed in public school districts in Texas each year?; (2) What proportion of TFA teachers were employed in any public school district in Texas each year from the time of their initial placement to the present?; and (3) What proportion of TFA teachers were employed in non-teaching and administrative positions in Texas public school districts each year following their two-year teaching commitments?