ethanporcaro/eric-fulltext-meta huggingface dataset:
Self versus Others' Perception of Youths' Mental Health
Author: Viviano, Thomas A.
Date: 2010-05-03
Type: Reports - Research
Subjects: Females,Mental Health,Adolescents,Depression (Psychology),Males,Self Concept,Longitudinal Studies,Employment Level,Gender Differences,Family Influence,Social Bias,Youth,Correlation,At Risk Persons

Data was analyzed in the National Longitudinal Survey Study from 1997 specifically relating to questions regarding depression in youth. In the analysis it was found that how the respondent defined their own depression and poor mental health was different than the perceptions about their mental health from those that live with them in the same household, mostly parents. It was also questioned if gender made a difference regarding poor mental health, both self-assessed and by others in the household. In all cases, the respondents' self perception of mental health was much worse than the perception of those who lived with them. The ramifications from this may mean that the respondent may not get the help they need to improve mental health because others in the household, especially parent figures, are unaware of the depth of the disability. This may also indicate that communication is lacking in this area because of the stigma attached to mental disabilities. It was also found that gender did make a difference in that females considered themselves more depressed than males. What was interesting was that others' impression of the female respondents' mental health was much more positive than others' impression of the males even though self-perception showed the opposite. Either depression in females is more prevalent than in males or males are talking about it more freely. Regardless, it is essential that parents and guardians become educated in distinguishing differences between typical teenage anxiety and depression and communicating about this disorder and knowing what signs to look for. A part of this study also shows the impact that depression has on how much time youth spend at work in a year which collaborates with many previous studies. (Contains 3 tables and 1 figure.)
Adapting Content Subject Tasks for Bilingual Teaching
Author: Halbach, Ana
Date: 2012-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Bilingualism,Second Languages,Teaching Styles,Bilingual Education Programs,Task Analysis,Educational Practices,Educational Strategies,Change Strategies,Adoption (Ideas),Language of Instruction,Spanish Speaking,Second Language Programs,Pedagogical Content Knowledge,Immersion Programs,Thinking Skills,Scaffolding (Teaching Technique),Context Effect,Instructional Development,Cognitive Objectives,Linguistic Theory

Teaching content through a foreign language presents students with the double challenge of having to understand new concepts and of doing so through a foreign language. To be successful in meeting this challenge teachers have to adapt their teaching style and the tasks they work on with their students. Often, however, they do not know how to do so, since, while research offers some guidelines for task design, this tends to be rather removed from the teachers' real-world need so as to be of little use to them, so that teachers feel they have to resort to students' L1 when working on difficult concepts. In this article I try to bring together the proposals made by researches in different areas that can contribute to helping teachers adapt the tasks they use in class, and thus make it possible for students to meet the double challenge of bilingual teaching with good possibilities of success. (Contains 1 footnote.)
The Shaping of Spanish CLIL
Author: Roldan Tapia, Antonio Rafael
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Design,Bilingual Education,English (Second Language),Foreign Countries,Immersion Programs,Language Proficiency,Language of Instruction,Change Strategies,Educational Change,Spanish Speaking,Case Studies,Best Practices,Educational Principles,Educational Development

ELT (English language teaching) in Spain is witnessing the arrival of content and language integrated learning (CLIL) and English is changing from a goal-oriented school subject to a medium of instruction for content subjects. What is taking place in our system is influenced by what has previously happened elsewhere. Two research episodes have contributed to it: the Bangalore Project in India and the Canadian Immersion Program originated at the St Lambert School in Montreal. From the first one we learnt about the notion of task, as an innovative element for curriculum design at that time, and, consequently, about a new type of syllabus: the process syllabus. Task-based approaches and project-work founded its pedagogical principles on this type of syllabus. The Canadian Immersion Program has provided us with, at least, two psycho-pedagogical principles that are paramount in bilingual education: (a) the distinction between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP), and b) the principle of common underlying proficiency.
Criteria for Producing CLIL Learning Material
Author: Mehisto, Peeter
Date: 2012-00-00
Type: Journal Articles
Subjects: Criteria,Material Development,Instructional Materials,Educational Principles,Instructional Design,Instructional Development,Program Descriptions,Design Requirements,Integrated Curriculum,Language Arts,Course Content

This article first describes some general criteria that can be applied to the development of any type of learning materials. Second, the article lists criteria for creating CLIL (content and language integrated learning)-specific learning materials, and provides examples of how to apply each proposed criterion whilst also providing a corresponding rationale with references. Third, additional requirements pertaining, among others, to technical, environmental and social issues that apply equally to CLIL and non-CLIL materials are presented. This article aims to serve as a practical tool for CLIL materials development, hence it uses an atypical format and structure. (Contains 19 footnotes.)
CLIL in Teacher Training: A Nottingham Trent University and University of Salamanca Experience
Author: Gutierrez Almarza, Gloria
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Teacher Education Curriculum,Teacher Education Programs,Educational Legislation,Program Implementation,Curriculum Enrichment,Language Enrichment,Enrichment Activities,Educational Improvement,Improvement Programs,Practicums,Language of Instruction,Immersion Programs,Interdisciplinary Approach,Outcomes of Education,Global Education,Lesson Plans,Integrated Curriculum,Pedagogical Content Knowledge,Educational Cooperation,English (Second Language),Spanish Speaking

As English tends to be regarded as a component of basic education, most European countries, Spain amongst them, are issuing legislation to establish the content and language integrated learning (CLIL) approach in educational settings. The article presents instances of the implementation of CLIL in the area of teacher training which stem from a long established cooperation between Nottingham Trent University and the University of Salamanca, to show how the CLIL potential can be enhanced and new levels of integration beyond subject and content can be achieved when CLIL initiatives are embedded in larger Language Teacher Education Frames of Reference thus bridging the gap between different cultural and pedagogical visions and making them socially relevant. (Contains 3 footnotes.)
Content and Language Integrated Learning (CLIL): Limitations and Possibilities
Author: Harrop, Ena
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Curriculum Development,Educational Opportunities,Barriers,Performance Factors,Cross Cultural Studies,Language Proficiency,Linguistic Competence,Motivation,Cultural Awareness,Bilingual Education,Definitions,Second Language Programs,Immersion Programs,Cultural Influences,Political Influences,Social Influences

CLIL is currently enjoying a surge in popularity across the world in its cross-curricular form. While the structural difficulties in implementing CLIL are often recognised, there is little discussion of its inherent limitations. Focusing on cross-curricular programmes, this article analyses critically four of CLIL's central claims against the evidence of the latest research. The claims analysed are: CLIL leads to greater linguistic proficiency, it boosts motivation, it is suitable for learners of all abilities and it leads to greater intercultural awareness. The article concludes that while all four claims are, to a large degree, substantiated by the evidence, there are also clear limitations, stemming from theoretical and methodological shortcomings of the CLIL model, as well as from its interaction with contextual factors. The article suggests a number of ways in which these limitations can be addressed and concludes that, unless remedied, they could lead to an understandable yet regrettable disappointment with a model that is genuinely promising. (Contains 2 footnotes.)
Saxon Math. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Middle School Students,Junior High School Students,Grade 6,Grade 7,Grade 8,Mathematics Achievement,Instructional Effectiveness,Educational Research,Intervention

&quot;Saxon Math&quot;, published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-12. This report includes studies that investigate the potential impact of &quot;Saxon Math&quot; for students in grades 6-8. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time rather than being taught during discrete periods of time, such as in chapters or units. The What Works Clearinghouse (WWC) identified five studies of &quot;Saxon Math&quot; that both fall within the scope of the Middle School Math topic area and meet WWC evidence standards. One study meets standards without reservations, and four studies meet standards with reservations, and together, they included 6,601 students in grades 6-8 from 52 schools in four states. The WWC considers the extent of evidence for &quot;Saxon Math&quot; on the math performance of middle school students to be medium to large for the mathematics achievement domain, the only domain examined for studies reviewed under the Middle School Math topic area. Appended are: (1) Research details for Resendez &amp; Azin, 2006; (2) Research details for Crawford &amp; Raia, 1986; (3) Research details for Peters, 1992; (4) Research details for Resendez, Fahmy, &amp; Manley, 2005, Cohort A; (5) Research details for Resendez, Fahmy, &amp; Manley, 2005, Cohort F; (6) Outcome measures for the mathematics achievement domain; (7) Findings included in the rating for the mathematics achievement domain; and (8) Description of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 7 tables, 21 endnotes and 1 additional source.)
Words Their Way[TM]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Beginning Reading,Phonics,Spelling Instruction,Vocabulary Development,Intervention,Primary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Instructional Effectiveness,Educational Research

&quot;Words Their Way&quot;[TM] is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school. The program can be implemented as a core or supplemental curriculum and aims to provide a practical way to study words with students. The purpose of word study (which involves examining, manipulating, comparing, and categorizing words) is to reveal logic and consistencies within written language and to help students achieve mastery in recognizing, spelling, and defining specific words. The What Works Clearinghouse (WWC) identified 29 studies of &quot;Words Their Way&quot;[TM] for beginning readers that were published or released between 1983 and 2012. One study is within the scope of the Beginning Reading review protocol but does not meet WWC evidence standards. The study uses a quasi-experimental design but does not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Fifteen studies are out of the scope of the Beginning Reading review protocol because they have an ineligible study design. Eleven studies are literature reviews or meta-analyses. Four studies do not use a comparison group design, a regression discontinuity design, or a single-case design. Thirteen studies are out of the scope of the Beginning Reading review protocol for reasons other than study design. Eleven studies do not use a sample aligned with the protocol--the sample does not fall within the Beginning Reading grade range of K-3. Two studies include fewer than 50% general education students. A glossary of terms is included. (Contains 3 endnotes.)
Sheltered Instruction Observation Protocol[R] (SIOP[R]). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: English Language Learners,Teaching Methods,Teaching Models,Intervention,Elementary Secondary Education,Instructional Effectiveness,Educational Research

The &quot;Sheltered Instruction Observation Protocol&quot;[R] (&quot;SIOP&quot;[R]) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to English language learners as well as other students. The goal of &quot;SIOP&quot;[R] is to help teachers integrate academic language development into their lessons, allowing students to learn and practice English as it is used in the context of school, including the vocabulary used in textbooks and lectures in each academic discipline. Using this planning framework, teachers modify the way they teach so that the language they use to explain concepts and information is comprehensible to these students. &quot;SIOP&quot;[R] is intended to be applicable at levels of education from pre-K through community college. The &quot;SIOP&quot;[R] model consists of instructional strategies that cover eight aspects of lesson design and delivery: lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment. The instructional strategies address the academic and linguistics needs of English language learners. In most cases, teachers receive professional development on the &quot;SIOP&quot;[R] model before using it to modify their lessons. This review of &quot;SIOP&quot;[R] focuses on research that examines its impact on the learning of English language learners in grades K-8. The What Works Clearinghouse (WWC) identified 32 studies of &quot;SIOP&quot;[R] for English language learners that were published or released between 1983 and 2012. Seven studies are within the scope of the English Language Learners review protocol but do not meet WWC evidence standards. Four studies did not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Three of these used a quasi-experimental design, and the other was a randomized controlled trial with high attrition. Three studies include only one unit--for example, school--in one condition, which makes it impossible to attribute the observed effect solely to &quot;SIOP&quot;[R]. Twenty-two studies are out of the scope of the English Language Learners review protocol because they have an ineligible study design. A glossary of terms is included. (Contains 2 endnotes and 2 additional sources.)
WWC Review of the Report &quot;An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) after Four Years&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Public School Teachers,Elementary School Teachers,Urban Schools,Academic Achievement,Elementary School Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Teacher Persistence,Mentors,Teacher Leadership,Teacher Salaries,Incentives,Program Effectiveness,Educational Research

The study reviewed in this paper examined whether the Chicago Public Schools' Teacher Advancement Program (Chicago TAP), which provides mentoring, leadership opportunities, and financial incentives to teachers, improved student academic achievement and teacher retention. The study used two designs to answer distinct research questions. Under the first design, a randomized controlled trial, the authors examined the academic achievement of more than 7,600 students in grades 4-8 from 34 public schools in Chicago. In the spring of 2007 and again in the spring of 2009, groups of schools were randomly assigned either to participate in Chicago TAP during the coming school year or to serve as a comparison group for a year and participate in Chicago TAP during the following school year. The effect of Chicago TAP on academic achievement after one year of implementation was estimated by comparing the spring math, reading, and science achievement of students in Chicago TAP schools to the achievement of students in schools that had not yet implemented the program. Using the second design, a quasi-experiment, the study examined teachers' retention rates, defined as remaining in the same school from year to year. The effect of Chicago TAP on teacher retention was assessed by comparing the retention of teachers in Chicago TAP schools with the retention of a matched sample of teachers in non-TAP Chicago public schools (sample sizes varied across years). After one year of implementation, students attending Chicago TAP schools did not score significantly differently in math, reading, or science achievement, as measured by the Illinois Standards Achievement Test (ISAT), than students attending comparison schools. Sixty-seven percent of teachers who were employed in schools that first implemented Chicago TAP in the fall of 2007 were still teaching in the same school in the fall of 2010. In contrast, 56% of teachers employed in non-TAP public schools were retained during the same period. This 12 percentage point difference in three-year teacher retention rates between the original cohort of Chicago TAP and non-TAP schools was statistically significant. The analysis of student academic achievement meets the What Works Clearinghouse (WWC) evidence standards with reservations. The analysis of teacher retention meets WWC evidence standards with reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 3 endnotes.)
WWC Review of the Report &quot;Evaluation of a Two-Year Middle-School Physical Education Intervention: M-SPAN&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Physical Education,Nutrition Instruction,Intervention,Middle School Students,Grade 6,Grade 7,Grade 8,Physical Activity Level,Physical Education Teachers,Middle School Teachers,Faculty Development,Inservice Teacher Education,Public Schools,Instructional Effectiveness,Educational Research

The study reviewed in this paper examined the effect of the &quot;Middle School Physical Activity and Nutrition&quot; (&quot;M-SPAN)&quot; intervention on the physical activity level of middle school students. For this 2-year study, 24 middle schools from six districts in southern California were stratified by school district and then randomly assigned to either &quot;M-SPAN&quot; or a comparison condition. To assess students' physical activity levels and the content (referred to as &quot;lesson context&quot; in the article) of physical education (PE) classes, researchers observed students in PE classes on 11 randomly selected days for each school throughout the 2-year study period. Researchers documented the lesson content of the classes and observed a total of 1,849 lessons taught by 214 teachers (between seven and 14 teachers per school, with an average class size of 37.5 students). The study assessed the effectiveness of &quot;M-SPAN&quot; by examining moderate-to-vigorous physical activity (MVPA), the amount of time students spent either walking or being very active, and other types of activities and PE lesson content across schools that received the &quot;M-SPAN&quot; training. The study found that the &quot;M-SPAN&quot; intervention caused a statistically significant improvement in the amount of time students spent in MVPA, and the What Works Clearinghouse (WWC) confirms this study-level finding. The WWC calculated the &quot;M-SPAN&quot; intervention as improving the MVPA in schools by an average of 3 minutes per lesson (approximately 0.79 school standard deviation units) across the 2-year period of the study. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 3 endnotes.)
The Role of Community-Based Organizations in the College Access and Success Movement. Research to Practice Brief
Author: Coles, Ann
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Stakeholders,Play,Community Leaders,Community Organizations,Elementary Secondary Education,Theory Practice Relationship,Community Role,Institutional Role,Access to Education,Outreach Programs,Developmental Studies Programs,Community Support,Program Effectiveness,College Preparation,Best Practices,Partnerships in Education

In recent years, leaders of American cities have become progressively concerned about increasing the college-going and completion rate of their residents. Mayors and other community leaders in Memphis, Boston, Louisville, San Francisco and other cities have launched initiatives to increase college completion rates, mobilizing stakeholders from the education, non-profit, and corporate sectors to share responsibility for achieving these goals. To a large extent, efforts to increase college-going and completion rates have focused on making changes in K-12 and higher education systems to ensure that young people finish high school ready for college and complete degrees in a timely manner. But, today there is growing recognition of the important role that community-based organizations (CBOs) can play in supporting young people's postsecondary aspirations and success. This brief highlights research focused on the role and impact of community-based organizations in the college access and success movement and the implications of this research for improving practice. It also describes the experiences of one CBO in helping students access and succeed in college. CBOs play an important role in the education pathways for many students. A useful model for understanding these pathways and where CBOs can assist is the Insulated Education Pipeline, created by the Forum for Youth Investment. The pipeline illustrates the various ways community organizations provide support to young people along the education continuum from early childhood through postsecondary completion and successful entry into the workforce. (Contains 3 figures and 14 footnotes.)