ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Traerás tus Documentos&quot; (&quot;You Will Bring Your Documents&quot;): Navigating the Intersections of Disability and Citizenship Status in Special Education
Author: Padia, Lilly B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Attitudes toward Disabilities,Social Bias,Undocumented Immigrants,Special Education,Students with Disabilities,Fear,Language Usage,High School Students,Grade 9,Educational Environment,Student Needs,Barriers,Self Disclosure (Individuals),Court Litigation,Minority Group Students,Longitudinal Studies,Transitional Programs

DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies -- with which papers -- are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in several domains. We also highlight how students experience the movement from entitlement to eligibility in schools, and discuss complications surrounding documentation of disability for disclosure and language. In light of our findings, we suggest implications for research and practice. [This article is published in &quot;Race, Ethnicity and Education&quot; (EJ1309604).]
The Effect of Active Learning Techniques on Academic Performance and Learning Retention in Science Lesson: An Experimental Study
Author: Aykan, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Learning Strategies,Academic Achievement,Retention (Psychology),Science Instruction,Instructional Effectiveness,Grade 4,Elementary School Students,Foreign Countries

This paper investigated the effect of active learning techniques on academic performance and learning retention in the fourth-grade science course. This study adopted a quasi-experimental pretest-posttest control group design. Active learning techniques were applied in the experimental group, while the control group continued their routine education. The data were analyzed using a t-test. The results showed that the experimental group had higher academic performance and learning retention than the control group. Our results are consistent with the literature. Our experimental group participants had higher academic performance and learning retention than the control group participants. This suggests that active learning techniques enabled students to play a more active role in teaching/learning. Researchers should conduct longitudinal and mixed-design studies to understand the impact of active learning techniques more depth.
Oregon Statewide Report Card, 2020-2021. An Annual Report to the Legislature on Oregon Public Schools
Author: Oregon Department of Education
Date: 2021-11-22
Type: Reports - Evaluative
Subjects: Public Schools,State Legislation,Elementary Secondary Education,Educational Legislation,Federal Legislation,National Competency Tests,Enrollment,Class Size,Student Diversity,Homeless People,Student Characteristics,Sexual Identity,Language Minorities,Academic Achievement,Graduation Rate,Attendance,Academically Gifted,Nontraditional Education,Minority Group Students,Minority Group Teachers,School Personnel,Working Hours,Teacher Qualifications,Teacher Salaries,Equal Education,Discipline,Language Arts,Mathematics Achievement,Science Achievement,Lunch Programs,Special Education,Special Programs

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Statewide Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students and families and creates a clear, complete and factual picture of the state of education in Oregon. This annual report acts as a snapshot of the state's education system that includes important statewide data about students, teachers and schools from the 2020-21 school year. The data routinely archived in this report continues to be impacted by the statewide response to the COVID-19 pandemic. Information not on last year's release that has returned in this report includes: (1) Class Size; (2) Language Diversity of Students; (3) Student Achievement on Statewide Summative Assessments; (4) Ninth Grade on Track to Graduate; (5) Regular Attenders; (6) Talented and Gifted; and (7) Alternative Education. Some data included in this report was impacted by widespread Comprehensive Distance Learning. These impacts included incomplete data or data that are not comparable to other school years. These impacts are noted in each section. In addition, there is information never before included in a Statewide Annual Report Card. This new section includes state level rates for percentage of teachers with an Emergency/Provisional License and percentage of teachers teaching Out-of-Field. Both rates are calculated for all, high-poverty and low-poverty schools. [For the 2019-2020 report, see ED612759.]
English Learners in Oregon. Annual Report 2019-20
Author: Oregon Department of Education
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: English Language Learners,Annual Reports,State Departments of Education,English (Second Language),Second Language Learning,Second Language Instruction,Special Education,Attendance,Academic Achievement,Graduation,Outcomes of Education,Student Needs,School Districts,Multilingualism,State Programs,Federal Programs,Student Characteristics,Migrant Education,Talent,Teaching Methods,State Aid,Expenditures,Comparative Analysis,Kindergarten,Elementary Secondary Education

ORS 327.016 directs the Oregon Department of Education (ODE) to prepare an annual report on English learner program funding and student outcomes. The report's intention is to describe the population of English Learners in Oregon and provide a summary of district and state progress towards meeting their needs and objectives. The ODE annually reports four groups of English learners: current, former, ever, and never English learners. Current English learners are multilingual students who were learning English in an English language development (ELD) program during the 2019-20 school year. The report also examines the involvement of English learners in targeted federal and state programs: free or reduced price meals, special education, migrant education, and the talented and gifted (TAG) program. This report consists of six sections: (1) Demographics of English Learners; (2) Participation in Targeted Programs; (3) Language Development and Academic Achievement; (4) Attendance, Progress toward Graduation, Graduation, and Beyond; (5) Instructional Programming for Current English Learners; and (6) State Revenues and Expenditures for English Learners. [For the 2018-2019 report, see ED612744.]
Teacher Attrition and Mobility during the Teach for America Clustering Strategy in Miami-Dade County Public Schools
Author: Hansen, Michael
Date: 2016-02-00
Type: Reports - Research
Subjects: Public Schools,Faculty Mobility,Teacher Placement,Alternative Teacher Certification,Teacher Persistence,Teacher Effectiveness,Longitudinal Studies,Statistical Analysis,Value Added Models,Elementary Secondary Education,Public School Teachers

Retaining effective teachers is a key policy priority nationwide, particularly in districts that serve large numbers of disadvantaged students. We investigate whether a change in the Miami region's placement strategy was accompanied by changes in teacher attrition and mobility decisions. Our results suggest that the increased concentration of TFA corps members in schools was associated with a reduction in TFA mobility across schools after the first year of service, but showed no association with the overall retention of corps members in the district after the two-year commitment. We also find that TFA corps members eventually retained beyond the two-year commitment performed substantially better in mathematics during their first two years of teaching: evidence of positive selection into post-commitment retention. [This paper was published in &quot;Educational Evaluation and Policy Analysis&quot; v38 n3 p495-516 2016 (EJ1108469).]
Navigating the Challenges of Teaching Online
Author: Algire, Jeremy
Date: 2022-05-24
Type: Reports - Descriptive
Subjects: Barriers,Web Based Instruction,Video Technology,Lecture Method,Learner Engagement,Student Attitudes,COVID-19,Pandemics,College Faculty,College Students

The purpose of this article is to discuss the home-made production of lecture video presentations to be used in place of face-to-face classroom instruction during periods of quarantine. Using the online platforms of Adobe and Ensemble together with the purchase of a few sound recording instruments a series of home-made video presentations of classroom lectures were produced. The video presentations contained the standard classroom lecture and supplemented film clips and news reports on the topics as appropriate. &quot;Easter Eggs&quot; were placed at various points in the video for entertainment purposes and to keep viewer interest at a maximum. The results were formed from student comments discussing their perception of the videos for learning. These comments were overwhelmingly positive, and a sample are included. These videos together with the written lectures available to read or to be read to the student by Word will facilitate a variety of learning styles. Not knowing if or when the next health crisis will quarantine our students implications from student comments are that having video lectures of content material helps to encourage student persistence in the absence of the positive classroom environment created by face-toface contact with instructors and fellow students.
Creating Effective Surveys: Best Practices in Survey Design. Evidence Use in Education
Author: Region 15 Comprehensive Center
Date: 2021-11-00
Type: Guides - General
Subjects: Surveys,Best Practices,Design,Likert Scales,Rating Scales,Inclusion,Data Collection

When education leaders utilize survey results to inform their decisions, they are often left wondering if the &quot;right&quot; survey questions were asked. To help state and local leaders improve existing instruments or create better instruments for data collection, this quick reference guide highlights best practices in designing effective surveys. Administering better surveys leads to more specific and accurate data, and better data leads to better evidence with which to inform decisions. This guide focuses on four areas of survey development: (1) general best practices in survey design; (2) common problematic survey questions (and how to avoid them); (3) Likert scales and rating scales; and (4) creating more inclusive surveys. This quick reference guide is designed to help state and local education leaders and staff who are asked to develop or modify surveys but may not have a background in survey design.
Course-Taking Patterns in the 1980s. CPRE Research Reports
Author: Goertz, Margaret E.
Date: 2017-08-22
Type: Reports - Research
Subjects: Course Selection (Students),High School Students,Grade 11,National Competency Tests,Enrollment Influences,Enrollment Trends,Mathematics Curriculum,Parent Influence,Racial Factors,Science Curriculum,Student Development,Student Educational Objectives

Uses data on eleventh grade students from the 1983-84 National Assessment of Progress (NAEP) as a baseline for examining the effects of changing state policies on student course taking and on the relationship between course taking and student characteristics. [This document is a reissue of the September 1989 CPRE Research Report RR-013 under the same title (ED311568).]
Are There Hidden Costs Associated with Conducting Layoffs? The Impact of Reduction-in-Force and Layoff Notices on Teacher Effectiveness
Author: Strunk, Katharine O.
Date: 2018-03-22
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Job Layoff,Teacher Dismissal,Unemployment,Risk,Job Security,Productivity,School Districts,Correlation,Economic Climate,Educational History,Teacher Attitudes,Elementary Secondary Education

Few studies examine employee responses to layoff-induced unemployment risk; none that we know of quantify the impact of job &quot;insecurity&quot; on individual employee productivity. Using data from the Los Angeles Unified School District and Washington State during the Great Recession, we provide the first evidence about the impact of the layoff process on teacher productivity. In both sites we find that teachers impacted by the layoff process are less productive than those who do not face layoff-induced job threat. LAUSD teachers who are laid off and then rehired to return to the district are less productive in the two years following the layoff. Washington teachers who are given a reduction-in-force (RIF) notice and are then not laid off have reduced effectiveness in the year of the RIF. We argue that these results are likely driven by impacts of the layoff process on teachers' job commitment and present evidence to rule out alternate explanations. [This paper was published in &quot;Journal of Policy Analysis and Management&quot; v37 p755-782 2018 (EJ1190788).]
Licensure and Worker Quality: A Comparison of Alternative Routes to Teaching
Author: Sass, Tim R.
Date: 2015-02-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Effectiveness,Teacher Characteristics,Teacher Qualifications,Teacher Education Programs,Preservice Teacher Education,Teacher Certification,Public Schools,Value Added Models,Academic Achievement

In this paper I use a rich longitudinal database from Florida to compare the characteristics of alternatively certified teachers with their traditionally prepared colleagues. I analyze the relative effectiveness of teachers who enter the profession through different pathways by estimating value-added models of student achievement. In general, alternatively certified teachers have stronger preservice qualifications than graduates of traditional university-based teacher preparation programs do, with the least restrictive alternative route attracting the most qualified prospective teachers. Teachers who enter through the path requiring no coursework have a substantially larger effect on student achievement. In contrast, the alternative pathway that requires substantial occupation-specific human capital investment yields teachers who are less effective than either traditional-route teachers or teachers who entered the profession through other alternative pathways. These results suggest that any benefits from preservice training are overwhelmed by the adverse selection into programs that require nontransferable human capital investments.
The Effectiveness of Implementing Inquiry Activities into the Teaching Process in the Phase of Revising and Deepening the Learning Content
Author: Sotáková, Ivana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Inquiry,Active Learning,Teaching Methods,Instructional Effectiveness,Chemistry,Science Instruction,Secondary School Students,Knowledge Level,Comparative Analysis,Foreign Countries

The aim of research was to verify the effectiveness of implementing the inquiry-based teaching (IBT) into the teaching process of chemistry in secondary school in the phase of revising and deepening the previous-year learning content. The results of the research confirmed a significant difference on the level of knowledge and skills between the experimental group students (N=143) where the IBT was implemented and the control group students (N=149) where traditional teaching methods were implied. [For the full proceedings, see ED619611.]
The International Year of the Periodic Table: An Overview of Events before and after the Creation of the Periodic Table
Author: Teleshov, Sergei
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Chemistry,Science Instruction,Scientists,Visual Aids,Prediction,Scientific Research,Science History

It has been 150 years since D.I. Mendeleev formulated the Periodic law and expressed it visually in the form of a table of elements in 1869. As is clearly well known today, Mendeleev's ideas, confirmed by the discovery of the elements he predicted, turned out to be very promising indeed. However, Mendeleev was not the first, nor the only scientist to have investigated the periodic arrangement of the elements. With this in mind, the present paper seeks to highlight some of the other efforts made in the field during Mendeleev's lifetime. [For the full proceedings, see ED619611.]
Guidelines in the Elaboration of a Teaching Sequence of Kinematics According to a Historical Approach
Author: Trudel, Louis
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Motion,Mechanics (Physics),Physics,Science Instruction,High School Students,Laboratory Experiments,Scientific Concepts,Concept Formation,Instructional Design,Teaching Methods,Learning Processes,Educational History

The domain of motion or kinematics is important because it forms the basis of mechanics, an important branch of physics. By studying kinematic phenomena in the laboratory, high school students are likely to develop a better understanding of kinematics concepts as well as elements of the scientific approach to study natural and constructed phenomena. However, students encounter difficulties in understanding these concepts, just as in the acquisition of the skills necessary for the accomplishment of the different stages of an experimental process. Therefore, the purpose of this research was to provide guidance, according to a historical approach, which would inform teachers in the design of teaching sequences on the study of kinematics. [For the full proceedings, see ED619611.]
High School Students&apos; Models of Relative Motion in Physics
Author: Trudel, Louis
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Secondary School Science,Models,Motion,Physics,Scientific Concepts,Concept Formation,Grade 11,Foreign Countries,Prediction,Science Experiments

The relative speed concept was chosen since it is linked with the relative nature of motion and it is likely that the students would harbor many alternative conceptions about it. The research objective was to identify the various ways students conceive relative motion. Qualitative data collected in various forms of representation received a categorization analysis. Several models of students' understanding about relative motion had been identified. Suggestions are offered to the classroom teacher to help his students understand relative motion. [For the full proceedings, see ED619611.]
Piloting Multidisciplinary Fieldwork Project &quot;Forest&quot;
Author: Bertule, Dace
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Interdisciplinary Approach,Instructional Materials,Curriculum Development,Foreign Countries,Field Experience Programs,Forestry,Geography Instruction,Biology,Mathematics Instruction,Science Instruction,Geographic Information Systems,Competency Based Education,Secondary School Students,Feedback (Response),Teacher Attitudes,Student Attitudes

In Latvia, a new curriculum is introduced to provide the opportunity to acquire skills in multidisciplinary context. To achieve that, schools need to implement projects. In this paper, one example of a multidisciplinary project where fieldwork is involved is described. The aim of the research was to create support materials for teachers and students based on practice to experience multidisciplinary fieldwork to develop competencies. In the end, thirteen different support materials for teachers and students were piloted. [For the full proceedings, see ED619611.]
Teachers&apos; View on the Lower Secondary Chemistry Curriculum in the Czech Republic
Author: Bilek, Martin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Attitudes,Secondary School Teachers,Secondary School Science,Science Curriculum,Chemistry,Science Instruction,Science Teachers,Course Content,Relevance (Education),Barriers

The research was focused on the teacher's opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy. [For the full proceedings, see ED619611.]
Changes All around Us and within Science Education
Author: Broks, Andris
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Science Education,Cognitive Mapping,Philosophy

This work is formed as a set of thematic mind maps for presentation during authors' speech and further discussion during symposium BalticSTE2019. Selected mind maps are large-scale philosophy and psychology-based maps for general orientation within the complex situations when we are searching for definite solutions of concrete particular problems. All mind maps present visualization of definite thoughts' arrangement within corresponding structures, what are well-known products of systemic organization of humans' thinking. [For the full proceedings, see ED619611.]
Science Large-Scale Assessment Alignment to the Revised Science Curriculum
Author: Pestovs, Pavels
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Science Tests,Competency Based Education,Science Curriculum,Scientific Literacy,National Curriculum,Alignment (Education),Achievement Tests,Secondary School Students,International Assessment,Educational Change

The research compared and assessed 6th grade student large-scale assessment item indicators according to the revised competency-based Science curriculum in Latvia, in order to understand what improvements are needed in the large-scale assessment for aligning the national assessments with the new national curriculum, and thus ensuring successful implementation of the educational reform. The theoretical framework of the research was developed by using the frameworks of the Programme for International Student Assessment (PISA), and cognitive level was measured according to the Structure of Observed Learning Outcomes (SOLO) taxonomy. [For the full proceedings, see ED619611.]
Metacognitive Incidents Manifested by Students of Youth and Adult Education in an Investigative Activity
Author: Paz, Giovanni Scataglia Botelho
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Incidence,Adult Education,Investigations,Middle School Students,Foreign Countries,Science Education,Construction (Process),Learning Activities

Practices that take into account youth and adult education (YAE) are still rare in the literature.The present work applied an investigative activity with YAE students from the last year of middle education, in the discipline of sciences, about the methods of construction of science and tests of variables. From the categorization of metacognitive incidents used, it was verified that the stimulus to the argumentation that the investigative activity potentiated was fundamental for the students to conclude the activity successfully. [For the full proceedings, see ED619611.]