ethanporcaro/eric-fulltext-meta huggingface dataset:
We Choose Not to &quot;Shut up and Dribble&quot;: Listening to Student Voices in an Alternative Learning School
Author: Windley, Debra
Date: 2023-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Nontraditional Education,High School Students,African American Students,Males,Repetition,Required Courses,Online Courses,Student Experience,Student Attitudes,Electronic Learning,Teaching Methods,Student Needs,Teacher Effectiveness,Inclusion,Participative Decision Making,Cognitive Style,Equal Education,Participatory Research,Action Research,Achievement Gap,Culturally Relevant Education

The purpose of this participatory action research (PAR) study was to use the experiences of African American male students in an alternative learning school setting to strengthen the learning environment and support for these students. The overarching research question was: How do the insights and experiences of students in an alternative learning program inform how teachers and leaders support students? The study aimed to shift academic and socioemotional practices to better meet students' needs as they navigated through credit recovery. The author conducted the PAR study over three cycles of inquiry with six African American male high school students and two teachers at an alternative school in North Carolina. Data were gathered through interviews, meetings, classroom observations, and reflective memos. Data were analyzed using qualitative coding methods to identify emergent themes. Three key findings emerged. First, students identified benefits of the alternative setting, such as small class sizes and caring teachers, as well as challenges, especially the reliance on online learning. Second, listening to student voices helped teachers become more strategic in meeting student needs by shifting instructional practices students said worked for them. Third, As a result, teachers changed how they thought about students and shifted their instructional practices to better support students academically. The findings suggest that incorporating student voice and experiences can lead to positive changes in alternative school settings. Students offered valuable insights into their experiences that allowed teachers to shift practices to better support them. By valuing student perspectives, teachers can gain insight into student needs and adjust their practices accordingly to create a more supportive learning environment. The processes used could be implemented in other school contexts to center student perspectives and create more engaging, equitable learning environments for marginalized students and foster culturally responsive pedagogy. This has implications for practice, policy, and future research. The research study includes 160 references, fifteen tables, sixteen figures, and eleven appendices.
Illinois State Board of Education 2021 Annual Report
Author: Illinois State Board of Education (ISBE)
Date: 2022-05-17
Type: Reports - Descriptive
Subjects: Public Schools,Educational Technology,Strategic Planning,Elementary Secondary Education,Educational Resources,Income,State Federal Aid,Resource Allocation,Expenditures,Grants,School Districts,Educational Finance,Expenditure per Student,Operating Expenses,Local Government,Financial Support,Enrollment,Preschool Education,Postsecondary Education,Racial Differences,Ethnicity,Private Schools,English Language Learners,High School Graduates,Dropout Rate,Accountability,Advanced Placement Programs,School Personnel,Gender Differences,Salaries,Teacher Student Ratio,Teacher Certification,Students with Disabilities,Age Differences,Language Usage,Special Education,Student Placement,Special Education Teachers,Paraprofessional School Personnel,Related Services (Special Education),Court Litigation,Teacher Retirement,National Competency Tests

This report, submitted in compliance with 105 ILCS 5/1A-4E, provides a discussion of the overall condition of education in Illinois. Information is included concerning student and teacher demographics; data on teacher and administrator licensure; federal, state, and local resources; and other data on Illinois education. The 2021 Condition of Education finds: (1) The fiscal year 2022 General Funds budget for preK-12 education was $9.2 billion, of which $7.6 billion was appropriated for Evidence-Based Funding (EBF)--an increase of $362.1 million over FY 2021. FY 2022 marked the fifth year of implementation of EBF, which directs increases in state funding to the districts in the greatest financial need; (2) The 2020-21 school year started at the height of the pandemic, and fewer than 10 percent of Illinois students had access to fully in-person learning. While more and more students returned to in-person learning as the school year progressed, the wholly or partially remote environment had a significant impact on student enrollment; (3) The COVID-19 pandemic has affected almost every aspect of education in Illinois--temporarily in some ways and lasting in others. ISBE's Strategic Plan, adopted in November 2020, provides a roadmap for Illinois public schools through 2023 and defines the steps the agency will take to provide each and every child in the state with safe and engaging schools, excellent teachers, and equitable learning opportunities; and (4) Remote learning took a serious toll on student performance and academic achievement. One in five Illinois students was chronically absent last year, missing 10 percent or more of the school year (with or without a valid excuse)--a 21 percent increase over 2019. [For the &quot;Illinois State Board of Education 2020 Annual Report,&quot; see ED618647.]
English Learners in Illinois, SY 2021-22. Statistical Report
Author: Illinois State Board of Education (ISBE)
Date: 2023-07-24
Type: Reports - Descriptive
Subjects: English Language Learners,Access to Education,Second Language Instruction,English (Second Language),Equal Education,Preschool Children,Elementary Secondary Education,Bilingualism,State Legislation,Second Language Programs,Data,Enrollment Rate

The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual/Language Development Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to academic instruction in English. These students also must be provided with access to all educational opportunities to which they are entitled. Section 105 ILSC 5/14C-3 requires that one of two types of programs be provided for all preK-12 English learners (ELs) to help them become proficient in English. The two options are a Transitional Bilingual Education (TBE) program and a Transitional Program of Instruction (TPI). Pursuant to 105 ILCS 5/2-3.39, this report delineates state data on English learners. Data for this report were extracted by the ISBE Data Strategies and Analytics Department from the SY 2021-22 Student Information System Enrollment, EL Record Data, and I-Star Student Approval Data. The data values were calculated based on the 2022 Report Card Snapshot. [This report was produced by the Illinois State Board of Education's Multilingual Department and the Data Strategies and Analytics Department. For the 2020-21 report, see ED624087.]
ISBE Strategic Plan: 2022-2023 Annual Status Report
Author: Illinois State Board of Education (ISBE)
Date: 2023-06-15
Type: Reports - Descriptive
Subjects: Strategic Planning,COVID-19,Pandemics,State Boards of Education,Teacher Effectiveness,Equal Education,School Districts,Elementary Secondary Education,Well Being,Educational Environment,Educational Strategies,Capacity Building,Academic Achievement,Achievement Gains,State Standards,Faculty Development,Educational Improvement,Culturally Relevant Education,Inclusion,Resource Allocation,Minority Group Students,Special Education,Preschool Education,Bilingual Education Programs,Partnerships in Education,Teacher Persistence,Accountability,Social Emotional Learning,Bias,Teacher Education,Minority Group Teachers,Teacher Recruitment

As required in 105 ILCS 5/2-3.47a, the Illinois State Board of Education shall develop and maintain a continuing comprehensive strategic plan for elementary and secondary education. The 2020-2023 Strategic Plan consists of goals for equity, student learning, learning conditions, and elevating educators. The Strategic Plan leverages the wide range of talents and interests of ISBE staff, practicing educators, and stakeholders and considers how best to support agency work during and in the wake of the COVID-19 pandemic. This report provides an update on the status of the 2020-2023 Strategic Plan, including: (1) Highlights of from the work of the strategic plan during 2023; (2) Information on the extension of 2020-2023 Strategic Plan through FY 2024 while the 2025-2030 Strategic Plan is in development; and (3) The process for the creation of the 2025-2030 Strategic Plan. [For &quot;ISBE Strategic Plan: 2021-2022 Annual Status Report,&quot; see ED624088. For &quot;Illinois State Board of Education 2020-2023 Strategic Plan,&quot; see ED624118.]
Monitoring the Future Panel Study Annual Report: National Data on Substance Use among Adults Ages 19 to 60, 1976-2022
Author: Patrick, Megan E.
Date: 2023-00-00
Type: Reports - Research
Subjects: Substance Abuse,College Students,Adults,Epidemiology,Etiology,Young Adults,Incidence,Marijuana,Drinking,Smoking,Narcotics,Lysergic Acid Diethylamide,Stimulants,Cocaine,Gender Differences,Racial Differences,Geographic Regions

Monitoring the Future (MTF) is an ongoing research program conducted at the University of Michigan's Institute for Social Research under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse beginning in 1975. The integrated MTF study includes annual surveys of nationally representative samples of 8th, 10th, and 12th grade students, as well as a subset of 12th grade students followed into adulthood from each graduating class. Repeating these annual cross-sectional surveys over time provides data to examine behavior change across history in consistent age segments of the adult population, as well as among key subgroups. The panel study now has over 110,000 individuals, with approximately 28,500 surveyed each year including young adults ages 19 to 30 and midlife adults ages 35 to 60. These data, gathered on national samples over such a large portion of the lifespan, are extremely rare and can provide needed insight into the epidemiology, etiology, and life course history of substance use and relevant behaviors, attitudes, and other factors. The current report is the latest in a series of publications dating back to 1986 and updated annually since then, all available at monitoringthefuture.org. [For the previous report, &quot;Monitoring the Future Panel Study Annual Report: National Data on Substance Use among Adults Ages 19 to 60, 1976-2021,&quot; see ED623992.]
Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2022. Monitoring the Future Occasional Paper Series. Paper 99
Author: Johnston, Lloyd D.
Date: 2023-07-00
Type: Numerical/Quantitative Data
Subjects: Adolescents,Drug Use,Drug Abuse,Trend Analysis,Grade 8,Grade 10,Grade 12,Drinking,Smoking,Student Behavior,Middle School Students,Secondary School Students

This occasional paper presents national demographic subgroup data for the 1975-2022 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2020 subgroup data presented in this report accompany the &quot;Monitoring the Future National Survey Results on Drug Use: 1975-2022: Overview, Key Findings on Adolescent Drug Use&quot; (ED627365) and the &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2022: Secondary School Students&quot; (ED627366). The trends shown in both tabular and graphic forms in this report cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification.
Current Problems and Solutions for Social Studies Course
Author: Akman, Özkan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Social Studies,Problems,Teacher Attitudes,Discourse Analysis,Content Analysis,Problem Solving,Student Motivation,Learning Readiness,Educational Improvement,Budgets,Socioeconomic Influences,Parent Attitudes,Textbooks,Teaching Methods,Teacher Characteristics,Foreign Countries

This research is the reason for the research to contribute to the evaluation and solution of current problems related to social studies education from the eyes of social studies teachers, their opinions and solution suggestions, to guide today's problems. In this study, qualitative design was used as it is the ultimate goal to identify current and future problems. The study group consists of 50 social studies teachers who work in Mardin and are selected according to their accessibility. Discourse analysis and content analysis techniques from qualitative research approaches were used. While the general tendencies and ideas in the research were revealed with content analysis, a critical perspective was used by discussing the views in depth with discourse analysis. According to the results obtained; It is seen that the school affects the readiness and motivation of the student, the hereditary/mental state of the student, how the parents direct their child, the financial conditions directly affect the student, the situation of reaching the auxiliary source, the success of the environment. It has been concluded that parents' attitudes and socio-economic conditions are considered important, education awareness should be created in parents, parents should be in cooperation with the school, and parent visits should be continuous. It was concluded that exams do not measure success. In the light of the results obtained; School and curriculum should be in the same direction, schools should be physically improved, and the budget of schools should be increased. While creating a new education system, suggestions were made such as negotiating with all occupational groups and making arrangements in line with the needs. [For the full proceedings, see ED631133.]
Academic Optimism in the Context of Social Cognitive Theory
Author: Yurt, Eyüp
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Social Cognition,Positive Attitudes,Leadership Styles,Futures (of Society),Models,Academic Achievement,Graduate Students,Masters Theses,Foreign Countries,Psychology,Doctoral Dissertations,Well Being

Optimism has positive expectations for future events. An individual's level of optimism is related to his past experiences. On the other hand, academic optimism reflects the level of positive expectations in the individual's future life, depending on the successes, happiness, and joys experienced in his past academic life. In this study, the concept of academic optimism is explained in the context of social cognitive theory. Guiding explanations of the social cognitive theory are included in understanding the concept of academic optimism in schools. How the triple determinism model is adapted to the school environment is explained based on the triple reciprocity model. Studies demonstrating the importance of collective efficacy, confidence, and academic emphasis, which are components of academic optimism, for student success are included. Information was given about the postgraduate theses on academic optimism in Turkey. It has been understood that studies have focused more on the relationship between leadership styles and academic optimism. [For the full proceedings, see ED631133.]
Analysis of Postgraduate Theses on Analytical Thinking in Türkiye
Author: Yurt, Eyüp
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Concept Formation,Graduate Students,Content Analysis,Trend Analysis,Masters Theses,Research Methodology,Secondary School Students,College Students,High School Students,Teaching Methods,Daily Living Skills,Problem Solving,Foreign Countries,STEM Education,Thinking Skills,Individual Characteristics

This study aims to examine postgraduate studies on analytical thinking in Türkiye. Using the descriptive content analysis method, postgraduate studies on analytical thinking skills were examined and arranged, and general trends in the field were determined. The YÖK national database was searched using the keyword &quot;analytical thinking.&quot; Studies on the subject were examined according to the year, publication language, study group, type of study, subject associated with analytical thinking skills, research method, measurement tool, and quantitative analysis techniques. According to the results obtained, it was observed that postgraduate research on analytical thinking skills started in 2009 and increased in 2021. It is understood that the studies are primarily carried out with secondary school and university students. One study was found with high school students and teachers. There are no studies conducted with pre-school and primary school students. Most of the studies are at the graduate level. Analytical thinking skills are discussed in topics such as Conceptual understanding, Context-based learning, Critical thinking, Life skills, Mathematical problem solving, Personnel factors, and STEM. It was understood that a large proportion of the studies examined were in the type of quantitative research. No study is only in the type of qualitative research. Studies need to investigate the relationship between analytical and higher-order thinking skills such as creative thinking, reasoning, and practical thinking. [For the full proceedings, see ED631133.]
An Updated Weighting Strategy for the Monitoring the Future Panel Study. Monitoring the Future Occasional Paper No. 98. Updated
Author: Patrick, Megan E.
Date: 2023-07-00
Type: Reports - Research
Subjects: Substance Abuse,Incidence,Adolescents,Adults,Grade 12,Longitudinal Studies,Sampling,Data Collection,Eligibility,Weighted Scores

The Monitoring the Future (MTF) study monitors historical and developmental changes in substance use prevalence among key subgroups of the general U.S. adolescent and adult population. The current study first devised and evaluated a cohort-specific pooled analysis weighing procedure for the MTF panel study that weighted back to the initial 12th grade samples. Following this, the cohort-specific weights were updated to age-specific weights in order to provide increased flexibility for a wide range of model specifications and to avoid the need to re-calculate a first half-sample respondent's final weight at a particular wave after the full cohort had completed that wave. The cohort-specific pooled analysis weights appear to result in an overall improvement in the degree to which the sociodemographic distributions of the initial 12th grade samples are retained, as well as likely producing slightly improved substance use estimates due to accounting for historical variation in panel sample selection and attrition over time. The updated age-specific pooled analysis weights continued to provide the benefits associated with the cohort-specific weights, but also brought increased flexibility for modeling both cohort- and age-specific research questions, and allowed all respondents' weights at each specific age to remain fixed across time.
Leaving No One Behind: Transforming Education Systems, Equitably and Inclusively
Author: Cameron, Stuart
Date: 2023-09-00
Type: Reports - Descriptive
Subjects: Inclusion,Equal Education,Access to Education,Educational Attainment,Elementary Education,Barriers,Educational Change,Intervention,Resource Allocation,Disadvantaged,Students with Disabilities,Systems Approach,Educational Finance,General Education,Gender Differences,Developing Nations,Developed Nations,Partnerships in Education

Many children in GPE partner countries remain out of school or are unable to complete even primary education. This working paper aims to bring attention to the ongoing challenges of reaching universal access to education and completion of at least primary education in many GPE partner countries. [This working paper was written with support and input from Raphaelle Martinez.]
Examining Music Students&apos; Self-Regulation Behaviors
Author: Turhal, Ersin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Music Education,Self Management,Student Behavior,Undergraduate Students,Predictor Variables,Student Attitudes,Musical Instruments,Foreign Countries,Individual Differences

This research aims to examine the self-regulation behaviors of students studying at undergraduate level in music fields in different faculties in their music education processes and the differentiation of these behaviors according to various variables, and to collect students' opinions about instrument playing behaviors. In this study, which used mixed method, data were collected by scanning and interview techniques. For the quantitative part of the study, the scale developed by Miksza (2012) draws attention when the studies examining selfregulation strategies in music education are examined. This scale was later adapted into Turkish by Ersözlü and Miksza (2015) and named &quot;Self-Regulation Behaviors of Music Students&quot;. In the study, a personal information form was also used in order to obtain information about the socio-demographic variables of the participants before the scale questions. the research consists of students (n=240) studying in music undergraduate programs in Conservatories, Fine Arts and Art Design Faculties and Education Faculties located in different regions of Turkey. In the results, it was seen that there were significant differences between the 3rd and 4th grades behavior of the students, and in terms of the method between the 1st and 3rd and 3rd and 4th years in terms of the instrument study year. In addition, students say that they start a new piece with excitement by reading the notes, plan the time to finish the pieces, record and listen to the audio for self-control, evaluate themselves, use personal strategies such as taking notes, and they cannot allocate enough time to study. [For the full proceedings, see ED631133.]
Differences in Performance between Children Using the English and Spanish Versions of the Ignite by Hatch™ Educational Gaming System. CEME Technical Report. CEMETR-2023-01
Author: Lambert, Richard G.
Date: 2023-05-00
Type: Reports - Research
Subjects: Comparative Analysis,Educational Games,Spanish,English,Social Studies,Science Education,Technology Education,Game Based Learning,Computer Games,Social Emotional Learning,Mathematics Instruction,Literacy Education,Individual Differences,Item Analysis,Difficulty Level,Children

This study sought to investigate whether there were performance differences between the children who engaged with the Ignite by Hatch™ educational gaming system using the English- or Spanish-language versions of the games. Differential item functioning methods (DIF) were employed to investigate these differences. Specifically, DIF analyses can address these issues by providing evidence that the response process does not advantage any particular subgroup of children. DIF analyses can separate performance differences on specific games from individual differences in child ability. Focal and reference categories of children are identified to investigate DIF. We examined the focal group (Spanish) to gather evidence to demonstrate that the games are fair to the members of that particular subgroup. The reference group is typically the majority group (English), and the presumption is that the games are generally fair for the children in that group.