ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Dialog among EFL College Faculty: A Comparison of Two Saudi and Korean Newsgroups
Author: Al-Jarf, Reima
Date: 2007-03-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Dialogs (Language),Computer Software,Computer Mediated Communication,Translation,Group Discussion,College Faculty,Teacher Attitudes,Teaching Methods,Learning Processes,Communities of Practice,Teacher Education Programs,Language Teachers,Foreign Countries,Comparative Analysis,Peer Relationship

I created a newsgroup with Yahoo Groups and invited all male and female colleagues at the College of Languages and Translation to register. The aims of the newsgroup were to share college news, discuss academic issues and student and faculty problems, learn about each other's publications and academic activities. Although messages were sent to the college's 160 faculty members, only 28 (17.5%) registered. They posted a total of 73 messages, with 50% posted by the dean and 34% posted by the author. Messages posted were mainly about conference calls and university memos. 71% of the members did not participate at all. By contrast, I am a member of a Korean Teachers' Education and Development Newsgroup. The Korean Newsgroup has 133 members. They posted a total of 685 messages. They discuss all kinds of academic issues related to the teaching and learning of English in Korea such as: Students' response on projects, a list of MATESL-like programs, creating collaborative teacher communities, action research to collate and write a class activities book, writing for TEC, advice for teaching freshmen English classes, putting faces to names and names to faces, good teacher characteristics, expressing feelings, mandatory English, ESL/EFL teacher standards, professional development summer options, call for National Executive Council candidates, in addition to conference and course announcements, job vacancies, surveys, digests and others. The study reports the causes of inadequate participation among the Saudi Newsgroup members based on findings of a survey.
Rote versus Rule: Revisiting the Role of Language in Mathematical Thinking
Author: Qin, Jike
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Language Role,Mathematics Instruction,Thinking Skills,Bilingualism,Chinese,English (Second Language),Second Language Learning,Mathematics Skills,Arithmetic,Algebra,Problem Solving,Rote Learning,Learning Processes,Teaching Methods,Mathematics Tests,Comparative Analysis,Bilingual Education,Undergraduate Students,Graduate Students,State Universities

Language is often depicted as the sine qua non of mathematical thinking, a view buttressed by findings of language-of-training effects among bilinguals. These findings, however, have been limited to studies of arithmetic. Nothing is known about the potential influence of language on the ability to learn rules about the relations among variables (e.g., algebra). To test whether arithmetic and algebraic thinking differ, Chinese-English bilinguals were trained to solve arithmetic and algebra problems in either Chinese or English and then tested on new and old problems in both languages. For arithmetic problems, solution times were always longer for English than Chinese; in both languages, solution times dropped during training; after training, solution times continued to drop for old problems, but returned to pre-training levels for new problems. In contrast, for algebra problems, solution times did not differ across language; solution times dropped during training; after training, gains in speed were preserved for both old and new problems. These findings suggest that the contribution of language to mathematical thinking may be limited to the areas of mathematics that are learned by rote and not by rule. [This paper was published in: &quot;Proceedings of the 40th Annual Conference of the Cognitive Science Society,&quot; edited by T. T. Rogers et al., Cognitive Science Society, 2018, pp. 918-923.]
Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers. PIL Provocation Series. Volume 2, Number 1
Author: Fister, Barbara
Date: 2022-02-16
Type: Reports - Descriptive
Subjects: College Students,Information Literacy,Ethics,Information Sources,Program Descriptions,Integrity,Democracy,Teaching Methods,Information Seeking,Critical Thinking,College Graduates

The way that college students are introduced to research fails to encourage the ethical practice of open-ended curiosity so desperately needed in today's complex information environment. Drawing from a decade of Project Information Literacy's rigorous research studies, one surprising finding is especially concerning: A large majority of recent graduates from top U.S. universities and colleges reported that they felt that college failed to prepare them to ask questions of their own. The past two years have provided a dramatic illustration of why this matters more than ever. In this article, the author asks the following questions: What can educators do to encourage the ethical practice of curiosity, not just for times of uncertainty but as an everyday habit? What is being done that inhibits curiosity? How can curiosity be paired with robust ethical practices that lead to creating, evaluating, and sharing information with integrity? And, in an already deeply divided society with a fractured media landscape, how can educators be prepared for the ways these ambiguous moments of not knowing can be weaponized to cause confusion and undermine democracy itself?
Report of the Commissioner of Education for the Year 1885-&apos;86
Author: Department of the Interior, Bureau of Education (ED)
Date: 1887-00-00
Type: Historical Materials
Subjects: Reports,Elementary Secondary Education,State Departments of Education,Teacher Education,Kindergarten,Postsecondary Education,Professional Education,Academic Degrees,Special Education,Training,Foreign Countries,Publications

This is the 1885-1886 report of the Commissioner of Education. It begins with a general statement of the work of the Office, with a list of its publications during the year. Topics of the report include: (1) State School Systems; (2) City-School Systems; (3) Training of Teachers; (4) Kindergartens; (5) Elementary and Secondary Instruction; (6) Superior and Professional Instruction (and degrees conferred); (7) Special Training; (8) Education of Special Classes; (9) Miscellaneous (education publications, libraries, and institution fundraising); (10) Education in Foreign Countries; and (11) Papers on Educational Subjects.
Ms. Morgan&apos;s Interpretation: An Instructional Minicase on Evaluating Student Approaches to a Problem of Linear Functions. Research Memorandum. ETS RM-21-04
Author: Howell, Heather
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Mathematics,Preservice Teachers,Knowledge Base for Teaching,Logical Thinking,Validity,Case Method (Teaching Technique),Preservice Teacher Education,Mathematics Instruction

There is a broad consensus that beginning teachers of mathematics need a strong foundation in mathematical knowledge for teaching (MKT), defined as the mathematical knowledge required to recognize, understand, and respond to the mathematical work of teaching in which one must engage. One recurrent challenge in teacher education is how to provide support for preservice teachers (PSTs) to acquire such competencies. Recent trends toward practice-based teacher education support the idea of engaging novice teachers in activities that are purposefully constrained to a core teaching practice. &quot;Ms. Morgan's Interpretation&quot; is an abbreviated instructional case (i.e., a minicase) based on an assessment scenario in which PSTs are asked to attend to student reasoning about representing linear functions. PSTs are asked to judge the mathematical validity of students' explanations as a way of further developing their own MKT.
Report of the Commissioner of Education for the Year 1886-87
Author: Department of the Interior, Bureau of Education (ED)
Date: 1888-00-00
Type: Historical Materials
Subjects: State Departments of Education,Reports,Superintendents,Urban Schools,Teacher Education,Kindergarten,Secondary Education,Womens Education,Higher Education,Professional Education,Academic Degrees,Vocational Education,Business Education,Special Education,At Risk Students,Donors,Teachers,Professional Associations,Conferences (Gatherings),Libraries,Periodicals,Foreign Countries

This is the 1886-1887 report of the Commissioner of Education. It begins with the Commissioner's statement of the work of the Office. Topics of the report include: (1) Statistics of State Common-School Systems; (2) Digests of State School Reports; (3) Discussions of Educational Questions by State Superintendents and Others; (4) City Schools Systems; (5) Training of Teachers; (6) Kindergartens; (7) Secondary Instruction; (8) Superior Instruction (Institutions for the Superior Instruction for Women, Universities and Colleges, and Schools of Science); (9) Professional Instruction (Schools of Theology, Schools of Law, and Schools of Medicine, Dentistry, and Pharmacy); (10) Degrees Conferred; (11) Manual and Industrial Training (Manual Training and Industrial Departments and Manual Training and Trade Schools); (12) Business Colleges -- Nurses' Training Schools; (13) Education of Special Classes (Education of the Deaf, Education of the Blind, Education of the Feeble-Minded, Education of Juvenile Delinquents, Education of Indians, and Education of the Colored Race); (14) Gifts and Bequests to Education; (15) Obituary List of Notable Educators; (16) Educational Associations and Conventions; (17) Libraries in the United States; (18) Education Periodicals; (19) Education in Foreign Countries; (20) Papers on Educational Subjects; and (21) Index to the Publications of the Bureau of Education.
Report of the Commissioner of Education for the Year 1887-88
Author: Department of the Interior, Bureau of Education (ED)
Date: 1889-00-00
Type: Historical Materials
Subjects: Reports,Superintendents,Urban Schools,Teacher Education,Secondary Education,Postsecondary Education,Professional Education,Academic Degrees,Kindergarten,Vocational Education,Business Education,Special Education,Minority Group Students,Periodicals,Foreign Countries,Teachers

This is the 1887-1888 report of the Commissioner of Education. The Commissioner starts with his executive and educational statements. Topics of the report include: (1) State Common School Statistics; (2) Digests of State School Reports; (3) Discussions of Educational Questions, Chiefly by State Superintendents; (4) Alaska; (5) Discussion of Questions Relating to City Schools Systems; (6) Statistics of City School Systems; (7) The Training of Teachers; (8) Secondary Instruction; (9) Superior Instruction; (10) Professional Instruction (Schools of Theology and Schools of Law); (11) Degrees Conferred; (12) Kindergartens; (13) Manual and Industrial Training (Manual Training as a Propaganda, Manual Training Studies and Curricula, Industrial Departments of Schools for the Special Classes, and Trade Schools); (14) Commercial and Business Colleges--Nurses' Training Schools; (15) Education of Special Classes (Education of the Deaf, Education of the Blind, Education of the Feeble-Minded, Reform Schools, Education of the Colored Race, Indian Schools); (16) Educational Periodicals; (17) Education in Foreign Countries; (18) Papers of Educational Subjects; and (19) Obituary List of Notable Educators.
California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education. Policy Brief
Author: Maier, Anna
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Community Schools,Partnerships in Education,Holistic Approach,Educational Finance,State Aid,Educational Quality,Program Implementation,Alignment (Education),Technical Assistance,State Legislation,Integrated Services,Family Involvement,Community Involvement,Capacity Building

The historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver a whole child education. This brief examines key elements of the new law. It then lays out evidence-based principles of high-quality community schools implementation that are grounded in the four research-backed pillars included in statute and aligned with the science of learning and development. It concludes with a discussion of the technical assistance needed for high-quality implementation. [This report was prepared in collaboration with the Opportunity Institute.]
Exploring Math Education Relations by Analyzing Large Data Sets II. Research Memorandum. ETS RM-21-02
Author: Weeks, Jonathan
Date: 2021-04-00
Type: Reports - Research
Subjects: Mathematics Education,Common Core State Standards,Problem Solving,Mathematics Tests,Scores,Learning Analytics,Prediction,Algebra,Prior Learning,High School Students,Mathematics Achievement,Outcomes of Education,Item Response Theory,Elementary School Students,Middle School Students,Item Analysis,Test Items,Gender Differences,Student Characteristics

The current project, Exploring Math Education Relations by Analyzing Large Data Sets (EMERALDS) II, is an attempt to identify specific Common Core State Standards procedural, conceptual, and problem-solving competencies in earlier grades that best predict success in algebraic areas in later grades. The data for this study include two cohorts of California students with Smarter Balance (SB) mathematics scores. SB items were clustered based on a priori defined prealgebra knowledge domains and algebra content areas. Two approaches were then used to characterize student performance for several of these competencies: item residuals and factor scores. These performance indices were subsequently used in a series of regression models to examine the relationships between prealgebra competencies and later algebra outcomes. The findings from this study have implications for the use of the SB assessment for monitoring students' readiness for high school algebra and highlight areas that might be particularly important for success in this core mathematics domain. This report also provides direction for future studies.
Building a Positive School Climate through Restorative Practices. Research Brief
Author: Klevan, Sarah
Date: 2021-11-01
Type: Reports - Descriptive
Subjects: Educational Environment,Discipline,Justice,Conflict Resolution,Interpersonal Relationship,Student Behavior,Positive Behavior Supports,Reentry Students,Accountability,Program Implementation,School Culture,Holistic Approach,Social Support Groups

Widespread efforts to curb exclusionary and discriminatory discipline in schools have led to a growing focus on restorative approaches, a set of practices aimed at building strong in-school relationships and attachments, rather than pushing students out of school. This brief reviews research illustrating the benefits of these practices for improving student behavior, decreasing the use of exclusionary discipline, and improving school climate. [This brief is based on the report &quot;Educating the Whole Child: Improving School Climate to Support Student Success.&quot; To view the full report, see ED606462.]
Preparing West Virginia&apos;s Teachers: Opportunities in Teacher Licensure and Program Approval
Author: Saunders, Ryan
Date: 2021-09-23
Type: Reports - Research
Subjects: State Policy,Educational Policy,Teacher Certification,Licensing Examinations (Professions),Teacher Education Programs,Accreditation (Institutions),Data Collection,Teacher Evaluation,State Standards,Program Improvement,Teacher Effectiveness,Teacher Persistence,COVID-19,Pandemics,Labor Force

This report, one of a series of state policy studies produced by the Learning Policy Institute in collaboration with the Council of Chief State School Officers, examines teacher licensure and preparation program approval systems in West Virginia. This study was designed to assess how these systems are advancing the preparation of a well-qualified and equitably distributed teacher workforce to support all students' deeper learning and social, emotional, and academic development. This report draws on multiple sources, including state teacher and student data, analyses of statutory and regulatory frameworks and policy activities, and interviews with educators and state agency staff. It opens with a description of the state policy context, including challenges in public education and the teacher workforce. The report then describes in detail the current system of teacher licensure and preparation program approval, including recent policy changes and implementation. Finally, the report draws on contemporary research and state policy examples to provide recommendations aimed at systemic improvement and intended to help policymakers move closer to West Virginia's teacher workforce goals.
Increasing Equity in Early Intervention. Our Youngest Learners
Author: Gillispie, Carrie
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Equal Education,Students with Disabilities,Early Intervention,Eligibility,Low Income Groups,Barriers,At Risk Persons,Developmental Delays,Child Development,Ethnicity,Racial Discrimination,Access to Education,Access to Health Care,Screening Tests,Ethnic Diversity,Labor Force,Pediatrics,Evaluation

Early intervention services are funded through a complex blend of federal, state, and local sources, and are part of the Individuals with Disabilities Education Act (IDEA). States have to make difficult decisions about how to fund critical IDEA services, including early intervention services, because Congress vastly underfunds IDEA. This often results in stricter eligibility requirements and other cost-saving measures that sometimes lead to a decrease in the number of children receiving services. There are several strategies states can use to address systemic racial inequities in the health and education systems in which early intervention services take place. In this report, we identify the strengths of state approaches and opportunities for increasing equity in providing early intervention services. [For the executive summary, &quot;Supporting Our Youngest Learners: What We Know about Equity in Early Intervention,&quot; see ED617579. For the companion report, &quot;The Impact of COVID-19 on Early Intervention: Survey of States. Our Youngest Learners,&quot; see ED617574.]
Reopening Schools Safely in California: District Examples of Multilayered Mitigation. Research Brief. School Reopening Series
Author: Ondrasek, Naomi
Date: 2021-10-08
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Educational Change,School Districts,School Safety,Immunization Programs,Disease Control,Hygiene,Health Promotion,Distance Education,Independent Study,Screening Tests,Symptoms (Individual Disorders),Mental Health

As districts in California have opened for the 2021-22 school year, they have faced the challenging task of keeping students learning safely in person in the midst of the COVID-19 pandemic, which intensified right before schools opened with the spread of the Delta variant of the virus. This brief compiles preliminary information on reopening for the 2021-22 school year in several California districts that are using multilayered mitigation to keep schools open and students, staff, and their families safe, including masking, vaccination, testing, contact tracing, quarantining, handwashing, and ventilation. This brief is part of a Learning Policy Institute initiative to disseminate key public health research and reopening and recovery strategies to educators and policymakers.
The Impact of COVID-19 on Early Intervention: How States Can Support Our Youngest Learners
Author: Education Trust
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Early Intervention,Hispanic Americans,African Americans,Limited English Speaking,Low Income Groups,Access to Education,Referral,Services,Racial Differences,Ethnicity,Family Income,COVID-19,Pandemics,At Risk Persons,Child Development,Barriers,Geographic Location,State Programs,Outreach Programs,Infants,Toddlers,Access to Computers,Delivery Systems,Data Collection,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation

The COVID-19 crisis has made delivering early intervention services much more challenging and could exacerbate racial inequities in health and education. But we can only fix what we can measure--so it is vital that states collect and report better data. A survey of state coordinators of early intervention services in fall 2020 focused on Black and Latino families, families with limited English proficiency, and families with low incomes. Twenty-nine coordinators responded. This executive summary reviews what the coordinators reported regarding how referral rates, wait times from referral to evaluation, and early intervention service rates had changed for Black and Latino families, families with limited English proficiency, and families with low incomes. This summary includes recommendations for making early intervention more equitable. [For the full report, &quot;The Impact of COVID-19 on Early Intervention: Survey of States. Our Youngest Learners,&quot; see ED617574.]
The Impact of COVID-19 on Early Intervention: Survey of States. Our Youngest Learners
Author: Gillispie, Carrie
Date: 2021-05-00
Type: Reports - Research
Subjects: Early Intervention,Hispanic Americans,African Americans,Limited English Speaking,Low Income Groups,Access to Education,Referral,Services,Racial Differences,Ethnicity,Family Income,COVID-19,Pandemics,At Risk Persons,Child Development,Barriers,Geographic Location,State Programs,Outreach Programs,Infants,Toddlers,Access to Computers,Delivery Systems,Data Collection,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation

Just as schools are working to appropriately address K-12 students' unfinished learning caused by the pandemic, early intervention systems are focusing on addressing the missed opportunities the pandemic created for young children and their families. Young children missing these opportunities for early intervention services are potentially at greater risk of significant developmental and learning delays. By centering equity, states can identify ways in which they can better serve families of young children of color now and after the pandemic. Researchers sent a survey to all state coordinators of early intervention services in fall 2020, and 29 responded throughout September and October. The survey focused on Black and Latino families, families with limited English proficiency and families with low incomes, and asked questions about referral rates, wait times from referral to evaluation, service rates, and state guidance since the beginning of the pandemic. Coordinators reported that very few states had data on referral rates, wait times between referral and evaluation, and service rates disaggregated by race/ethnicity, language status, and income level, indicating an urgent need for better state data collection and reporting. They also noted that state guidance on delivering early intervention services during the pandemic varied widely. This report provides the key findings and recommendations based on the results from the 29 states that participated in this survey. [For the accompanying report, &quot;The Impact of COVID-19 on Early Intervention: How States Can Support Our Youngest Learners,&quot; see ED617573.]