ethanporcaro/eric-fulltext-meta huggingface dataset:
Extended Discourse in First and Second Language Acquisition: A Challenge and an Opportunity
Author: Snow, Catherine E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Acquisition,Second Language Learning,Vocabulary Development,Linguistic Input,Second Language Instruction,Teaching Methods,Instructional Effectiveness,English (Second Language),Literacy Education,Middle School Students,Quasiexperimental Design,Program Descriptions,Classroom Communication,English Language Learners

First language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language learners. Evidence supporting the effectiveness of a particular discussion-based program, Word Generation, is presented, in particular its effectiveness with current and former second language learners of English. Principles implemented in Word Generation that could be applied in any educational setting are identified. [This paper was presented at the 8th International Conference on Practical Linguistics of Japanese at the National Institute for Japanese Language and Linguistics, and was published in &quot;Journal of Japanese Linguistics,&quot; v30 p7-14 2014.]
Input to Interaction to Instruction: Three Key Shifts in the History of Child Language Research
Author: Snow, Catherine E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Linguistic Input,Child Language,Literacy,Early Childhood Education,Language Acquisition,Academic Discourse,Teaching Methods,History,Language Research,Interpersonal Relationship

In the early years of the &quot;Journal of Child Language,&quot; there was considerable disagreement about the role of language input or adult-child interaction in children's language acquisition. The view that quantity and quality of input to language-learning children is relevant to their language development has now become widely accepted as a principle guiding advice to parents and the design of early childhood education programs, even if it is not yet uncontested in the field of language development. The focus on variation in the language input to children acquires particular educational relevance when we consider variation in access to academic language--features of language particularly valued in school and related to success in reading and writing. Just as many children benefit from language environments that are intentionally designed to ensure adequate quantity and quality of input, even more probably need explicit instruction in the features of language that characterize its use for academic purposes. [This article was published in &quot;Journal of Child Language,&quot; v41 nS1 p117-123 2014.]
Healthier Students Are Better Learners: Q&amp;A with Charles Basch, Ph.D. 2016 Educator Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2016-06-02
Type: Reports - Descriptive
Subjects: Health,Health Promotion,Learning Motivation,Family Environment,Eating Habits,Evidence Based Practice,Technology Uses in Education,Student Personnel Services,Health Services,Academic Achievement,Correlation,Information Sources,Health Programs,Program Development,Truancy,Lunch Programs,Nurses,Accountability,Administrator Role,Sleep,Seminars

In this webinar, Dr. Charles Basch, Richard March Hoe Professor of Health and Education at Teachers College, Columbia University, presented the causal connections between health factors and the motivation and ability to learn. This Q&amp;A addressed the questions participants had for Dr. Basch following the webinar. The webinar recording and presentation slides are also available.
Creating and Sustaining Professional Learning Communities: Q&amp;A with Stephanie Hirsh, Ph.D. 2016 Educator Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2016-08-25
Type: Opinion Papers
Subjects: Communities of Practice,Teamwork,Accountability,Teacher Collaboration,Teacher Role,Mentors,Administrator Role,Educational Technology,Computer Mediated Communication,Program Development,English Language Learners,Teacher Attitudes,Social Media,Principals

In this webinar, Dr. Stephanie Hirsh, Executive Director of Learning Forward, presented the research on effective PLCs and shared her experiences in creating, assessing, and leading PLCs. This Q&amp;A addressed questions participants had for Dr. Hirsh following the webinar. The webinar recording and PowerPoint presentation are also available.
ASSISTments Dataset from Multiple Randomized Controlled Experiments
Author: Selent, Douglas
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Data,Randomized Controlled Trials,Electronic Learning,Data Analysis,Data Processing,Mathematics Instruction,Middle School Students,Experiments

In this paper, we present a dataset consisting of data generated from 22 previously and currently running randomized controlled experiments inside the ASSISTments online learning platform. This dataset provides data mining opportunities for researchers to analyze ASSISTments data in a convenient format across multiple experiments at the same time. The data preprocessing steps are explained in detail to inform researchers about how this dataset was generated. A list of column descriptions is provided to define the columns in the dataset and a set of summary statistics are presented to briefly describe the dataset.
What Do Teacher Candidates Think about the Teaching Education? The Example of Social Studies Teacher Candidates
Author: Tonga, Deniz
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Student Attitudes,Preservice Teachers,Focus Groups,Content Analysis,Program Effectiveness,Teacher Education Programs,Qualitative Research,Phenomenology,Semi Structured Interviews,Educational Quality,Teacher Competencies,Barriers,Foreign Countries

In this research, it is aimed to reveal the opinions and observations of social studies teacher candidate about the courses they have taken during their 4-year university education. The focus group interview was used as the data collecting tool, and the content analyses were performed on the data obtained. The criterion sampling approach was used for selecting the participants, and being in the senior year and having a grade-point average of 3 or above were accepted as the criteria. 15 teacher candidates participated in the research and the data were collected in 2013. The researcher's observations and determinations were mentioned as well as the participants' views. According to the findings obtained, it is seen that social studies teacher candidates did not develop a positive attitude towards the 4-year education they have received in the social studies teaching undergraduate program in general. The participants reported that the following factors were important for the formation of this negative attitude and view: the fact that they were not informed sufficiently about the aims of the courses, the hesitation whether the information they acquired at the courses in the professional life, and the fact that the courses they take were not associated adequately with the concept of social studies and today. The participants stated that the instructors did not use enough materials and give the due importance to the courses. From the researcher's point of view, the following observations are among the important results of the research: the teacher candidates do not attend the social studies education due to the system, they explain the problems they experience with external reasons, they do not make enough efforts to improve themselves professionally, the university does not provide healthy opportunities for this improvement, and therefore, these affect the teaching education of social studies teacher candidates negatively.
Promoting Student Achievement through Improved Health Policy. Policy Update. Vol. 22, No. 11
Author: Fobbs, Erima
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Health Promotion,Wellness,Health Education,Physical Education,Physical Activities,Nutrition,School Health Services,Counseling,Social Services,Employees,Safety,Environmental Influences,Social Environment,Educational Environment,Family Involvement,Community Involvement,Student Needs,Success,State Policy,Policy Formation

&quot;Promoting Student Achievement through Improved Health Policy&quot; is a quick primer of the [Centers for Disease Control and Prevention] CDC's &quot;Whole School, Whole Community, Whole Child&quot; model, which highlights 10 important areas for connecting health and learning: health education; physical education and physical activity; nutrition; school health services; counseling, psychological, and social services; employee wellness; safe physical environments, social and emotional school climate; family engagement; and community involvement. By adopting policies that are sensitive to these connections, state boards of education can create pathways for schools and districts to better meet children's physical, social, and emotional needs and ensure their academic success.
The Relationship between Teachers' Occupational Professionalism and Organizational Alienation
Author: Yorulmaz, Yilmaz Ilker
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Regions,Teacher Attitudes,Educational Attitudes,Professionalism,Alienation,Likert Scales,Attitude Measures,Statistical Analysis,Correlation,Incidence,Gender Differences,Individual Power,Self Concept,Professional Isolation,Teacher Empowerment

The purpose of this study is to determine the relationship between occupational professionalism and organizational alienation levels of teachers. The study is designed as a survey model. The sample of the study consists of 303 teachers working in the Mugla province of Turkey. Participants were selected by using the disproportionate cluster sampling technique. Data was collected through the application of the Teachers' Occupational Professionalism Scale and the Work Alienation Scale. Descriptive statistics, t-test, ANOVA and correlation analyses were used to analyze the data. Based on the findings, the participant teachers' level of occupational professionalism is high. Among the occupational professionalism dimensions, teachers consider they have professional awareness the most. This is followed by emotional labor, contribution to organization, and personal development. Teachers' occupational professionalism differ according to gender and school type variables, while it does not differ according to seniority and time in service at the current school. The participant teachers' organizational alienation is low. Among the alienation dimensions, teachers consider alienating the school the most, even if its level is low. This is followed respectively by powerlessness, isolation and meaninglessness dimensions. Teachers' organizational alienation differs according to gender, school type, seniority and time in service at the current school variables. There are significant relationships between alienation and occupational professionalism levels of teachers.
The Process Genre Writing Approach; An Alternative Option for the Modern Classroom
Author: Tudor, Emma
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Process Approach (Writing),Writing Instruction,Literary Genres,Teaching Methods

&quot;Writing involves knowledge about the language, the context in which writing happens and skills in using language. Writing development happens by drawing out the learners' potential and providing input to which learners respond&quot; (Badger &amp; White, 2000.) Taking this in to account, the Process Genre Approach in writing classes can be favorable in a modern classroom. This approach combines several key elements of alternative and some more traditional writing approaches, valuing model texts (as the product approach), the processes involved in writing, including planning and drafting (as the process approach does) and additionally provides learners with genre knowledge (as like the genre approach). When considering other approaches, the Product Approach alone does not sufficiently consider the required processes of writing. The Process Approach does not provide learners with genre knowledge. Additionally, The Genre Approach undervalues the skills (or processes) needed to produce a text. Learners can have difficulty with the generation of ideas, organization and appropriateness of language when writing. Additionally, as Scrivener (2005) suggests, formal written work has lessened in the classroom. Learners should therefore be offered the opportunity to develop their writing skills through the process genre approach. A bibliography is included.
Ready, Aim, Perform! Targeted Micro-Training for Performance Intervention
Author: Carpenter, Julia
Date: 2016-11-30
Type: Reports - Descriptive
Subjects: Public Agencies,Government Employees,Intervention,Job Performance,On the Job Training,Pretests Posttests,Web Based Instruction,Error Patterns,Adult Education

The Department of Veterans Affairs has an immediate problem at hand. Tens of thousands of employees are working in a high-stress work environment where fast-paced daily production requirements are critical. Employees are faced with a tremendous backlog of veterans' claims. Unfortunately, not only are the claims extremely complex, but there is frequent shifting of laws and regulations that impact how the job is done. Employees require constant re-training. To compound this issue, most managers cannot afford to pull employees off the floor for lengthy training sessions as weekly claims processing quotas need to be met. This causes organizational conflict between training and production. Performance-error trends confirmed that an immediate intervention was needed to address this problem. What kind of solution would alleviate this issue so that employees can get the targeted training they require without impacting their weekly quotas for claims reduction?
ESSA and Migrant Youth. Policy Update. Vol. 23, No. 19
Author: Parsi, Ace
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Migrants,Migrant Education,Youth,State Boards of Education,State Government,Government Role,Student Recruitment,Agency Cooperation,Teacher Effectiveness,Accountability

Edward R. Murrow's 1960 documentary, &quot;Harvest of Shame,&quot; pricked the national conscience on the issue of migrant workers. Five years later, migrant youth were included as part of the scope of the Elementary and Secondary Education Act (ESEA). The 2015 reauthorization of that law, the Every Student Succeeds Act (ESSA), turns over more responsibility to states to help these students, who face common challenges of mobility, poverty, limited English proficiency, and limited parental involvement in their education. This policy update is part of a series that suggests strategies that state boards of education can use to address the challenges and inequities facing some of the most disenfranchised, at-risk student populations in the country. State boards of education can take the following steps, translating these opportunities into changes that help deliver greater educational equity and success for this often overlooked group: (1) step up identification and recruitment; (2) enhance educator capacity; (3) promote service coordination; and (4) increase accountability. [For the other policy updates in this series, see &quot;ESSA and Homeless Youth. Policy Update. Vol. 23, No. 18&quot; (ED571531); &quot;ESSA and Students with Disabilities. Policy Update. Vol. 23, No. 20&quot; (ED571526); &quot;ESSA and English Language Learners. Policy Update. Vol. 23, No. 21&quot; (ED571532); and &quot;ESSA and Students in Foster Care. Policy Update. Vol. 23, No. 22&quot; (ED571528).]
Axis: Generating Explanations at Scale with Learnersourcing and Machine Learning
Author: Williams, Joseph Jay
Date: 2016-07-01
Type: Speeches/Meeting Papers
Subjects: Computer Uses in Education,Artificial Intelligence,Problem Solving,Electronic Learning,Mathematical Applications,Mathematics Instruction,Instructional Materials,Case Studies,Randomized Controlled Trials,Qualitative Research

While explanations may help people learn by providing information about why an answer is correct, many problems on online platforms lack high-quality explanations. This paper presents AXIS (Adaptive eXplanation Improvement System), a system for obtaining explanations. AXIS asks learners to generate, revise, and evaluate explanations as they solve a problem, and then uses machine learning to dynamically determine which explanation to present to a future learner, based on previous learners' collective input. Results from a case study deployment and a randomized experiment demonstrate that AXIS elicits and identifies explanations that learners find helpful. Providing explanations from AXIS also objectively enhanced learning, when compared to the default practice where learners solved problems and received answers without explanations. The rated quality and learning benefit of AXIS explanations did not differ from explanations generated by an experienced instructor.
ESSA and Students with Disabilities. Policy Update. Vol. 23, No. 20
Author: Parsi, Ace
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Legislation,Federal Legislation,Educational Policy,Individualized Instruction,Alternative Assessment,Teacher Expectations of Students,Accountability,Family Involvement,Faculty Development,Teacher Competencies

The nation's six million students with disabilities have graduation rates nearly 25 percent lower than their general education peers and significantly lower postsecondary enrollment and completion rates. For the last decade and a half, state policy leaders have decried No Child Left Behind's lack of flexibility and one-size-fits-all design for failure to meet these students' needs. With the passage of the Every Student Succeeds Act (ESSA), states will have greater flexibility and responsibility for these students' outcomes, and they should take this opportunity to better meet their needs. This policy update is part of a series that suggests strategies that state boards of education can use to address the challenges and inequities facing some of the most disenfranchised, at-risk student populations in the country. While a one-sized-fits-all system affects many students that learn differently, it poses significant problems for students with disabilities through its lack of personalized learning, low expectations, lack of accommodations for assessments, and gaps in accountability and educator capacity. In this policy update, ESSA addresses all of these issues and offers states and school districts opportunities to enhance their education systems in these areas. [For the other policy updates in this series, see &quot;ESSA and Homeless Youth. Policy Update. Vol. 23, No. 18&quot; (ED571531); &quot;ESSA and Migrant Youth. Policy Update. Vol. 23, No. 19&quot; (ED571524); &quot;ESSA and English Language Learners. Policy Update. Vol. 23, No. 21&quot; (ED571532); and &quot;ESSA and Students in Foster Care. Policy Update. Vol. 23, No. 22&quot; (ED571528).]
What Should Be Done with &quot;Fit&quot; in Principal Selection?
Author: Palmer, Brandon
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Personnel Selection,Administrator Characteristics,Qualitative Research,Administrator Attitudes,Equal Opportunities (Jobs),School Districts,Administrator Qualifications,Social Influences,Racial Discrimination,Minority Groups,Gender Bias,Coding,Surveys,Likert Scales,Questionnaires

Although the school principal's role has been growing in importance, the methods used to select principals have not changed much since the 1950s. Moreover, researchers have seldom scrutinized principal selection methods; yet, significant procedural issues exist. The concept of &quot;fit&quot; has been used within principal selection for decades, but researchers appear to disagree on whether &quot;fit&quot; is an effective criterion and whether its use may foster discrimination. This primarily qualitative study explored the perceptions and practices of top-level district administrators regarding the use of &quot;fit&quot; within principal processes through a conceptual framework of &quot;cloning cultures&quot; which raise significant equity issues for non-Caucasian selection participants. Results of this study indicate participants define &quot;fit&quot; both similarly and differently, they believe &quot;fit&quot; is an important attribute sought in selection, using &quot;fit&quot; within selection has both advantages and disadvantages, and selecting principals based on &quot;fit&quot; does not guarantee that a principal will &quot;fit&quot; the school and district community. Therefore, the concept of &quot;fit&quot; should be clearly defined and operationalized. In addition, objective assessment criteria should be developed if &quot;fit&quot; is to be used within principal selection processes to promote equality within selection practices.
ESSA and Students in Foster Care. Policy Update. Vol. 23, No. 22
Author: Lorenzo, Sarah-Jane
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Federal Legislation,Educational Legislation,Foster Care,School Districts,Family Relationship,Public Policy,At Risk Students,Youth

For years, students in foster care have been among the most transient in the nation, enduring sudden, sometimes frequent school changes as they move from home to home. The lack of school stability contributes to those children's academic struggles: Students in foster care are more likely than their peers to score lower on assessments and less likely to graduate high school, especially within four years. Similar to its provisions regarding homeless students, the Every Student Succeeds Act (ESSA) emphasizes school stability for youth in foster care and gives states a lead role in ensuring these students benefit from the support of a familiar school environment. State boards of education are uniquely positioned to minimize the obstacles to success for the nation's quarter million students in foster care. This policy update is part of a series that suggests strategies that state boards of education can use to address the challenges and inequities facing some of the most disenfranchised, at-risk student populations in the country. [For the other policy updates in this series, see &quot;ESSA and Homeless Youth. Policy Update. Vol. 23, No. 18&quot; (ED571531); &quot;ESSA and Migrant Youth. Policy Update. Vol. 23, No. 19&quot; (ED571524); &quot;ESSA and Students with Disabilities. Policy Update. Vol. 23, No. 20&quot; (ED571526); and &quot;ESSA and English Language Learners. Policy Update. Vol. 23, No. 21&quot; (ED571532).]