ethanporcaro/eric-fulltext-meta huggingface dataset:
Linguistic Diversity in the English-Medium Instruction Classroom in Nepal: Challenge or Chance
Author: Saud, Mohan Singh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Multilingualism,Educational Environment,English (Second Language),Language Teachers,Language of Instruction,Second Language Learning,English,Educational Policy,Teacher Attitudes

Linguistic diversity is a common phenomenon in urban Nepalese societies. However, Nepalese educational system has not adapted this reality very well. Therefore, considering the linguistic landscape of the multilingual city in Kathmandu, this study focuses on the linguistic and cultural diversity in multilingual school space of public education system. The purpose of this study was to explore how the English language teachers address the issue of students? linguistic diversity in English as a medium of instruction (EMI) language policy classrooms, whether they take this as a challenge of teaching or chance for learning. Employing a phenomenological design of qualitative research, three English language teachers were interviewed to collect information for this study. Their audio recorded interviews were transcribed, coded and then analyzed and interpreted using a thematic approach linking with relevant theories. The findings indicate that linguistic diversity in the English classrooms can be a valuable resource for learning and developing effective intercultural competence in the learners to cope with culturally diverse social contexts. Though linguistic diversity has become a challenge of teaching for English language teachers, it can be changed into an opportunity for learning through intercultural awareness. EMI language policy of public schools has become a barrier to change multilingualism as a resource for learning.
Improving the Least Mastered Competencies of Grade 11 Students in General Chemistry Using Electronic Strategic Intervention Material (E-SIM)
Author: Rosal, Gwyneth M.
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Science,Chemistry,Competence,Science Process Skills,Learning Strategies,Intervention,Science Instruction,Instructional Effectiveness,Science Achievement,Scientific Literacy,Scientific Concepts,Foreign Countries,Grade 11

Students perceive chemistry as a complex subject resulting in low academic performance. Education systems shall support students in bridging the gap between traditional learning and online set-up using technology-based materials. The Electronic Strategic Intervention Material (E-SIM) is a new learning method to help improve the learner's performance in the least mastered competencies. This study focuses on determining how the E-SIM for &quot;Ganyan Ang Bonding&quot; (in English: Bonding Goes Like This) topic will improve the Grade 11 students' knowledge about chemical bonding. The researchers used a one-group pretest-posttest control design. The population was pooled using simple random sampling and out of the randomly selected sections, twenty-two students were qualified after the voluntary response sampling. Pretest and posttest, which underwent validation, were given before and after the intervention respectively. The material was validated by experts prior to its utilization. The analysis showed a 0.01 normalized gain score, which is confirmed by the paired sample t-test with a result of -3.17 and p-value of 0.0023, hence presenting that there is a significant increase between the pretest and posttest scores. The student perception survey was used to further determine the efficiency of the material, which showed that the students perceived the E-SIM as an effective tool as review material.
Do Summaries Support Learning from Post-Problem Reflective Dialogues?
Author: Katz, Sandra
Date: 2016-00-00
Type: Reports - Research
Subjects: Natural Language Processing,Intelligent Tutoring Systems,Reflection,Dialogs (Language),High School Students,Gender Differences,Control Groups,Achievement Gains,Predictor Variables,Prior Learning,Documentation

This poster reports on a study that compared three types of summaries at the end of natural-language tutorial dialogues and a no-dialogue control, to determine which type of summary, if any, best predicted learning gains. Although we found no significant differences between conditions, analyses of gender differences indicate that female students benefit most from the most concise summary (restatement of a reflection question and its answer).
Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. Occasional Paper. RTI Press Publication OP-0077-2209
Author: McKnight, Katherine
Date: 2022-09-00
Type: Reports - Research
Subjects: Parent Teacher Cooperation,Home Visits,Social Bias,Attitude Change,Teacher Attitudes,Educational Experience,Educational Change,Racism,School Policy,Program Descriptions,Intervention,Accountability,Outcomes of Education,Disadvantaged,Models,Psychological Studies,Empathy,Punishment,Classroom Techniques,Trust (Psychology),Family Characteristics,Educational Practices,Social Discrimination,Racial Discrimination,Faculty Development,Kindergarten,Elementary Secondary Education

Research has shown educators' implicit biases to be a key factor in creating and perpetuating disparities in students' experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV &quot;relational&quot; home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
Exploring the Effects of Redundancy within a Tutorial Dialogue System: Restating Students&apos; Responses
Author: Jordan, Pamela
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Intelligent Tutoring Systems,Redundancy,Responses,Repetition,Dialogs (Language),Prior Learning,Knowledge Level,Control Groups,Undergraduate Students

Although restating part of a student's correct response correlates with learning and various types of restatements have been incorporated into tutorial dialogue systems, this tactic has not been tested in isolation to determine if it causally contributes to learning. When we explored the effect of tutor restatements that support inference on student learning, it did not benefit all students equally. We found that students with lower incoming knowledge tend to benefit more from an increased level of these types of restatement while students with higher incoming knowledge tend to benefit more from a decreased level of such restatements. This finding has implications for tutorial dialogue system design since an inappropriate use of restatements could dampen learning. [This paper was published in: &quot;Proceedings of the SIGDIAL 2015 Conference,&quot; Association for Computational Linguistics, 2015, pp. 51-59.]
Building on Completion Gains: Amplifying Progress and Closing Persistent Gaps
Author: Complete College America (CCA)
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: College Students,Minority Group Students,Adult Students,Achievement Gap,Educational Change,Academic Persistence,Student Employment,Part Time Students,Barriers,School Holding Power,Enrollment Rate,Change Strategies,Program Evaluation,Program Effectiveness

Across the country, colleges using Complete College America (CCA) strategies are improving graduation rates. But despite these overall gains, data continues to show persistent institutional performance gaps for BILPOC (Black, Indigenous, Latinx, People of Color) students and students ages 25 and older. Students in both of these groups disproportionately attend college part time, and data consistently shows a range of institutional performance gaps for part-time students. But these facts tells only part of the story. Colleges must implement reforms to address the challenges facing part-time students. These changes--such as course schedules that accommodate working learners and supports that facilitate increased enrollment intensity--are essential for improving retention and completion rates. This report includes data from CCA Alliance members, allowing CCA to provide national numbers on metrics not tracked in the Integrated Postsecondary Education Data System (IPEDS). Using this CCA data, combined with publicly available data, this report highlights critical institutional performance gaps--and explains how colleges can act to close them.
The Value of an Annual Program Review Process. Pathways to Results: Implementation Partnerships. Strategy Brief
Author: Rockey, Marci
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Partnerships in Education,Community Colleges,Evaluation Methods,Barriers,Affordances

The statewide program review process for Illinois community colleges required by the Illinois Community College Board (ICCB) is scheduled on a five-year cycle, however, the value of program review is lost without regular opportunities for engagement and reflection on what has been learned through the process (Eggleston, 2020). Furthermore, one of the stated purposes of program review is to address inequities (ICCB, 2021). If community colleges are going to leverage program review to meet this purpose, ongoing and consistent data collection and analysis are critical to evaluating progress. One way that community colleges can bolster the value of program review is through the implementation of an annual review process. Members of the inaugural Program Review Advisory Committee (PRAC), comprised of scholar practitioners across the state, have informed the development of an annual program review template as a resource for interested practitioners to implement this practice (ICCB, n.d.). This strategy brief explores the value of implementing an annual program review process to address inequities -- highlighting both the challenges and opportunities of incorporating an annual process into the current 5-year cyclical review process.
Uneven Progress: Recent Trends in Academic Performance among U.S. School Districts. CEPA Working Paper No. 22-02
Author: Matheny, Kaylee T.
Date: 2022-10-00
Type: Reports - Research
Subjects: Trend Analysis,Academic Achievement,Achievement Gap,School Districts,Differences,Institutional Characteristics,Social Differences,Racial Differences,Equal Education,Predictor Variables,Elementary School Students,Middle School Students

We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Though on average school districts' test scores improved very modestly (by about 0.001 SDs/year), there is significant variation among districts. Moreover, we find that average test score disparities between non-poor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We find no evidence of achievement-equity synergies or tradeoffs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we find that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in differential access to certified teachers.
The Power of Expectations in District and Charter Schools
Author: Gershenson, Seth
Date: 2022-11-00
Type: Reports - Research
Subjects: School Districts,Charter Schools,Academic Achievement,Mental Health,Decision Making,Educational Practices,COVID-19,Pandemics,Teacher Expectations of Students,Educational Policy,Kindergarten,Elementary Secondary Education,Teacher Attitudes,Student Attitudes,Educational Attainment,Higher Education,Private Schools

Now that the most acute phase of the COVID-19 crisis is over, public conversation has turned to the millions of students who are still struggling academically and emotionally--and how the nation's schools ought to respond. Decisions that education leaders make right now will determine whether this generation of students recovers or continues to lose ground. That's why policies that lower expectations--such as rescinding &quot;third-grade reading guarantees&quot; or keeping pandemic-era no-grading policies in effect--are so troubling. This study uses nationally representative survey data to explore how teacher expectations differ by sector, and how they affect achievement, attainment, and other outcomes. [Foreword by Amber M. Northern and David Griffith.]
The Student-Affirming Education Needed for Our Children and Our Nation&apos;s Future
Author: Dier, Chris
Date: 2022-10-17
Type: Reports - Descriptive
Subjects: Student Centered Learning,Teacher Student Relationship,Classroom Environment,Educational Environment,Culturally Relevant Education,Teacher Attitudes,Educational Practices,Academic Achievement,Outcomes of Education,Student Diversity,Educational Policy,Educational Legislation,Student Empowerment,Futures (of Society)

Parents and educators want children to be seen and valued when they enter their classroom each day. A student-affirming education creates a welcoming environment for all children regardless of their race, ethnicity, national origin, gender, sexual orientation, income, ability, family structure or other characteristic. Such an education sees each student as an individual with both great potential and a unique perspective that positively contributes to the classroom's learning and community. A student-affirming education teaches honest history and respects students' ability to think, problem-solve, and form their own opinions. In this kind of responsive classroom, students see their own as well as others' backgrounds, experiences, and identities reflected in both history lessons and other curricular materials. Award-winning educators from across the country agree with the research: affirming students' identities, teaching them a full account of history, and helping them learn about other cultures and backgrounds improves students' academic outcomes and career readiness. Understanding the value of a student-affirming education and how educational content impacts children is critical to protecting our nation's children and the education they deserve. When lawmakers create policies that ensure students have access to affirming learning environments, they create the conditions for meaningful learning experiences and growth. This report shares the positive effects that students experience when they have access to honest education. The authors hope their examination of the harm to students caused by educational gag orders helps others to see the urgency for policies that support students as they grow into good students.
The Ohio EdChoice Program&apos;s Impact on School District Enrollments, Finances, and Academics
Author: Lavertu, Stéphane
Date: 2022-12-00
Type: Reports - Research
Subjects: School Districts,School Choice,Educational Vouchers,Private Schools,Enrollment Trends,Performance Based Assessment,Educational Finance,Low Income Students,State Programs,Program Evaluation,Outcomes of Education,Academic Achievement,Expenditure per Student,Comparative Analysis,Elementary Secondary Education,Educational Improvement,Student Characteristics

School options have increased in Ohio and across the nation in recent decades. One prominent option is publicly funded scholarships (or &quot;vouchers&quot;) that families can use to send their children to participating private schools. Today, over 75,000 Ohio students participate in one of the state's five voucher programs, the largest of which are known as EdChoice. Despite their growing popularity, critics have argued that expanding voucher programs harms traditional school districts. But are they right? Authored by Ohio State University professor Dr. Stéphane Lavertu, this report explores the impacts of Ohio's EdChoice program on school district enrollments, finances, and educational outcomes. The study includes detailed analyses of the state's &quot;performance-based&quot; EdChoice program that, as of 2021-22 provides vouchers to approximately 35,000 students as well as its &quot;income-based&quot; EdChoice program which serves approximately 20,000 low-income students.
Summarization during Tutoring: Implications for Developing Micro-Adaptive Tutoring Systems
Author: Katz, Sandra
Date: 2014-06-00
Type: Speeches/Meeting Papers
Subjects: Tutoring,Documentation,Intelligent Tutoring Systems,Standards,Interaction,Technology Uses in Education

Although research on human tutoring highlights the importance of a high degree of &quot;interactivity&quot; between the tutor and student, some instructional strategies that could be carried out interactively are implemented didactically in tutoring systems. This is especially true of summarization, a ubiquitous instructional strategy. We investigated summarization during human tutoring in order to determine how to refine decision rules that specify when and how summarization takes place in a tutoring system so that these rules can be made more interactive and adaptive. We describe the informational requirements for carrying out these rules and implications for developing an authoring framework that can provide this information to a dialogue management system.
A Preliminary Analysis of Online Discourse and Cognitive Complexity in a Graduate Early Intervention Course
Author: Marvin, Christine A.
Date: 2010-08-08
Type: Reports - Research
Subjects: Online Courses,Graduate Students,Computer Mediated Communication,Discussion,Early Intervention,Discourse Analysis,Critical Thinking,Difficulty Level,Distance Education

Comparisons were made between instructor and student contributions in an online course that engaged eight graduate students asynchronously in discussion of early intervention principles and practices. Discourse patterns and levels of cognitive complexity were analyzed as indices of engagement and &quot;critical thinking&quot;. The online students-initiated discussions as well as responded to instructor-prompted queries. Students used long speaking turns and questions at rates on par with the online instructor and had contributions that reflected a close match to the instructor at the higher levels of critical thinking. Implications are discussed for training early interventionists using distance education.
Preparing Teachers in Blended Early Childhood Education Programs: A Report from 10 Years of Graduates
Author: Marvin, Christine A.
Date: 2016-06-16
Type: Reports - Research
Subjects: Blended Learning,Early Childhood Education,Preservice Teacher Education,Preservice Teachers,College Graduates,Early Childhood Teachers,Teacher Attitudes,Readiness,Inclusion,Field Experience Programs,Outcomes of Education,Teacher Effectiveness,Student Teaching,Infants,Toddlers,Preschool Children,Elementary School Students,Teacher Student Relationship,Educational Quality

Over 10 years, five state colleges and universities in a Midwestern state offered blended early childhood education training programs. A total of 242 teachers with unified ECE teaching endorsements in this state completed an online survey exploring their preparedness for work in inclusive settings with children birth to grade 3. Results describe teachers' current employment setting as well as ratings of effectiveness for instructional strategies used in college courses and various field experiences, and their feelings of preparedness. Overall, teachers valued their college coursework and field experiences and felt most prepared for Pre-K populations. Teachers reported limited or ineffective field experiences with infants and toddlers, and families from diverse cultures. Teachers also reported a lack of preparedness for working with special education teams and children with disabilities or challenging behaviors of any age. Implications for curriculum revisions and future research are presented.
Pandemic Impact on School Performance
Author: Kim, Dong-In
Date: 2022-04-09
Type: Speeches/Meeting Papers
Subjects: Pandemics,COVID-19,Academic Achievement,English,Language Arts,Mathematics Achievement,Elementary School Students,Middle School Students,Scores,Prediction,Achievement Tests,School Districts,Educational Change,Models,Goodness of Fit,Comparative Analysis,Correlation,Effect Size,School Effectiveness,Regression (Statistics),Student Characteristics,Institutional Characteristics

Pandemic-related policies are typically developed by districts and translated to all schools for implementation. Understanding the degree to which the pandemic impacted school-level performance would provide additional perspective for researchers looking to help district and school officials move forward. The main purpose of this study is to evaluate the pandemic impact at the school level using three different regression approaches. Large scale assessment datasets in ELA and Mathematics grades 5-8 were used in this study. The reference group data included test-takers from the Spring 2017 and 2019 administrations, which were not impacted by the pandemic. The study group data was test-takers from the Spring 2019 and 2021 administrations. Residual values were estimated by subtracting predicted 2021 scores with the regression coefficients of 2017 to 2019 from observed 2021 scale scores, with the residuals being considered as the pandemic impact. A school residual was calculated by averaging the residuals of the students in the schools. There were three study questions. The first question was about the stability of school effects on students' performances across 2019 and 2021. For both 2019 and 2021, there were some school effects on students' performance. For ELA, ICC values for spring 2021 were lower than those for spring 2019. The second question was regarding which regression method produced the best-fit model. As expected, the regression model with the nested school design produced the best fit. The third question was how to flag schools impacted by the pandemic. In this study, the two flagging criteria utilized were the SD and effect size flags. Because the SD flag compares school residuals to state residuals, it can be considered a relative criterion. These effect size flags compared expected performance under a normal environment and the 2021 observed performance of a school and thus can be regarded as an absolute criterion.