ethanporcaro/eric-fulltext-meta huggingface dataset:
Descriptive Data on Region XI Head Start Children and Families: AIAN FACES Spring 2020 Data Tables and Study Design. OPRE Report 2021-181
Author: Dang, Myley
Date: 2021-09-00
Type: Reports - Research
Subjects: Preschool Education,Disadvantaged Youth,Surveys,Preschool Children,American Indians,Alaska Natives,Tribes,Federal Programs,Family Environment,Child Development,Individual Characteristics,Family Characteristics,Preschool Curriculum,Preschool Teachers,Teacher Characteristics,Child Rearing,Cognitive Development,Social Development,Emotional Development,Physical Development,Institutional Characteristics,American Indian Culture,American Indian Languages,Parents,COVID-19,Pandemics,Sampling,Data Collection

Since 1997, the Head Start Family and Child Experiences Survey (FACES) has been a major source of information on the Head Start program and the preschool children ages 3 to 5 who attend the program. As part of its management of Head Start, the federal government divides Head Start programs into 12 regions. Regions XI and XII are not based on geography; instead, Head Start defines the regions by the populations they serve. Region XI serves children and families in programs operated by federally recognized American Indian and Alaska Native tribes. In 2015, a new study--the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES 2015)--focused on the children and families in Region XI. AIAN FACES 2019 is the second round of this national study in Region XI Head Start. Mathematica and its partner, Educational Testing Service, conducted the study for the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The tables in this report describe the children enrolled in Region XI Head Start programs in fall 2019 who were still enrolled in spring 2020; their families' backgrounds and home environments; and the characteristics of their classrooms, centers, and programs. In addition, the report provides information on the AIAN FACES 2019 study methodology, sample, and analytic methods. The study design is the same one used for AIAN FACES 2015. The purpose of this report is to: (1) provide information about the AIAN FACES study, including the background, design, methodology (including the impact of the COVID-19 pandemic on data collection), and analytic methods; and (2) report detailed descriptive statistics (averages, response ranges, and percentages) in a series of tables containing information on children, their families, their classrooms, and their programs. Specific topics examined include: (1) Children's characteristics, families' backgrounds, and home environment; (2) Children's social-emotional skills; (3) Children's physical health and disability status; (4) Children's classroom, center, and program cultural and language environment; (5) Children's classroom and teacher characteristics; (6) Children's center and program characteristics; and (7) Children's center and program response to COVID-19. [For the Fall 2019 report, see ED617157.]
Problems and Challenges of the Gifted Adolescent: School-Related Problems of the Gifted Adolescent
Author: David, Hanna
Date: 2018-11-00
Type: Journal Articles
Subjects: Academically Gifted,Adolescents,Barriers,Acceleration (Education),Gifted Education,Track System (Education),Foreign Countries,Psychological Patterns,Peer Relationship,Expectation,Discipline,Self Control,Interpersonal Relationship,Personality Traits

Among non-gifted adolescents school-related problems might include school pressure, such as lack of learning motivation, concentration problems, lack of interest, or just laziness. The non-gifted might prefer to do fun things, such as spend time with friends rather than activities that have been chosen for them by responsible adults. Very often this is not the situation for gifted adolescents. Many of them actually like learning, love working hard in order to accomplish cognitive tasks, and wish to have more and more difficult subjects they can absorb themselves in. However, too often they cannot do it in their regular classes; many a time not even in their special gifted groups. Some of the most frequent school-related problems gifted adolescents are likely to cope with are acceleration of their studies, choosing a suitable learning track and make early decisions about academic studies, the difficulty of enduring boredom, negative attitude of peers, high expectations, or the pressure &quot;not to neglect one's giftedness&quot;, school discipline and self-discipline problems, the difficulty to understand others, problems related to introversion, perfectionism, as well as impatience and intolerance.
To Be a Gifted Adolescent
Author: David, Hanna
Date: 2018-05-00
Type: Journal Articles
Subjects: Adolescents,Gifted,Cognitive Ability,Emotional Development,Family Relationship,Educational Needs,Peer Relationship,Parent Child Relationship,Mental Health,Child Rearing,Intellectual Development,Mental Disorders,Personality Traits,Hyperactivity,Self Control,Personality Problems,Sexual Orientation,Adolescent Development,Psychological Patterns

Adolescence is a period in everybody's life that is usually referred to as &quot;time that everybody must go through&quot; or &quot;parents' hell&quot;. Transition between childhood and adulthood is indeed of great importance in everybody's life, but it is usually accompanied with a variety of questions, problems, dilemmas and a constant need to choose among many possibilities, which adds a lot of tension to the adolescent's life and that of his or her family. Being gifted is also somewhat conflictual as it means -- in most cases -- a high cognitive level with somewhat lesser emotional development, along with many intellectual and educational needs that are hard to fulfil, and also usually difficult in finding peers with similar interests, level of thinking and verbal and/or logical-mathematical abilities. As a result, parents of gifted adolescents have to overcome the problems every parent of a teenager faces, and in addition -- those caused by their children's giftedness. This work will open a window to many such issues not answered by education or mental health professionals. The problems presented in this part of my work are: Problems typical to adolescents; and Problems typical to the gifted with a special focus on their variations during adolescence. The second part of this article will deal with problems of gifted adolescents, namely -- problems that usually do not occur among the non-gifted. In addition, I am to offer some effective ways and strategies that might help parents to deal with the challenge of raising a gifted adolescent.
Students&apos; Perception in the Implementation of the IMRaD Structure Approach and Its Implications on the Research Writing Process
Author: Tabuena, Almighty C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Grade 12,Foreign Countries,Research Papers (Students),Writing Processes,Writing Instruction,Grades (Scholastic)

The primary objective of this study is to examine the perceptions of the students regarding the implementation of the IMRaD (Introduction, Methodology, Results, and Discussion) structure approach and its implications on the research writing process. This study used the sequential mixed method design in examining the implementation of the IMRaD format and its implications among Grade 12 senior high school students of the Humanities and Social Sciences strand, conducted at Espiritu Santo Parochial School of Manila, Inc. school year 2019-2020. The developed instrument was reliable using Cronbach's alpha at 0.926. The data were analyzed by applying descriptive and inferential statistics such as the frequency, weighted mean, average, standard deviation, and independent-sample t-test. The results showed that the students strongly agree in which the approach helped them in terms of the teaching and learning approach, learning tasks, research format writing process, and course outcomes, and interpreted the approach as very effective. The result also showed that there is a significant difference in the grades of students in research courses during the implementation of the IMRaD structure approach. There are implications in terms of the advantages and disadvantages ranging from learning approach, learning process and tasks, content and format, and course outcomes. In general, the IMRaD structure approach will help the students to the vast nature of the research writing process as it is more convenient than the traditional Germanic format research writing method.
Exploring the Effectiveness of Cooperative Learning at Secondary Level in Bangladesh
Author: Jony, Md. Solaiman
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Instructional Effectiveness,Secondary School Students,Comparative Analysis,Foreign Countries,Science Instruction,Learning Strategies,Teaching Methods,Science Achievement

In general, cooperative learning refers to the use of small groups of students to encourage them to work together and help each other to learn, accomplish learning goals, and increase their learning potential. This study attempts to explore the effectiveness of cooperative learning at secondary level classroom learning and students' achievement in particular. It also compares the achievements in means of scores between a student group taught using cooperative learning strategies and another group taught using non-cooperative learning strategies. This study is designed following a quasi-experimental research technique. 60 students from a secondary school of class 9 taking Science from 2 different sections were selected as samples and were divided into equal number experimental group and control group for this study. A pretest was conducted before administering the cooperative learning technique which was followed by a post-test after on to determine the effectiveness in the form of learning achievement. Students' achievements were measured through a self-constructed achievement test which was used in both the pretest and post-test. The data were analyzed through t-test using SPSS. The comparison of these results indicated a meaningful statistical difference between the two groups, and it was also found from the teachers that students who work in the cooperative learning groups were more engaged, more responsible in completing group assignments and more organized while working in their respective groups. Therefore, in order to promote quality learning, the results of this study may encourage the practice of cooperative learning for the secondary school level. To make the learning of students more enjoyable, effective, and sustained at secondary level; schools and teachers need to use the cooperative learning technique in the classrooms.
Postsecondary Education&apos;s Role in Promoting Justice: Institutions Must Consider Race and Class
Author: Baker, Dominique J.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Social Justice,Race,Social Class,Higher Education,Postsecondary Education,Role of Education,Outcomes of Education,Educational Policy,Educational Change,Socioeconomic Status,Educational Benefits,Equal Education

Postsecondary education can play a key role in breaking the strong link between economic outcomes across generations, but doing so requires policy and power shifts to support the success of postsecondary students. In developing such shifts, it is important to consider two disparate constructs that intersect and mediate the experiences and opportunities of individuals: race and socioeconomic status. This paper outlines the state of postsecondary access and success that would be required to achieve justice, details two primary roles of postsecondary education in achieving justice, and highlights considerations that should be taken into account for any measures of postsecondary education value.
Postsecondary Education&apos;s Role in Promoting Justice: Embrace Institutions as Place-Based Community Assets
Author: Perry, Andre M.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: College Role,School Community Relationship,Community Change,Justice,Population Trends,Employment,Income,Fiscal Capacity,Housing,Community Resources

In an equitable America, universities do not aim to serve individuals at the expense of community growth. Students do not live at colleges; they live in communities. To realize this vision, postsecondary institutions must principally help create an infrastructure of equality that serves local communities. Institutions as well as local, state, and federal governments can do so by taking the steps provided in this paper. To turn this vision into reality, city planners and university leaders must work together to address some key considerations, including: demographic shifts, employment and earnings, wealth, housing, and infrastructure. Organized across these categories, this vision offers a place-based approach toward community change with postsecondary education institutions as a central pillar.
Postsecondary Education&apos;s Role in Promoting Justice: Confront the Myths of the American Dream
Author: Flores, Stella M.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Race,Justice,Postsecondary Education,Higher Education,Socioeconomic Status,Role of Education,Academic Achievement,Educational Attainment,Social Differences,Racial Differences,Equal Education,Educational Improvement,Misconceptions,Income,Advantaged,Outcomes of Education,Social Mobility,Minority Group Students,Ethnicity,Disadvantaged,Educational Opportunities

What does it mean to achieve socioeconomic and racial justice in the United States, and what role can the postsecondary education system play in achieving these aims? Unfortunately, justice is often an elusive concept as it relates to educational achievement. In this paper, the author argues that, to understand the meaning of racial and socioeconomic justice and the role postsecondary systems play in achieving it, we must first understand the philosophical structure that underlies the key narrative of the American dream, the narrative that equal opportunity is available to all and that dreams and aspirations are achievable with hard work. The author proposes a system that confronts our love affair with the American dream, which is often caught up in notions of colorblindness and merit, so that we can deal effectively with the cumulative effects of past and ongoing inequality. The expansion and improvement of postsecondary education will only go so far without this kind of confrontation.
A Matter of Life Chances: Preparing for Transition to High School (LGS) during the Pandemic Period from the Perspective of Mothers
Author: Bakiler, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Developmental Tasks,Pandemics,COVID-19,Mother Attitudes,Learning Processes,Family School Relationship,Coping,Student Needs,Educational Change,Online Courses,Distance Education,Guidance,Psychological Needs,Participant Characteristics,Parent Teacher Cooperation,Achievement Tests,Parent Child Relationship,Foreign Countries,Public Agencies,Learning Motivation,Feedback (Response)

The aim of this study is to examine the experiences of students who were prepared for the High School Transition System (LGS) during the pandemic period from the perspective of mothers. The research was planned in the general qualitative research design. Data were collected by interviewing eleven participants on online platforms. A semi-structured interview form prepared by the researchers was used in the interviews. As a result of the thematic analysis, themes were emerged, namely learning, organization, relationships and need for support. It is seen those positive relationships within the family and at school before the pandemic are supportive factors in coping with the consequences of the pandemic process. In the family, it is seen that the parents who follow the exam process are mothers. In the observations of the families, the schools quickly adapted to the academic process and responded to the needs of the students. In the families' experience, the school's guidance services did not fully meet the expectations in terms of supporting students emotionally. The steps taken by the MoNE, on the other hand, helped the students to pass the process more easily.
An Examination on the Usability of Concept Maps in the Teaching of Turkish Music Theory Courses
Author: Avci Akbel, Burcu
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Concept Mapping,Teaching Methods,Music Education,Music Theory,Student Attitudes,Gender Differences,Instructional Program Divisions,College Students

This study aims to determine the usability of concept mapping technique as an auxiliary teaching material in teaching of Turkish Music Theory courses on basis of student views. This study also seeks to find out whether the ideas about the use of concept maps in Turkish Music Theory courses vary depending on 'gender' and 'class' variables. This research was created in survey design and a survey was used as a data collection tool. The study group consists of 63 students who participated in the five-week training given by the researcher. The data obtained from the study were analyzed by SPSS 15 statistics software. As a result of the research, the use of concept maps in the teaching of Turkish Music Theory course was found useful for effective learning and organization of the concepts related to this course. It was found that there was a significant difference between the participants' views of the concept maps on the 'usability of teaching' sub-dimension of Turkish Music Theory course, and their gender. Furthermore, there was a significant difference among the participants between 'usability of learning', 'organization' and 'effectiveness' sub-dimensions and the year of education.
Embracing Culturally Responsive and Sustaining Instructional Materials: Promising Strategies for State and District Leaders
Author: Muñiz, Jenny
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Culturally Relevant Education,Instructional Materials,Elementary Secondary Education,Media Selection,Curriculum Development,Place Based Education,Educational Strategies,Curriculum Evaluation

Choosing instructional materials wisely is one of the most important jobs education leaders and teachers have, perhaps now more than ever. Unfinished academic instruction resulting from the COVID-19 crisis demands better ways to reignite student engagement and accelerate learning. At the same time, the disparate impact of the pandemic on students of color and growing efforts to quash discussions about systemic racism in schools reveals an urgent need to approach this work through a racial equity lens. This report argues that embracing high quality instructional materials that are both rigorous and relevant is crucial to addressing these priorities.
Spring 2019 NSCAS Summative ELA, Mathematics, and Science Technical Report
Author: Nebraska Department of Education
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: English,Language Arts,Summative Evaluation,Mathematics Tests,Science Tests,Test Construction,Scoring,Psychometrics,Test Results,Test Reliability,Test Validity,Standard Setting,Academic Standards,Information Security,State Departments of Education,Test Items,Elementary School Students,Middle School Students,Career Readiness,College Readiness,Computer Assisted Testing,Benchmarking

This technical report documents the processes and procedures implemented to support the Spring 2019 Nebraska Student-Centered Assessment System (NSCAS) General Summative English Language Arts (ELA), Mathematics, and Science assessments by NWEA® under the supervision of the Nebraska Department of Education (NDE). The technical report shows how the processes, methods applied, and results relate to the issues of validity and reliability and to the &quot;Standards for Educational and Psychological Testing&quot; (AERA, APA, &amp; NCME, 2014). The following sections are presented in this technical report: (1) Introduction; (2) Test Design and Development; (3) Test Administration and Security; (4) Scoring and Reporting; (5) Constraint-Based Engine; (6) Psychometric Analyses; (7) Standard Setting; (8) Test Results; (9) Reliability; and (10) Validity. [For the 2018 report, see ED617168.]
Spring 2020 NSCAS General Summative ELA, Mathematics, and Science Technical Report
Author: Nebraska Department of Education
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: English,Language Arts,Mathematics Tests,Science Tests,Academic Standards,Standard Setting,Psychometrics,Test Results,Test Reliability,Test Validity,Test Construction,Information Security,Scoring,Computer Assisted Testing,State Departments of Education,Test Items,Elementary School Students,Middle School Students,Benchmarking,College Readiness,Career Readiness,Summative Evaluation

The Spring 2020 Nebraska Student-Centered Assessment System (NSCAS) General Summative testing was cancelled due to COVID-19. This technical report documents the processes and procedures that had been implemented to support the Spring 2020 assessments prior to the cancellation. The following sections are presented in this technical report: (1) Introduction; (2) Test Design and Development; (3) Test Administration and Security; (4) Scoring and Reporting; (5) Constraint-Based Engine; (6) Psychometric Analyses; (7) Standard Setting; (8) Test Results; (9) Reliability; and (10) Validity. [For the 2019 report, see ED617113.]
Influence of Assessment Process on Students Higher Order Learning in Science Subjects in Bangladesh
Author: Jony, Md. Solaiman
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Learning Processes,Foreign Countries,Thinking Skills,Science Tests,Test Items,Memorization,Item Analysis,Cognitive Processes,Test Construction,Student Attitudes,Secondary School Students,College Students,Teacher Attitudes,Role

The study is an attempt to find out the influence of assessment process on students higher order learning in science subjects in Bangladesh. The main objectives of the study are: (1) to identify the nature of the question items of science subjects; (2) to examine what kind of learning is influenced by the question items; and (3) to identify the role of science exams on students higher order learning. Findings of the study showed that, majority of the science question items are mostly knowledge based. The nature of the items mainly demanded the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question items do not play any significant role on students higher order learning. The foregoing discussions suggest that the nature of the assessment process used at the examinations make a bad or negative impact on students learning. Therefore, the nature of the question items of the science examination should be changed for influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of learning. The items should be designed in such a way that it encourages the students for self-thinking.