ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Career Teacher Professional Development: Bridging Simulation Technology with Evidence-Based Behavior Management
Author: Shernoff, Elisa
Date: 2018-00-00
Type: Reports - Research
Subjects: Beginning Teachers,Faculty Development,Computer Simulation,Evidence Based Practice,Classroom Techniques,Behavior Modification,Teaching Skills,Poverty,Virtual Classrooms,Vignettes,Models,Program Development,Feedback (Response),Disadvantaged Schools,Advisory Committees

Early career teachers working in high poverty schools face of overwhelming challenges navigating disruptive behaviors with studies highlighting behavior problems as one of the strongest predictors of turnover (Ingersoll &amp; Smith, 2003). Simulation-based technology leverages important pedagogical strengths (e.g., realistic training context, opportunities for practice and feedback, low-stakes training) that may confer advantage over traditional training for teachers in behavior management. This manuscript illustrates the development and refinement of Interactive Virtual Training for Teachers (IVT-T), a simulation-training model to help early career teachers hone their behavior management skills by interacting with virtual students in a 3D classroom. Advisory board members (N=5) with extensive experience in high poverty schools provided iterative feedback on the authenticity and realism of IVT-T students, classrooms, and vignettes. Advisory board members rated authenticity/realism of the students, classrooms, and vignettes favorably and ratings also increased over time as new prototypes were shared. In addition, prototypes introduced earlier underwent more revisions than prototypes introduced later suggesting advisory board feedback helped the computer science team improve upon their development approach. Open-ended feedback revealed important shortcomings and the need for further refinements to improve the training model. Implications for teacher educators and researchers involved in the development of instructional technologies are discussed. [This paper was published in &quot;Journal of Technology and Teacher Education&quot; v26 n2 p299-326 2018 (EJ1181030).]
Modification and Standardization of Social Emotional Health Survey-Secondary--2020 Edition
Author: Furlong, Michael J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Surveys,Psychometrics,Test Validity,Mental Health,Wellness,Self Efficacy,Self Concept,Persistence,School Role,Family Role,Peer Influence,Emotional Response,Self Control,Empathy,Psychological Patterns,Socioeconomic Status,Cultural Differences,Mental Disorders,Grades (Scholastic),Beliefs,Racial Differences,Ethnicity,Age Differences,Quality of Life,High School Students,Test Construction,Test Reliability,Screening Tests,School Districts,Secondary Education,Secondary School Students

Our UC Santa Barbara research team engages in ongoing efforts to enhance and validate the Social Emotional Health Surveys (Primary, Secondary, and Higher Education). The initiative to enhance the secondary version is supported by an Institute of Education Sciences grant (#R305A160157, 2016-2020), which provides funding to refine, standardize, and accumulate additional validation evidence for the secondary version. This effort has now produced an updated measure, which we call the Social Emotional Health Survey (2020) version. The SEHS-S (2020) represents our efforts to refine and standardize items and response formats and to further extend validation evidence for the covitality construct.
Assessing L2 Vocabulary through Multiple-Choice, Matching, Gap-Fill, and Word Formation Items
Author: Kiliçkaya, Ferit
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Multiple Choice Tests,Test Items,Language Tests,Vocabulary Development,College Freshmen,Public Administration,Difficulty Level,Foreign Countries,State Universities,Cloze Procedure,Test Format,Student Attitudes

The current study aims to determine the effect of multiple-choice, matching, gap-fill and word formation items used in assessing L2 vocabulary on learners' performance and to obtain the learners' views regarding the use of these types of items in vocabulary assessment. The convenience sampling method was selected, and the participants of the study included 30 freshmen enrolled in the General English course offered in the Department of Public Administration at a state university in Turkey. The main findings revealed that the participants considered the multiple-choice and matching items were easy to understand and to answer and that gap-fill and word formation items were difficult due to several reasons.
Gender and Semantic Interpretation
Author: Zainurrahman
Date: 2019-10-00
Type: Journal Articles
Subjects: Psychology,Sociolinguistics,Semantics,Gender Differences,Language Processing,Lateral Dominance,Adults,Young Adults,Brain Hemisphere Functions,Correlation,Cultural Influences,English (Second Language),Second Language Learning,Values,Second Language Instruction,Language Usage,Scores,Neurosciences

The views that gender and language are related each other has been reviewed from at least two different disciplines: sociolinguistics and psychology. From the first discipline, it has been concluded that gender and language has no natural relationship for it is cultural values that shape genderlect. From the second discipline, it has been concluded that gender and language has natural relationship for different gender has different brain architecture. However, still, these views tend to focus more on the language production. Viewed from language comprehension, specified to semantic interpretation, this research involved 60 participants (30 males and 30 females) randomly taken from various affiliations with age ranged from 18-32 years old. 30 questions concerning semantic interpretation which are divided into entailment, presupposition, and basic syllogism are given. The result confirms various theories about 'gendered-brain' especially lateralization theory. This research has concluded that there is a natural relationship between gender and semantic interpretation.
Wyoming Community College System Annual Enrollment Report. Academic Year 2018-2019
Author: Wyoming Community College Commission
Date: 2019-08-01
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Part Time Students,Full Time Students,Age Differences,Gender Differences,Place of Residence,College Credits,Two Year College Students,Intellectual Disciplines,Vocational Education,College Transfer Students,Geographic Regions,Racial Differences,Ethnicity,Credits,Dual Enrollment,Developmental Studies Programs,Distance Education,Teacher Student Ratio

This report provides an annual look at the summer 2018, fall 2018 and spring 2019 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2018 term, data were extracted from the recently implemented Centralized Station Instance (CSI) reporting system using one report rather than consolidating individual customized reports from all seven colleges. [For the report from the previous year &quot;Wyoming Community College System Annual Enrollment Report. Academic Year 2016-2017,&quot; see ED590854.]
Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us
Author: Shernoff, Elisa S.
Date: 2011-00-00
Type: Reports - Research
Subjects: Urban Teaching,Faculty Development,Beginning Teachers,Teacher Collaboration,Classroom Techniques,Learner Engagement,Urban Schools,Evidence Based Practice,Mentors,Coaching (Performance),Elementary School Teachers,Program Development

Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: &quot;effectiveness&quot; around classroom management and engaging learners; and &quot;connectedness&quot; to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to: (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and PLCs were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed. [This paper was published in &quot;School Psychology Review&quot; v40 n4 p465-485 2011 (EJ962062).]
State Education Report Card - 2016 Update
Author: Kansas Association of School Boards (KASB)
Date: 2016-08-26
Type: Reports - Evaluative
Subjects: Educational Quality,Educational Assessment,Educational Indicators,Graduation Rate,Educational Attainment,Economically Disadvantaged,Limited English Speaking,Students with Disabilities,National Competency Tests,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Benchmarking,Socioeconomic Status,College Entrance Examinations,Scores,College Readiness,Educational Trends,Reading Tests,Mathematics Tests

The Kansas Association of School Boards (KASB) state education report card data provides information related to the Kansas State Board of Education's Kansans Can outcomes and the &quot;Rose Capacities&quot; identified by the Kansas Supreme Court as a standard of constitutional funding and adopted as educational goals by the Kansas Legislature. It also allows Kansas educational performance, funding and other factors to be compared to other states. For each state, this report provides education performance information on 15 indicators in the following areas. The percent of the 18-24-year-old population with: (1) High school completion or higher; (2) Some college or higher; and (3) Four-year degree or higher. Adjusted cohort graduation rate for: (4) All students; (5) Economically disadvantaged students; (6) Students with limited English proficiency; and (7) Students with disabilities. National Assessment of Educational Progress 4th and 8th grade reading and math average percent of students scoring at the following benchmark levels: (8) Basic or higher for all students; (9) Basic or higher for low income; (10) Basic or higher for not low income; (11) Proficient or higher for all students; (12) Proficient or higher for low income; and (13) Basic or higher for not low income. ACT and SAT Tests, both adjusted for the participation of students based on percent of graduates who took the test in each state; (14) Percent of students scoring at the ACT college-ready benchmark level; and (15) Average mean score on the SAT test.
Wyoming Community College Commission Agency Strategic Plan, 2021 to 2024
Author: Wyoming Community College Commission
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Strategic Planning,Educational Attainment,Program Development,Program Implementation,Transfer Policy,Academic Records,Data Use,Decision Making,Governance,Grants,School Buildings,School Construction,Colleges,Programs,Statewide Planning,Accountability

The Wyoming Community College Commission's internal strategic plan for the four-year period spanning 2021 through 2024 is tied directly to the statutorily required Priorities established by the Commission. Specific agency sections for mission statement, responsibilities and accomplishments will be relayed in the agency's annual report. For the time span of 2021 through 2024, the following seven areas and their corresponding goals have been identified as priorities for the accountability of the Wyoming Community College Commission staff members: (1) Educational Attainment; (2) New Statewide College System Strategic Plan Development and Implementation; (3) Common Transcript/Transfer Process; (4) Data Governance and Data Informed Decisions: DMARS and State Longitudinal Education Data System (SLEDS); (5) Special Programs and New Grant Opportunities; (6) Program Tracking and Implementation; and (7) Capital Construction (CAPCON). [For the 2016-2020 plan, see ED590007.]
Child Care and Early Education: Most States Offer Preschool Programs and Rely on Multiple Funding Sources. Report to the Ranking Member, Committee on Education and Labor, House of Representatives. GAO-19-375
Author: Larin, Kathryn A.
Date: 2019-05-00
Type: Reports - Research
Subjects: Child Care,Preschool Education,Early Childhood Education,Educational Finance,State Aid,Federal Aid,State Programs,Federal Programs,Program Descriptions

Each year, millions of children age 5 and under receive publicly funded early care and education services. Federal appropriations for Head Start and the Child Care and Development Fund were $9.8 and $8.1 billion respectively in fiscal year 2018. The Government Accountability Office (GAO) was asked to identify and describe all state early care and education (ECE) programs. This report examines: (1) the number and characteristics of state ECE programs and the extent to which they share characteristics or overlap with federal or other state programs; and (2) how states fund their ECE programs, including any related benefits and challenges reported by states. GAO sent two surveys to program officials in 50 states and the District of Columbia. The first survey identified state programs providing early learning or child care services to children from birth to age 5, and the second gathered more information about the programs identified, including their characteristics and funding sources. GAO analyzed the survey data to determine which characteristics state programs shared with Head Start, the Child Care and Development Fund, and other state programs, as well as the benefits and challenges of using multiple funding sources. GAO's national survey of state program officials identified 86 state early care and education (ECE) programs: 73 preschool programs serving 3- to 5-year-olds and 13 child care programs serving 0- to 2-year-olds. According to GAO's survey, most programs focused on helping at-risk children become ready for school and improving the quality of their care. In 18 states, survey responses showed that at least two ECE programs shared characteristics, offering similar services (e.g., teacher training) or prioritizing enrolling similar groups of children (e.g., low-income children). Additionally, most state ECE programs offered at least one of the same services or prioritized at least one of the same groups as the federal Head Start program or programs funded by the Child Care and Development Fund. For example, program officials reported that some state ECE programs mirror Head Start so that they can enroll additional children or offer more hours of care per day.
A Study on the University Students&apos; Speaking Difficulties
Author: Zainurrahman
Date: 2019-04-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Speech Skills,Communicative Competence (Languages),Language Skills,Communication Problems,College Students,Grammar,Knowledge Level,Psychological Patterns,Self Esteem,Vocabulary,Pronunciation,Language Fluency,Foreign Countries

Speaking difficulty encountered by the students in every level is one of the major issues in the teaching of EFL. Many researchers reported that the factors are ranged from linguistic domain to psychology. Many experts wrote textbooks and articles to discuss this issue in hoping that the teaching of English speaking in particular can achieve satisfactory result. However, speaking difficulties are found from time to time and this is not because of the material or the teaching strategies. Although the role of the teachers is important, but individual issue of the student also needs to be taken into account. This qualitative research involved 14 university students and they were taken randomly from a university. By using performance test evaluated with a speaking rubric, it has been found that the students' grammar knowledge (linguistic domain) was extremely low. However, data from interview, which has been condensed into some keywords, revealed that the students' performance in speaking activity has been affected by their psychological problem like hesitance and low of self-esteem. Moreover, the finding showed that vocabulary mastery played important role in speaking activity. Psychological reason and vocabulary mastery are two main issues discovered through this research.
2019 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2019-07-31
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Accountability,Performance,Skill Development,Basic Skills,Success,English Instruction,College English,Mathematics Instruction,College Mathematics,Two Year College Students,Certification,Graduation Rate,College Transfer Students,Academic Achievement

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled during the previous year and serves to inform colleges and the public on the performance of the 58 community colleges. In 1993, the State Board of Community Colleges began monitoring performance data on specific measures to ensure public accountability for programs and services. In 1998, the General Assembly directed the State Board to review past performance measures and define standards to ensure programs and services offered by community colleges in North Carolina were of sufficient quality. In 2010, a review process was established to ensure the measures and methods for evaluating colleges were current and remained focused on improving student success. Every three years, a committee that is inclusive of college leaders; subject matter experts; and research and assessment professionals are appointed to review the measures and recommend deletions, revisions, and additions. Recommendations from the most recent review were approved in 2018 and this is the inaugural report representing the updated measures. The current list of measures includes: (1) Basic Skills Student Progress; (2) Student Success Rate in College-Level English Courses; (3) Student Success Rate in College-Level Math Courses; (4) First Year Progression; (5) Curriculum Student Completion; (6) Licensure and Certification Passing Rate; and (7) College Transfer Performance. [For the report from the previous year &quot;Performance Measures for Student Success, 2018,&quot; see ED591012.]
Use of the WISC-V for Gifted and Twice Exceptional Identification. Position Statement
Author: National Association for Gifted Children
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Children,Intelligence Tests,Test Use,Academically Gifted,Talent Identification,Guidelines

Comprehensive, individual intelligence tests can be invaluable when used as part of a multi-faceted approach to identify gifted and twice exceptional children. The Wechsler Intelligence Scale for Children (WISC) is a popular cognitive assessment for this purpose. This statement addresses guidelines for use of the WISC-V in the assessment of gifted and twice exceptional children.
Data Highlights on School Climate and Safety in Our Nation&apos;s Public Schools. 2015-16 Civil Rights Data Collection. School Climate and Safety. Revised
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2019-05-00
Type: Numerical/Quantitative Data
Subjects: Educational Environment,School Safety,Public Schools,Civil Rights,Data Collection,Access to Education,Equal Education,Educational Opportunities,Law Enforcement,Referral,Crime,Bullying,Punishment,Discipline,Weapons,Death,Violence,Rape,Gender Differences,Disabilities,Racial Differences,Student Behavior

The 2015-16 Civil Rights Data Collection (CRDC) is a survey of public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that impact education equity and opportunity for students. The CRDC has long provided critical information used by the Department of Education's Office for Civil Rights in its enforcement and monitoring activities. This report includes statistics on: (1) Serious Offenses; (2) Law Enforcement Referrals and School-Related Arrests; (3) Harassment or Bullying; (4) Restraint and Seclusion; and (5) School Discipline. The following two sections close the report: (1) Data Highlights and CRDC Endnotes; and (2) More about the CRDC. Data collected for the first time includes: (1) Serious Offenses; (2) Firearm Use; and (3) School Homicides.
Preparing All Pre-Service Teachers to Work Effectively with Gifted Learners. Position Statement
Author: National Association for Gifted Children
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Academically Gifted,Teacher Competencies,Student Diversity,Teacher Education Programs,Student Needs

The role of pre-service education programs in preparing educators to work effectively with a wide range of learners is critical to student success. In addition to meeting the challenge of an increasingly culturally and linguistically diverse student population, general education classroom teachers are expected to be primary service providers for students who comprise the full range of academic diversity, including students who are advanced well beyond their age peers. In order to increase the effectiveness of all teachers in working with gifted and talented students, the National Association for Gifted Children (NAGC) calls on pre-service teacher preparation programs to include coursework for all their teacher candidates on the nature and needs of gifted and talented students.
Literacy Design Collaborative 2016-2017 Evaluation Report for the New York City Department of Education. CRESST Report 856
Author: Wang, Jia
Date: 2018-10-00
Type: Reports - Research
Subjects: Literacy Education,Career Readiness,College Readiness,Standards,Content Area Writing,Program Descriptions,Coaching (Performance),Writing Assignments,Positive Attitudes,Intervention,Outcomes of Education,Program Implementation,Teacher Attitudes,Feedback (Response),Educational Change,Delivery Systems,Administrator Attitudes,School Districts,Program Effectiveness,Elementary School Teachers,Secondary School Teachers

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. The 2016-2017 school year was the first year of implementation, following a pilot year during which the implementation plan, instruments, data collection processes, and analytical methodologies were refined. Participants across all groups reported positive attitudes toward LDC and perceive a positive impact on student outcomes. Analysis of module artifacts suggest that teachers at the elementary school level were moderately successful in the backwards design process, particularly in developing high-quality writing tasks for students. As an ongoing multiyear intervention, the LDC implementation will continue to evolve year to year as participants provide feedback and LDC program managers make refinements. Thus, we anticipate that further significant changes to the course material and the delivery system that are already in progress for Year 2 will likely result in continued and possibly increased positive feedback. [Funding for this work was provided by the Literacy Design Collaborative.]