ethanporcaro/eric-fulltext-meta huggingface dataset:
Including Home Visiting Programs in Early Childhood Data Governance Bodies
Author: Kane, Maggie
Date: 2020-02-04
Type: Reports - Descriptive
Subjects: Home Visits,Early Intervention,Young Children,Data Collection,Information Storage,Information Management,Governance,Policy Formation,State Policy

While home visiting services are an important component of the early childhood (EC) landscape, few states include home visiting data in their early childhood integrated data systems (ECIDS). An ECIDS links together data from different early care and education programs to generate data used to support program and policy decisions. One reason for the lack of home visiting data in many ECIDS is that home visiting programs are often housed in departments of health, while ECIDS and other EC programs, such as preschool and child care assistance programs, are typically overseen by departments of education, human services, and social services. Effectively integrating home visiting data into states ECIDS requires strong data governance. Governance bodies have authority to oversee the maintenance, integration, appropriate use, and confidentiality of data. This resource discusses the importance of developing data governance bodies that include home visiting programs in order to facilitate comprehensive integration and use of data to inform early childhood policies. It includes examples of state data governance structures and recommendations for how home visiting leaders can be engaged in data governance.
Unique Features of the Nominal Morphological Systems in the Eastern Dialects of Khanty
Author: Vorobeva, Victoria
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Dialects,Uncommonly Taught Languages,Figurative Language,Foreign Countries,Morphology (Languages),Nouns,Grammar,Diachronic Linguistics,Native Speakers,Phonology

This paper presents results of a study aiming at identifying unique features in the system of morphological markers of the noun in four idioms of Eastern Khanty (Vakh, Vasyugan, Surgut and Salym). The analysis focuses on the paradigms of three nominal categories: number, possession, and case. It draws on the linguistic data obtained from various grammars of Khanty written over the period from the nineteenth century to the present time. The analysis also incorporates the field data obtained during research trips to the speakers of the Vakh-Vasyugan idiom. The findings point to the fact that the differences are either morphological or phonological, and are sometimes of debatable nature. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
An Outline of Noun Morphology in Surgut and Salym Khanty
Author: Vorobeva, Victoria
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Morphology (Languages),Contrastive Linguistics,Language Research,Dialects,Uncommonly Taught Languages,Nouns,Grammar,Foreign Countries

This study presents findings resulting from a comparative analysis of the system of nominal morphological markers attested by various researchers in the Surgut dialect and in the badly described Salym dialect. The analysis focused on the morphological markers that form paradigms of three nominal categories: case, number and possession. It aimed at systematizing the linguistic data of Surgut and Salym Khanty. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Faculty Beliefs about Multilingualism and a Multilingual Pedagogical Approach
Author: Saltanat, Meiramova
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Multilingualism,Teacher Attitudes,College Faculty,Second Language Learning,Decision Making,21st Century Skills,Universities,Agricultural Colleges,Foreign Countries,Prior Learning,Teacher Collaboration,Goodness of Fit,Models,College Students,Teacher Student Relationship

Language skills are the ultimate 21st century social skill, linked to creativity, problem solving, and the ability to effectively communicate. Knowledge of teachers' beliefs is central to understanding teachers' decision-making in the classroom. In an interconnected and globalized world, foreign language is a global competency, and multilingualism is an essential social skill. Multilingualism plays a significant role in developing the intercultural skills necessary for global talent in a globalized workplace, for an effective and engaged cosmopolitan global citizen, and it is an essential tool in addressing complex global issues. In this study a sample of 151 faculty members participated in the study. A self-administered questionnaire was used to collect primary data. The secondary data were collected from the documents in the ministry of Education. Study revealed that faculty beliefs affect multilingualism. The value of R[superscript 2] of 0.45 indicates that 45% of the variations in multilingualism in learning is explained by faculty beliefs in general. This means that the universities need to take into consideration the multilingualism while teaching in institutions of higher learning. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Hedging, Critical Discourse Analysis and the Original Brexit Affair
Author: Vlad, Eduard
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Public Policy,Discourse Analysis,Foreign Countries,Critical Theory,Language Research,Language Usage,Journalism,Political Attitudes,Risk,Public Officials,International Cooperation,Group Membership

Methodologically, this is an attempt at transcending the already fuzzy borders between Discourse Analysis and Critical Discourse Analysis, also borrowing the prevailing idea in Critical Theory and Cultural Studies that culture is ideological and political, and thus a site of struggle. The article, while starting from language-based approaches enriched by CDA's contributions, aims, by means of hedging language devices, at connecting and interpreting a number of puzzling facts, occurrences, statements and coincidences to be observed in the public space in the immediate contexts of the June 23rd, 2016 British EU referendum. These have to do with discourse, politics, hedge funds, financial transactions and a number of people associated with them. Who were the real winners of the original Brexit Affair? The article acknowledges the theoretical relevance of leading CDA theorists, while relying on online resources, especially those of such investigative journalists as Cam Simpson, Gavin Finch and Kit Chellel. Why would anyone charge anyone with major misdeeds and risk going to court, when the 'hedging' of the Brexit affair (or business) in the current article might prompt everyone to draw their own conclusions? [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession
Author: Lotan, Rachel A.
Date: 2019-02-00
Type: Reports - Research
Subjects: Faculty Development,Teacher Leadership,Conferences (Gatherings),Educational Change,Instructional Leadership,Thinking Skills,Teaching Methods,Program Design,Teacher Workshops,Rural Schools,Hispanic American Students,Limited English Speaking,Second Language Instruction,English (Second Language),Low Income Students,High Achievement,Science Education,Alignment (Education),Mathematics Education,Mentors,Academic Language,Elementary School Teachers,Secondary School Teachers,Active Learning,Program Effectiveness,Self Efficacy,Professionalism,School Community Relationship,Common Core State Standards,State Standards

The Instructional Leadership Corps (ILC) is a California collaborative teacher professional learning project in which expert teachers organize local professional development to spark iterative changes in practice. Launched in 2014, ILC is a joint effort of the California Teachers Association (CTA), the National Board Resource Center (NBRC), and the Stanford Center for Opportunity Policy in Education (SCOPE). The ILC changes the paradigm for teacher learning from one dependent on outside consultants, who often conduct one-shot workshops before they leave for the next district, to one that engages local professionals who have been trained and supported to lead ongoing learning within their own districts--and, in many cases, to carry that learning to other schools and districts in their region. In this study, the authors sought to discover how ILC teams in different settings gained traction and began to transform professional learning opportunities in their communities and regions, often addressing long-standing problems of practice and inequities in children's access to high-quality instruction. Given that practitioner-led professional learning has often failed to gain a toehold in districts where teacher leaders are appointed but not integrated into the work of the schools, we wanted to understand what has enabled the work of the ILC to grow and become rooted in various communities. They examined the strategies used by ILC leaders both in conducting professional development and in connecting their work to the broader efforts of their districts and counties. They also examined the perceived impacts on practice for teacher participants. The authors interviewed ILC leaders; participating teachers; and school, district, and county administrators. They observed professional learning workshops, statewide conferences, and conferences organized by ILC teams. They also observed classrooms of teachers who participated in workshops led by ILC leaders. [For the research brief, see ED603446.]
Education, Local Governments and Their Association: The Case of Estonia
Author: Lääne, Sulev
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Local Government,Government Role,Case Studies,Comparative Analysis,Educational Administration,Laws,School Administration,School Maintenance,Elementary Secondary Education,Educational Finance,Foreign Countries,Professional Development,Public Administration,Social Change,Social Systems,Government School Relationship

The aim of the article is to analyse the dual role of Estonian local governments and their associations -- as providers of educational services and as customers of educational services. This is primarily a qualitative case study, which employs comparative and historical methods. Legislation, case law and relevant scientific literature, as well as practical experiences, are incorporated in this analysis. The key issues considered are the inadequacy of the legal framework, as well as insufficiency of coordination and financing. The article consists of three parts. Firstly, managing general education as the most important task of Estonian local government will be analysed from a legal perspective. Secondly, the role and functions of local governments and their associations in providing various educational services will be analysed. The role of the state and local governments in establishing and maintaining basic schools and upper secondary schools are of key interest. In particular, their financing model. Thirdly, in-service training of local governments in Estonia and its situational aspects are analysed. Finally, the authors make suggestions on how to resolve the identified problems in the complex sphere of local governments and their associations as providers and customers of educational services. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession. Research Brief
Author: Lotan, Rachel A.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Faculty Development,Teacher Leadership,Conferences (Gatherings),Educational Change,Instructional Leadership,Thinking Skills,Teaching Methods,Program Design,Teacher Workshops,Rural Schools,Hispanic American Students,Limited English Speaking,Second Language Instruction,English (Second Language),Low Income Students,High Achievement,Science Education,Alignment (Education),Mathematics Education,Mentors,Academic Language,Elementary School Teachers,Secondary School Teachers,Active Learning,Program Effectiveness,Self Efficacy,Professionalism,School Community Relationship,Common Core State Standards,State Standards

The Instructional Leadership Corps (ILC) is an innovative professional learning project in which teacher leaders in California collaborate to lead sustainable professional development to support implementation of new student standards within their districts. Over more than 4 years, the ILC has served over 100,000 teachers. The responses of these educators to ILC conferences and trainings have been overwhelmingly positive. This brief describes how the ILC has changed the professional development landscape in four communities, offering lessons about how teacher-led learning can motivate shifts in practice, enhance teachers' professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change. [For the full report, see ED603444.]
Innovative Methods of Education for Development of Language Skills
Author: Gluchmanova, Marta
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Instructional Innovation,Teaching Methods,Second Language Instruction,Language Skills,Blended Learning,Language Teachers,Online Courses,Electronic Learning

In my paper I focus on teaching foreign languages at the Faculty of. Manufacturing Technologies in Prešov at Technical University in Košice. The current satisfaction of students and teachers of foreign languages at the Faculty is proof that the introduction of new, more efficient and more modern methods and forms of teaching can achieve even better results in the teaching process. Each change brings the need to think about other options on how to improve the current situation, what would be appropriate to incorporate into the learning process to increase the effectiveness of the lesson. I consider that today universities, colleges or other educational institutions already have not enough with the traditional way of teaching. They must respond to changes in technologies, but also to changing the behavior and needs of its clients, in our case the students. Teachers need to understand that if they want their graduates to succeed not only in the domestic but also global labor market, in the foreign language environment, must be something to stand out, be different and offer better services. The faculty's success is also measured by being able to be a leader in innovation, flexibly identifying trends and linking them to the needs of their students. In this regard, I will point out that the fourth industrial revolution is now often highlighted, and as students also see technology growth in their private lives, they are also looking forward to this at the Technical University. All relevant information in the various fields of science and research should be applied at a high level. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Adult Education and Literacy Annual Report: Fiscal Year 2019 (July 1, 2018 to June 30, 2019)
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Adult Basic Education,Program Costs,Resource Allocation,State Aid,Federal Aid,Eligibility,Expenditures,State Programs,Colleges,Community Colleges,English (Second Language),Secondary Education,Limited English Speaking,Geographic Regions,Faculty Development

The Department of Education, Division of Community Colleges and Workforce Preparation, has prepared this report in response to the Skilled Iowa and Job Creation Fund legislation related to the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the Department with the assistance of Iowa's 15 community colleges. As defined by Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014, adult education enables adults to: (1) become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; (2) obtain the educational skills necessary to become full partners in the educational development of their children; and (3) complete a secondary school education. Adult education's history of responding to learners' needs is addressing the skill gap and economic demands of Iowa's workforce. Whether a learner's goals are related to personal improvement, family literacy, further training, or employment, undereducated adults in Iowa need a system that provides clear pathways and support. This report includes and compares AEL financial allocations, expenditures, and performance for the fiscal years 2018 and 2019. The financial allocations for the fiscal year 2019 include state-appropriated funds for adult education and literacy as well as for ESL programs. [For the 2018 report, see ED593362.]
Blending MOOC and On-Campus LSP Course
Author: Gorshkova, Irina
Date: 2019-00-00
Type: Reports - Research
Subjects: Online Courses,Large Group Instruction,Higher Education,Educational Technology,Technology Uses in Education,Foreign Countries,Learning Theories,Social Networks,Competency Based Education,College Students,Student Attitudes,Program Effectiveness

Massive Open Online Courses (MOOCs) have been challenging the traditional model of higher education since their appearance in 2008. Nowadays they draw a great deal of attention from all the parties involved: students, teachers, administrators and investors. Although such courses offer a wide range of possibilities and hold considerable potential, a number of issues have already emerged. In particular, the majority of MOOCs are criticized for being focused on knowledge transition without skills development. The objective of the action research described in this paper is to demonstrate that blending MOOC (Marketing Coursera course) and on-campus LSP (Language for Specific Purposes) course produces unexpected results from obtaining knowledge in the subject to acquiring skills of network collaboration and autonomous learners. The action research was carried out at Business School of Lomonosov Moscow State University, the participants were twenty three second-year bachelor students. The post-intervention questionnaire was used to collect the students' perceptions. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
The Me and My School Questionnaire: Examining the Cross-Cultural Validity of a Children&apos;s Self-Report Mental Health Measure
Author: Moffa, Kathryn
Date: 2019-08-00
Type: Reports - Research
Subjects: Questionnaires,Mental Health,Test Validity,Elementary School Students,Emotional Problems,Behavior Problems,Screening Tests,Factor Structure,Test Reliability,Cultural Differences,Foreign Countries,Bullying,Victims

The Me and My School Questionnaire (M&amp;MS) is a brief self-report measure of elementary school students' (ages 8-12) social, emotional, and behavioral challenges. As there is a need for brief self-report screening measures for students in elementary, or primary, school, this study examined the factor structure and measurement invariance of the M&amp;MS for elementary school students in the United States (U.S.; N = 784) and the U.K. (N = 538). Results replicated its two-factor structure (emotional difficulties and behavioral difficulties) with both samples. Convergent and discriminant validity, test-retest reliability, and measurement invariance for girls and boys were examined in the U.S. sample. Partial measurement invariance was established when comparing factor structures of the U.S. and U.K. samples. Implications for mental health monitoring, and for comparative international research are discussed. [This is the online version of an article published in &quot;International Journal of School and Educational Psychology.&quot;]
Think Equitably, Act Locally: Ensuring Equity and Collective Advocacy in California Community Colleges. Equity Alert
Author: Education Trust-West
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Equal Education,Minority Group Students,Low Income Students,Accountability,Goal Orientation,Access to Education,Racial Bias,Ethnicity,Stakeholders,Participation

This Equity Alert discusses why goal setting matters for improving how colleges serve students of color and low-income students, and it shares guiding principles advocates can use to help ensure each college's goals: (1) are accessible and transparent to all stakeholders; (2) focus on closing equity gaps; (3) have engaged their community and stakeholders as partners; and (4) are intentional about internal and external accountability. This report also provides guiding questions for student and community advocates to consider when reviewing their college's Local Goals and offers suggestions for how to improve the goals in partnership with their local board of trustees.
Culminating Experience Action Research Projects, Volume 19, Spring 2017, Part 1
Author: McAllister, Deborah A., Ed.
Date: 2020-03-02
Type: Collected Works - General
Subjects: Action Research,Educational Research,Teacher Certification,Graduate Students,Student Teaching,Methods Courses,Middle Schools,Teaching Methods,Grade 9,Friendship,Gender Differences,Science Education,Mathematics Education,Integrated Curriculum,Physical Education,Mathematics Achievement,Physical Activities,Academic Achievement

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2017, are presented. This Action Research Project includes: (1) Student Transition into Ninth Grade (Jennifer Clemmer); (2) Effect of Short-Term Integration of Scientific and Mathematical Investigations (Robert Hall); (3) Effects of Physical Education on Math Performance (Whitney Shea Layne); and (4) A Study of the Integration of Physical Activity and Movement and its Effect on Academic Behavior (Emily Parsons). (Individual papers contain references and figures.) [For &quot;Culminating Experience Action Research Projects, Volume 18, Part 2, Spring 2016,&quot; see ED581631.]