ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Turkish EFL Student Teachers towards Learning Phrasal-Prepositional Verbs through Corpus Based Materials
Author: Girgin, Ufuk
Date: 2019-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computational Linguistics,Gender Differences,Verbs,Phrase Structure,Student Teacher Attitudes,Foreign Countries,Form Classes (Languages),Instructional Effectiveness,Vocabulary Development,Teaching Methods,Language Teachers,Teacher Education Programs,Instructional Materials

The current study aims to explore the perceptions of 55 Turkish EFL student teachers towards using corpus-based materials in English phrasal-prepositional verb learning. It also explores gender-based differences and similarities towards using such materials in the learning of English phrasal-prepositional verbs. To do so, the study adopted a mixed method approach. The quantitative data were collected through a questionnaire, and the qualitative data were collected through focus-group interviews. The results of the questionnaire revealed that the learners had somewhat positive perceptions of using corpus-based materials in their phrasal-prepositional verb learning. The results of the interviews also showed that the learners enjoyed using corpus-based materials in their phrasal-prepositional verb learning, thereby supporting the questionnaire data. Gender differences that emerged from the study showed that the female learners had higher positive perceptions of using corpus-based materials than the male learners. This study provides further evidence that Turkish EFL learners feel that using corpora in language learning is an effective approach, and language teachers questioning whether to use corpora in language teaching can make use of such sources to help their students learn different aspects of vocabulary in English.
Effects on Level of Their Nutrition Knowledge of Nutrition Training Given to Adult Prisoners in Amasya, Turkey
Author: Örs, Mukaddes
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Nutrition,Nutrition Instruction,Institutionalized Persons,Correctional Education,Adult Education,Adults,Males,Scores,Experimental Groups,Control Groups,Health Education

Purpose: The objective of the present study is to determine the impacts on their nutritional knowledge of the nutrition training provided to the adult male prisoners in the Closed Prison. Method and material: Experimental, which is a quantitative research method, has been used in the present study. Data were derived from pretest, posttest and monitoring test questionnaires completed by prisoners. The population for the study consisted of 504 adult male prisoners from the Amasya Type E Closed Prison Institution. 216 adult male prisoners were selected through voluntary selection. The 216 adult male prisoners were randomly divided into four groups, control (54), education (54), brochure (54) and education+brochure (54). Research data were collected with the help of a survey form using the face-to-face interview technique. Thirty-one multiple-choice questions were on the questionnaire. Statistical software was used to analyze change scores for pre-, posttest and monitoring test measures with the independent sample t test and single direction variance analysis (ANOVA) tests. Results: Analyzing the impact of education on nutritional knowledge, it has been found that the average score in the education group in the pretest measurement was 6.22 and the average score in the posttest measurement was 21.34. This difference between the scores was significant (p&lt;0.05). In the &quot;brochure+education&quot; group, a significant difference was found between the posttest scores and monitoring test scores (p&lt;0.05). Conclusion: The results of the study show that inmate participants could benefit from nutrition education and suggest that further investigations should be performed in a larger study population.
The Costs of Child Care: Results from the 2016 Early Childhood Program Participation Survey (ECPP-NHES:2016). Web Tables. NCES 2019-058
Author: Yanez, Christina
Date: 2019-06-00
Type: Numerical/Quantitative Data
Subjects: Child Care,Costs,National Surveys,Preschool Children,Child Care Centers,Selection Criteria,Parents,Barriers,Financial Support,Expenditures,Individual Characteristics,Family Characteristics,Parent Background,Educational Attainment,English,Employed Parents,One Parent Family,Family Income,Poverty,Enrollment,Geographic Regions,Age,Sex,Race,Ethnicity

This report uses data from the 2016 Early Childhood Program Participation Survey (ECPP) of the National Household Educational Surveys Program (NHES). It provides findings about percentages of children who received any nonparental care, the type (relative care, nonrelative care, center-based care, or multiple arrangements), associated costs of care, assistance received, and the factors that influenced parents' decisions about childcare arrangements.
Better Ways to Plan Your Budget Using CUPA-HR Data. A CUPA-HR Research Brief
Author: Pritchard, Adam
Date: 2018-02-00
Type: Reports - Research
Subjects: Data Use,Budgeting,Decision Making,Higher Education,Salaries,Surveys,Administrators,College Faculty,School Personnel

This research brief explores why &quot;projection estimates&quot; are not an effective approach to budget planning by comparing past projections to CUPA-HR's database of real-world salaries. The results shed light on why data-informed and data-driven decisions are a more effective way to think about budget planning. In this brief you'll learn about a good, better, and best way to leverage survey data from CUPA-HR to make the most effective budget request possible.
Developing a Measure of Spanish Phonological Awareness for Preschool Age Children: Spanish Individual Growth and Development Indicators
Author: Wackerle-Hollman, Alisha
Date: 2019-00-00
Type: Journal Articles
Subjects: Spanish,Spanish Speaking,English,Bilingual Students,Preschool Education,Preschool Children,Test Construction,Test Items,Test Validity,Hispanic American Students,Phonological Awareness

Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative. Specifically, the intersection of this growing population and the dearth of appropriate assessment tools to evaluate DLLs early language and literacy skills creates a need for assessments that accurately measure preschool performance. This manuscript reports on the iterative design process of a measure of Spanish phonological awareness for preschool-aged DLLs: Spanish Individual Growth and Development Indicators (S-IGDI) Primeros Sonidos. We employed measure design framework to develop the measure and tested item function within a study of 970, 4-5 year old DLLs. Results, including item level analyses and evidence regarding construct and criterion validity are reported. [This article was published in &quot;Educational Assessment&quot; (EJ1205857).]
Improving College Affordability: A View from the States. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, Second Session on Examining Improving College Affordability, Focusing on a View from the States (September 13, 2012). Senate Hearing 112-930
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2015-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: College Students,Student Costs,Educational Finance,State Aid,Tuition,State Policy,Student Financial Aid,College Readiness,Supply and Demand,State Programs,Federal State Relationship

This hearing of the Committee on Health, Education, Labor, and Pensions examines improving college affordability, focusing on a view from the states. Following an opening statement by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Michael B. Enzi (U.S. Senator from the State of Wyoming), the following senators provide statements: (1) Honorable Michael F. Bennet (U.S. Senator from the State of Colorado); (2) Honorable Jeff Bingaman (U.S. Senator from the State of New Mexico); (3) Honorable Lamar Alexander (U.S. Senator from the State of Tennessee); (4) Honorable Al Franken (U.S. Senator from the State of Minnesota); and (5) Honorable Sheldon Whitehouse (U.S. Senator from the State of Rhode Island). Prepared witness statements are offered by: (1) Muriel A. Howard, Ph.D., B.A., President, American Association of State Colleges and Universities, Washington, DC; (2) David A. Longanecker Ed.D., M.A., B.A., President, Western Interstate Commission for Higher Education, Boulder, Colorado; (3) John G. Morgan B.A., Chancellor, Tennessee Board of Regents, Nashville, Tennessee; and (4) Camille Preus Ph.D., Commissioner, Oregon Department of Community Colleges and Workforce Development, Salem, Oregon. Additional material includes responses by: (1) Muriel A. Howard, Ph.D. to questions of: Senator Enzi and Senator Blumenthal; (2) David A. Longanecker, Ed.D., M.A., B.A. to questions of: Senator Enzi, Senator Bennet, and Senator Blumenthal; (3) John G. Morgan, B.A. to questions of: Senator Enzi and Senator Blumenthal; and (4) Camille Preus to questions of: Senator Enzi, Senator Bennet, and Senator Blumenthal.
Leveraging Higher Education to Improve Employment Outcomes for People Who Are Deaf or Hard of Hearing. Field Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, First Session on Examining Leveraging Higher Education to Improve Employment Outcomes Focusing on People Who Are Deaf or Hard of Hearing (October 11, 2011, Washington, DC). Senate Hearing 112-870
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2014-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Employment,Deafness,Hearing Impairments,Barriers,Professional Education,Promotion (Occupational),Career Centers,Internship Programs,Inclusion,Education Work Relationship,School Business Relationship,Assistive Technology,Personnel Selection,Accessibility (for Disabled),College Role

This is the fourth in a series of hearings to increase the employment participation rate for all people; for all individuals with disabilities. The focus of this hearing is on persons who are deaf or hard-of-hearing, in part because they have achieved greater success in the labor market than other groups identified by the U.S. Census Bureau as having disabilities. It is imperative that society has support services in place so that individuals who are hard-of-hearing or who are deaf can use their skills to the maximum and achieve their highest potential. Following opening statements by Honorable Tom Harkin (Chairman of the Committee on Health, Education, Labor, and Pensions) and Honorable Michael B. Enzi (U.S. Senator from the State of Wyoming), the following provide prepared witness statements: (1) T. Alan Hurwitz, President, Gallaudet University, Washington, DC; (2) Gerard J. Buckley, Ph.D., President, National Technical Institute for the Deaf, Vice President and Dean, Rochester Institute of Technology, Rochester, New York; (3) Seth Bravin, Accessibility Strategy and Solutions Expert, IBM Human Ability and Accessibility Center, Frederick, Maryland; (4) Michael J. Ellis, National Director, Sprint Relay, Denver, Colorado; and (5) Leila Hanaumi, Student, Gallaudet University, Washington, DC. Additional material is provided by Maya Ariel, Hannah Worek, and National Association of the Deaf (NAD). Responses to questions of Senator Enzi are provided by: T. Alan Hurwitz, Ph.D., Gerard J. Buckley, Ph.D., IBM, and Michael J. Ellis. Lastly, a letter from the Consortium for Citizens with Disabilities (CCD) is presented.
2017-18 Early Literacy Report
Author: Utah State Board of Education
Date: 2019-01-22
Type: Reports - Evaluative
Subjects: Emergent Literacy,Reading Programs,Reading Instruction,Reading Improvement,Intervention,Benchmarking,Primary Education,Progress Monitoring,Reading Tests,At Risk Students,Students with Disabilities,English Language Learners,Low Income Students,Minority Group Students,Program Effectiveness

The K-3 Reading Improvement Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for &quot;at-risk&quot; students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments for testing and monitoring reading benchmark status three times per year in grades 1-3, ongoing professional development, and the use of data to inform instruction. Beginning in SY 2013, districts and charter schools (LEAs) were required to assess, and report to the state, students' reading competency three (3) times a year (beginning, middle, and end of the school year) using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. DIBELS data includes several measures that can be used together to evaluate whether students' reading abilities meet grade level reading standards (Lexiles), whether a student is likely to need support to achieve future reading goals (DIBELS Benchmarks), and meet adequate growth thresholds as compared with similarly performing students (DIBELS Pathways of Progress). LEAs must also report to the state on whether the student received reading interventions at any time during the school year. Key findings from the report include: (1) K-3 Reading Improvement Program resources make a difference. A student who did not meet reading benchmarks on his/her beginning of year test and received a reading intervention is six times as likely to meet reading benchmarks on his/her end of year test than if the student had not received a reading intervention; (2) Interventions reached their intended target audience. Students in &quot;at-risk&quot; student groups, including students with a disability (SWD), English learners, students from a low-income household, and students who identify as a race other than White or identify as Hispanic/Latino ethnicity (collectively referred to as &quot;minority&quot; students), were more likely to receive an intervention; and (3) Reading benchmark rates improved throughout the school year. At the beginning of the 2017-2018 school year (SY 2018), the percentages of students who met grade-level based reading benchmarks were 59% of first graders, 73% of second graders, and 70% of third graders. By the end of SY 2018, the overall percentages of students who met grade-level based reading benchmarks were 66% of first graders, 72% of second graders, and 74% of third graders.
Update: LAP Growth Data. Report to the Legislature
Author: Randall, Katie Weaver
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Language Arts,Mathematics Education,Supplementary Education,Learning Problems,Elementary School Students,Primary Education,State Legislation,Educational Legislation,Best Practices,Learning Readiness,Intervention,Enrollment,Minority Group Students,Program Effectiveness,State Programs,Academic Achievement,Eligibility,Extended School Day,Extended School Year,Tutoring,Data Collection,Acceleration (Education)

The 2013 Washington State Legislature enacted legislation (Revised Code of Washington [RCW] 28A.165.100) requiring additional data reporting for the Learning Assistance Program (LAP). Under the guidelines provided in the law, the Office of Superintendent of Public Instruction (OSPI) produces an annual report to the Legislature summarizing the findings from the prior school year. This report is a synthesis of the district data and reports annual gains for specific LAP practices. These data are disaggregated by student group.
Opportunities for State Leadership of Early Childhood Programs. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (July 13, 2017). Serial Number 115-23
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Early Childhood Education,Educational Quality,Accountability,Federal Aid,Disadvantaged Youth,Child Care,Block Grants,Educational Improvement,Program Effectiveness,Costs,Child Development,Public Agencies,Small Businesses,State Programs,Public Officials,Administrator Attitudes,Educational Policy,Montessori Method,Advisory Committees,Academic Achievement,Achievement Gap,Legislators

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss the effectiveness of early childhood education programs. During the hearing, the Government Accountability Office (GAO) testified on their new report which finds the federal government provides support for early childhood services through 44 separate programs, nine of which have an explicit purpose to do so at an annual cost of more than $15 billion. The two largest are the Head Start and the Child Care and Development Block Grant programs. Agencies have done a better job at improving their communications and operating these programs, but that overlap, duplication, and fragmentation among the programs, unfortunately, remains. Statements in this hearing provide examples of how states are finding a better way for children and are helping small businesses innovate and improve their services to their employees. States have recognized that they are better positioned to help parents when it comes to choosing the services that are best for their child. The statements provide information about the positive impacts of state-centered early childhood programs. Additionally, the hearing provides testimony on just how large and cumbersome federal involvement has become. Member statements were provided by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were provided by: (1) Cindy Brown Barnes, Director of Education Workforce and Income Security, Government Accountability Office; (2) Pamela Harris, Mile High Montessori Early Learning Centers; (3) Ericca Maas, Executive Director, Close Gaps By 5; and (4) Katharine Stevens, Resident Scholar, Education Policy Studies, American Enterprise Institute. Additional submissions include: Mr. Polis--The Head Start Advantage; and Article: Head Start: Keeping It Real.
Collaborative Schools for Innovation and Success, 2018. Report to the Legislature
Author: Flores, Maria
Date: 2018-00-00
Type: Reports - Research
Subjects: Partnerships in Education,Elementary Schools,Poverty,Low Achievement,College School Cooperation,Academic Achievement,Preservice Teacher Education,Teacher Education Programs,Educational Innovation,Achievement Gains,Grants,Attendance Patterns,Behavior Modification,English Language Learners,Universities

The Collaborative Schools for Innovation and Success (CSIS) pilot program was a partnership that paired colleges of education with low-performing, high-poverty elementary schools. The purpose of the five-year pilot was to increase student achievement, close the opportunity gap, and change the way teacher candidates learn to teach students in selected schools. The CSIS project has allowed selected elementary schools to implement research-based, innovative practices with their college of education partners. At the same time, the colleges of education were able to improve their teacher education programs. Strong university and school district partnerships were developed over the course of the project and are set to continue beyond the end of CSIS funding. To conclude the work of this pilot project (Revised Code of Washington [RCW] 28A.630.107), the Office of Superintendent of Public Instruction (OSPI) and the Professional Educator Standards Board (PESB) recommend the pilot project be continued and expanded into a grant for other school district and college of education partnerships in the state. In addition, both OSPI and PESB also recommend the pilot project be expanded into a grant to include middle and high schools in the state.
Update: Truancy Report. Report to the Legislature
Author: Johnson, Krissy
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Truancy,Attendance Patterns,Racial Differences,Ethnicity,Elementary Secondary Education,Socioeconomic Status,Poverty,At Risk Students,English Language Learners,Immigrants,Students with Disabilities

At the end of each school year, each school district compiles, verifies, and submits summary data on truancy petitions to the Office of Superintendent of Public Instruction (OSPI). This is the second year the OSPI has collected truancy data at the student level, specifically whether a student has had a truancy petition filed on them. In the 2018-19 school year, OSPI began using the Comprehensive Education Data and Research System (CEDARS) to collect additional details on what occurs after a petition is filed. These data elements include referral to a community truancy board or other coordinated intervention; whether the stay was lifted and the student went to court; if there was an alternate less restrictive disposition; and if they were sent to detention. Beginning next year, OSPI will be able to report this data. Data elements required in this truancy report include: (1) the total number of unexcused absences; (2) the number of students with five or more unexcused absences in a month or ten or more unexcused absences in the school year; and (3) the number of truancy petitions filed with the courts. The expanded tables for grades 1-8, grades 9-12, and all grades include information on enrollment, unexcused absences, truancy petitions, and more.