ethanporcaro/eric-fulltext-meta huggingface dataset:
Move Together, Communicate Together: Supporting Preschoolers&apos; Communication Skills through Physical Activities
Author: Akamoglu, Yusuf
Date: 2019-06-08
Type: Reports - Descriptive
Subjects: Preschool Children,Communication Skills,Physical Activities,Students with Disabilities,Psychomotor Skills,Skill Development,Physical Environment,Modeling (Psychology),Vignettes,Educational Strategies

During the preschool years, children develop several inter-related skills including motor skills and communication skills. In this article, we highlight several communication teaching strategies and describe how practitioners can promote communication skills of preschoolers with disabilities by providing them with multiple opportunities to practice these skills during motor activities. The following strategies are described: arrange the physical environment, model motor vocabulary, ask motor related questions, use a fill in the blank strategy, and reinforce/prompt child communication. The use of these strategies during large and small group motor activities is illustrated with vignettes. We present strategies for creating an engaging environment and providing meaningful opportunities so that children can learn important communication skills while also developing critical motor skills. [This is the online version of an article published in &quot;Early Childhood Education Journal.&quot;]
Summary of Recommendation 4 from the WWC Practice Guide &quot;Teaching Elementary School Students to Be Effective Writers&quot;
Author: Nebraska Department of Education
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Writing Skills,Teaching Methods,Elementary School Teachers,Writing Processes,Writing Strategies,Barriers,Classroom Environment,Communities of Practice,Student Motivation,Writing for Publication,Feedback (Response)

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Elementary School Students to Be Effective Writers,&quot; offers educators four specific, evidence-based recommendations that address the challenge of teaching writing in elementary school. This summary focuses on the fourth of the four recommendations: Create an engaged community of writers. To enhance student motivation to write, teachers should create a supportive environment where students feel like they are part of a community of writers. When teachers participate in writing activities, they convey to students that writing is important, valuable, and rewarding. Teachers can foster students' motivation to write by allowing them to choose their own topics or modify teacher-provided prompts. Teachers should create regular, structured opportunities for students to collaborate with them on writing and to provide feedback to each other. Teachers can also communicate the value they place on students' writing by publishing it. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058,&quot; see ED533112.]
Assessing English Learners under the Elementary and Secondary Education Act, as Amended by the Every Student Succeeds Act. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: English Language Learners,Elementary Secondary Education,Educational Legislation,Federal Legislation,Student Evaluation,Reading Tests,Mathematics Tests,Science Tests,Language Tests,English (Second Language),American Indian Languages,Federal State Relationship,American Indian Education

The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), includes new provisions that are designed to support English learners' (ELs) participation in statewide testing. To facilitate testing of ELs and to support their testing participation, ESSA includes stipulations for states to administer content assessments in languages other than English. ESSA also requires states to make efforts to develop state content assessments in languages that are &quot;present to a significant extent&quot; in their student population. As with federally required state content assessments, any assessment developed in a language other than English must meet federal requirements for technical quality and peer review. This resource provides an overview of the different state content and language assessment requirements for states to consider and is designed to be shared with state department of education staff and can be used as part of training materials for district and school staff who assess English learners.
Summary of Recommendation 3 from the WWC Practice Guide &quot;Teaching Elementary School Students to Be Effective Writers&quot;
Author: Nebraska Department of Education
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Writing Skills,Teaching Methods,Elementary School Teachers,Writing Processes,Writing Strategies,Barriers,Spelling,Handwriting,Sentences,Technology Uses in Education,Educational Technology,Grammar

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Elementary School Students to Be Effective Writers,&quot; offers educators four specific, evidence-based recommendations that address the challenge of teaching writing in elementary school. This summary focuses on the third of the four recommendations: Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing. When students are beginner writers, they lack the basic writing skills needed to produce high-quality writing. Teachers need to take the time to focus writing activities on building basic skills, such as handwriting, spelling, and sentence construction. Spelling mistakes and poor handwriting can make it difficult for readers to understand what a student is trying to communicate. Word-processing programs can make the writing process more manageable for students. Teaching them how to type can help them become more efficient at writing on a computer. Additionally, fluency with computers is a necessary skill for daily life in today's world. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058,&quot; see ED533112.]
The Physical Activity Movement and the Definition of Physical Education
Author: Johnson, Tyler G.
Date: 2016-03-00
Type: Reports - Research
Subjects: Physical Education,Physical Activity Level,Student Participation,Definitions,Skill Development,Experiential Learning

The purpose of this Viewpoint article is to reconsider the definition of physical education by highlighting the student learning that can and does occur by way of multiple opportunities for physical activity participation. [This paper was published in &quot;Journal of Physical Education, Recreation, and Dance&quot; Mar 2016.]
Ethnic Studies Standards -- Statewide Initiatives. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Ethnic Studies,Academic Standards,State Standards,State Programs,Program Implementation,State Legislation,Educational Legislation

As a way to increase student engagement and encourage students to connect to their learning, some states have begun efforts to incorporate ethnic studies into state content standards. Ethnic studies standards focus on the &quot;knowledge and perspectives of an ethnic or racial group, reflecting narratives and points of view rooted in that group's lived experiences and intellectual scholarship&quot; (Sleeter, 2011). As states consider how to improve the educational opportunities and learning outcomes of all students, incorporating ethnic studies into state content standards may be an effective way to implement content that encompasses students' different experiences and to increase students' academic engagement and agency. This brief outlines current state initiatives to implement ethnic studies standards in California, Indiana, Oregon, and Texas. For each state, it includes links to any available meeting materials or standards information that the state has made available, as well as updates on the progress of ethnic studies standards development or implementation in the state.
Summary of Recommendation 2a from the WWC Practice Guide &quot;Teaching Elementary School Students to Be Effective Writers&quot;
Author: Nebraska Department of Education
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Writing Skills,Teaching Methods,Elementary School Teachers,Writing Processes,Writing Strategies,Barriers,Teacher Responsibility,Student Responsibility

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Elementary School Students to Be Effective Writers,&quot; offers educators four specific, evidence-based recommendations that address the challenge of teaching writing in elementary school. This summary focuses on recommendation 2a of the four recommendations: Teach students the writing process. Teachers can help students become effective writers by teaching and supporting them to apply a variety of strategies for each component of the writing process. Teachers should explain and demonstrate writing components and how they can be used alone or in combination in order to teach students to apply strategies flexibly throughout the writing process. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058,&quot; see ED533112.]
Summary of Recommendation 2b from the WWC Practice Guide &quot;Teaching Elementary School Students to Be Effective Writers&quot;
Author: Nebraska Department of Education
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Writing Skills,Teaching Methods,Elementary School Teachers,Writing Processes,Writing Strategies,Barriers,Teacher Responsibility,Student Responsibility,Audiences

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Elementary School Students to Be Effective Writers,&quot; offers educators four specific, evidence-based recommendations that address the challenge of teaching writing in elementary school. This summary focuses on recommendation 2b of the four recommendations: Teach students to write for a variety of purposes. Developing the ability to write for a variety of purposes provides students with the necessary skills for success in school and adulthood. Once students understand the different genres and purposes of writing, they are more likely to think critically about which type of writing they should use for each writing activity and audience. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058,&quot; see ED533112.]
Education and Geographical Mobility: The Role of The Job Surplus. CEP Discussion Paper No. 1616, Title and Content Revised June 2019 (Replaced May 2019 Version)
Author: Amior, Michael
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Migration,Skilled Workers,Wages,Labor Market,Costs,Occupational Mobility,Employment Opportunities,Education Work Relationship,Educational Attainment

Better-educated workers form many more long-distance job matches, and they move more quickly following local employment shocks. I argue this is a consequence of larger dispersion in wage offers, independent of geography. In a frictional market, this generates larger surpluses for workers in new matches, which can better justify the cost of moving - should the offer originate from far away. The market is then &quot;thinner&quot; but better integrated spatially. I motivate my hypothesis with new evidence on mobility patterns and subjective moving costs; and I test it using wage returns to local and long-distance matches over the jobs ladder. [This paper supersedes an earlier (2015) version entitled &quot;Why are Higher Skilled Workers More Mobile Geographically? The Role of the Job Surplus&quot; (CEP Discussion Paper 1338). Additional support was provided by the Royal Economic Society.]
Physical Activity Education: The New Name for Our Field
Author: Johnson, Tyler G.
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Physical Education,Physical Activity Level,Health Promotion,Exercise,Elementary Secondary Education

This article is a follow-up to a previous Journal of Physical Education, Recreation, and Dance Viewpoint article (&quot;The Physical Activity Movement and the Definition of Physical Education&quot;), wherein the authors challenged the oft-cited distinction between physical education and physical activity, and proposed an alternate definition of physical education that is aligned with the need to promote physical activity in schools. [This paper was published in &quot;Journal of Physical Education, Recreation, and Dance&quot; Jan 2017. To view the original paper, &quot;The Physical Activity Movement and the Definition of Physical Education,&quot; see ED597331.]
The Attitude of Teachers towards the Overpopulation of Students in EFL Classrooms at Secondary Level
Author: Tejada Reyes, Venecia
Date: 2019-04-00
Type: Reports - Research
Subjects: Teacher Attitudes,Secondary School Teachers,Secondary School Students,English (Second Language),Second Language Learning,Class Size,Overpopulation,Foreign Countries

Student overpopulation by classroom is the main cause that makes learning difficult for students and especially when a second language is taught, this causes the repetition of the subject and drop-out in secondary school students. In any teaching-learning situation, the teacher plays an important role in the classroom. In the 2016-2020 presidential periods, the student population increased and the unitary schools, with only one teacher in the English area, had to serve students of different grades, with a serious problem. This is how the following general objective was put forward: to investigate the attitude of teachers towards the over population of students in EFL classrooms at secondary level. In this study, the student population was 285 (between females and males) in ages ranging from 13 to 20 years of age) extended and in four English classes. The research had as sample to the professors of the area of English and 42 students selected at random of the third degree of secondary of the educative center Teacher Sofia Mercedes Polanco, Maizal Valverde, Educational District 09-02, since the size of the sample of all the courses where English is taught is something proportional, he decided to work with one percent of them; the survey was used as an instrument and the type of research was exploratory descriptive. The results revealed that: The greatest difficulties that the teacher finds at the time of developing their classes are; the student's lack of concentration, confusion in content, poor academic performance, lack of attention and discipline in the classroom, teacher self-confidence, attitude towards the English language, integration and motivation were the affective factors that could affect the learning of the English language of the students.
Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study
Author: Jitendra, Asha K.
Date: 2017-08-09
Type: Reports - Research
Subjects: Intervention,Grade 7,Middle School Students,Middle School Teachers,Mathematics Teachers,Experimental Groups,Control Groups,Mathematics Instruction,Principals,Schemata (Cognition),Mathematical Logic,Problem Solving,Mathematics Achievement,Learning Disabilities,Students with Disabilities,Followup Studies

This randomized controlled study investigated the efficacy of a Tier 1 intervention, schema-based instruction (SBI), designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms were randomly assigned to a treatment (SBI) or control (business-as-usual) condition. Participants included 373 students of whom 253 demonstrated MD. A measure of proportional problem solving (PPS) was administered at pre- and post-testing, and at 11 weeks following treatment, along with a general mathematical problem solving measure at pre- and post-testing. For the full sample, posttest differences favoring the treatment group were statistically significant for all measures. For students with MD, posttest differences favored the treatment group for the PPS posttest and PPS delayed posttest, but not for general problem solving posttest. [This paper was published in &quot;Exceptional Children&quot; (EJ1151254) and &quot;Journal of Learning Disabilities&quot; v83 n4 p340-358 2017.]
Using Regression Discontinuity to Estimate the Effects of a Tier 1 Research-Based Mathematics Program in Seventh-Grade
Author: Jitendra, Asha K.
Date: 2018-08-03
Type: Reports - Research
Subjects: Grade 7,Mathematics Instruction,Teaching Methods,Learning Problems,Schemata (Cognition),Mathematics Skills,Middle School Students,Middle School Teachers,Conventional Instruction,Textbooks,Problem Solving

The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with varying levels of mathematics difficulties (MD) who received Tier 1 instruction. The performance of these students was compared to similar students who received business as usual Tier 1 instruction. Results indicated SBI on average raised scores regardless of whether a student was categorized as having MD on outcome measures of mathematics problem solving, suggesting that SBI is effective for a wide range of proportional reasoning skills and general mathematical proficiency, which broadens the population of students that could benefit from SBI. Standardized slopes for the treatment effect also provide evidence of the effectiveness of SBI. Implications for practice and research are discussed. [This paper was published in &quot;Exceptional Children&quot; v85 n1 p46-65 2018 (EJ1192718).]
At-Scale, State-Sponsored Language and Literacy Professional Development: Impacts on Early Childhood Classroom Practices and Children&apos;s Outcomes
Author: Piasta, Shayne B.
Date: 2019-00-00
Type: Reports - Research
Subjects: Faculty Development,Literacy Education,Preschool Teachers,Coaching (Performance),Phonological Awareness,Writing Instruction,Emergent Literacy,Program Effectiveness,School Readiness,Preschool Education,Preschool Children,Kindergarten,Language Skills

Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across one state. Relative to the comparison condition, PD with coaching showed a small impact on the quantity of phonological awareness instruction, and PD with and without coaching impacted the quality of phonological awareness and writing instruction. PD did not impact children's (n = 1953, Mean age = 4.53) emergent literacy skills, as measured by the research team, or kindergarten readiness, as measured by the state's kindergarten readiness assessment which exclusively focused on language and literacy skills. Although we can only speculate as to why this at-scale, state-sponsored PD did not realize intended impacts, these findings, as coupled with those from the literature, raise critical questions concerning current understandings of PD and the ability to achieve desired effects when implemented at scale. [This is the in press version of an article to be published in the &quot;Journal of Educational Psychology.&quot;]
Distinctions without a Difference? Preschool Curricula and Children&apos;s Development
Author: Jenkins, Jade Marcus
Date: 2019-08-09
Type: Reports - Research
Subjects: Preschool Children,Preschool Education,Preschool Curriculum,School Readiness,Child Development,Educational Policy,Rating Scales,Early Childhood Education,Educational Quality,Curriculum Implementation

Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children's development. We use five samples of preschool children to examine differences in classroom processes and children's school readiness by classroom curricular status (curriculum/no curriculum), and across classrooms using different curricular packages. When a teacher reports using a curriculum, their classroom processes are indistinguishable from classrooms where teachers report using no curriculum. Some differences in classroom activities emerged across classrooms using different curricula; however, substantial variability exists across classrooms using the same curriculum. Head Start program fixed effects models and meta-analytic regressions reveal few associations between curricula and children's skills. Findings question whether preschool curricular policy benefit child development. [This is the online version of an article published in &quot;Journal of Research on Educational Effectiveness.&quot;]
Using Different Types of Computer-Supported Signaling in Explicit Online Grammar Instruction
Author: Kilickaya, Ferit
Date: 2019-00-00
Type: Books
Subjects: Computer Assisted Instruction,Teaching Methods,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Retention (Psychology),Form Classes (Languages),Phrase Structure,Comparative Analysis,Instructional Materials,Language Tests,Scores,Instructional Effectiveness

Much has been written about the influence of various factors that affect learners' retention of course contents in various contexts and at various levels. However, few studies have focused on the factors that may both affect and indicate the organization of materials or contents presented to learners. This study aims to determine the effects of using different types of signaling on learners' retention in the post and delayed tests on the reduction of adverb clauses in an instructed online English grammar class. The quasi-experimental design recruited three groups, each of which included 20 pre-service language teachers. The control group was instructed on reducing adverb clauses with no use of signaling. However, visual signaling such as using texts in bold type was introduced into the materials for the Experimental Group 1, while the Experimental Group 2 used the materials supported with visual signaling in the form of graphic organizers as flowcharts. The scores from a researcher-developed assessment for the three groups were analyzed with a one-way ANOVA. The results of the study indicate that the participants in both experimental groups scored higher than the control group in the post and delayed retention tests; and the Experimental Group 2 scored relatively higher than the Experimental Group 1. Semi-structured interviews uncovered several advantages of using verbal and visual signaling in the materials used for grammar instruction. [This chapter was published in: Jeong-Bae Son (Ed.), &quot;Context-Specific Computer-Assisted Language Learning: Research, Development and Practice&quot; (p102-121). ISBN: 978-0-6486653-0-4. Asia-Pacific Association for Computer-Assisted Language Learning (APACALL), 2019.]