ethanporcaro/eric-fulltext-meta huggingface dataset:
Together, Moving Forward: A Regranting Scheme Promoting Inclusion of Young People with Refugee and Migrant Backgrounds and Student&apos;s Empowerment. Knowledge Sharing and 6 Years of Experience
Author: Lefevre, Fanchon
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Refugees,Higher Education,Barriers,Access to Education,Grants,Student Financial Aid,Immigrants,Inclusion,Foreign Countries,Capacity Building,Advocacy,Program Development,Program Effectiveness

Only 3% of the young people with refugee backgrounds are enrolled in Higher Education. Barriers remain extremely high when it comes to access, participation and success: recognition of qualification, language barriers, financial, legal and administrative burden, lack of social interaction, access to decent living conditions and (mental) health services, university methodology, discriminations, etc. From 2016 to 2021, the European Students' Union ran the Together, Moving Forward (TMF) which empowered students to develop creative solutions to overcome educational barriers and reshape the narrative behind migration. The programme was articulated around three pillars: (1) Regranting scheme and small grants for students and youth-led groups; (2) Capacity building and networking activities; and (3) Advocacy work. This publication focusses on the regranting scheme and is a guideline that serves as a handbook to youth organisations interested in implementing the regranting scheme. The publication also includes tips and tricks on how to approach new organisations in terms of project implementation and funding.
&quot;This Is How I&apos;m Going to Make a Life for Myself&quot;: An Analysis of FAFSA Data and Barriers to Financial Aid for Unaccompanied Homeless Youth
Author: SchoolHouse Connection
Date: 2017-02-21
Type: Reports - Evaluative
Subjects: Student Financial Aid,Homeless People,Federal Aid,High School Students,Postsecondary Education,Student Adjustment,Educational Legislation,Federal Legislation,Elementary Secondary Education,Higher Education,Barriers,Access to Education,Financial Aid Applicants,College Applicants,Professional Development

Over 95 percent of the jobs created since 2010 have gone to college-educated workers, and by 2020, 65 percent of all jobs will require education beyond high school. For youth experiencing homelessness, post-secondary education is critical for improving life outcomes, including reducing the risk of continued homelessness as adults. Yet without financial aid, these young people cannot access post-secondary education. This report analyzes data from the U.S. Department of Education that provide important insights into the challenges that unaccompanied homeless youth face in accessing federal financial aid. The data also provide baseline information to assess states' progress in implementing important new provisions in the Every Student Succeeds Act (ESSA) that were enacted to help students experiencing homelessness transition from high school to postsecondary education. The report concludes with recommendations for policy and practice, including the upcoming reauthorization of the Higher Education Act.
The Bibliometric Analysis of the Research on the Training of Educational Managers
Author: Kahraman, Sedat
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Educational Research,Educational Administration,Administrator Education,Journal Articles,Training,Productivity,Citations (References),College Administration,Authors,Foreign Countries

This research aims to reveal trends in the research on the training of educational managers published in the most prominent journals of educational management discipline. A total of 219 articles that were indexed by the Scopus database after the year 1965 were included in the bibliometric analysis. The quantitative properties of these articles draw a big picture that shows the most important authors, journals, topics, and countries in leadership research. This review concluded that interest in the training of educational managers has been constantly growing, but research on the training of educational managers is not prevalent worldwide.
Unintended Consequences of Framing a Utility-Value Intervention in Two-Year Colleges
Author: Canning, Elizabeth A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Two Year Colleges,Intervention,Comparative Analysis,Psychological Patterns,Cognitive Processes,Writing Instruction,Student Interests,Two Year College Students,Teaching Methods,Writing Assignments,Student Attitudes,Writing Evaluation,Introductory Courses,Biology,Psychology,Grades (Scholastic),Self Concept,Writing Skills,Difficulty Level

Utility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized field experiment, we tested two ways of framing a UV writing intervention (student-framed vs. instructor-framed examples of UV), against a control assignment. Contrary to previous research, we found that students struggling in the course became less interested and perceived less utility value overall in UV conditions, compared to the control. The student-framed UV intervention made the course more interesting for students who were doing well in the course, but decreased grades for students struggling in the course, compared to the instructor-framed UV intervention. We examine psychological (e.g., confidence, engagement) and cognitive (linguistic indicators of cognitive processing) variables as mechanisms.
Homework in a Bi-National Family: The Mobilisation of Others in Resolving Language-Related Epistemic Issues
Author: Roberts, Tim
Date: 2022-00-00
Type: Journal Articles
Subjects: Homework,Translation,Discourse Analysis,Parent Child Relationship,Swedish,English (Second Language),English,Native Language,Second Language Learning,Fathers,Mothers,Family Characteristics,Foreign Countries,Bilingualism,Video Technology,Computational Linguistics,Immigrants,Story Reading,Elementary School Students,Epistemology,Family Relationship,Language Usage

This study adopts a conversation analytic approach to present a close analysis of the sequential organisation of a parent-child homework activity in a Swedish-English bi-national family. Families formed within migration contexts are increasingly common in an ever-globalised world, but current research has not fully investigated how parent-child homework practices are affected by parents who possess differing levels of expertise in the societal language. This article examines a number of episodes where the progressivity of a homework activity is halted due to language-related epistemic issues. More specifically, these halts in progressivity are caused due to the homework tasks being written in Swedish in combination with the English mother's lack of language expertise in Swedish. The episodes exemplify how these epistemic deadlocks are resolved through the mobilisation of a more knowledgeable party, the Swedish father, who orients to translation as a trouble resolution tool which facilitates epistemic progression and the progressivity of the homework activity.
Translation Students&apos; Difficulties with English and Arabic Color-Based Metaphorical Expressions
Author: Al-Jarf, Reima
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,English,Arabic,Color,Figurative Language,Language Usage,Foreign Countries,College Students,English (Second Language),Second Language Learning,Barriers,Language Skills

This study aims to identify the similarities and differences between English and Arabic color-based metaphorical expressions, to identify translation students' difficulties and their translation strategies. A corpus of English and Arabic color-based metaphorical expressions was collected and compared. It was found that English and Arabic color-based metaphorical expressions fall into 5 categories: (i) those that are identical in form and meaning in both languages; (ii) those that are the same in meaning but differ in form, (iii) those that are identical in form but different in meaning; (iv) those that exist in English but have no equivalents in Arabic; and (v) those that exist in Arabic but have no equivalents in English. Students' responses to a color-metaphor test showed that the students translated fewer than 25% correctly and left many items blank. Color-based metaphorical expressions similar in both languages were easy to translate such as &quot;black list,&quot; &quot;red line,&quot; &quot;green light,&quot; whereas opaque ones were difficult. Literal translation was the most common translation strategy. Implications for translation pedagogy are given.
Hunt-Lee Commission. Final Report
Author: Hunt Institute
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Educational Change,Alignment (Education),Educational Finance,Access to Education,Educational Improvement,Educational Practices,Educational Policy,Policy Formation,Data Use,Preschool Education,Elementary Education,Secondary Education,Child Care,Home Visits

Over the course of four meetings, the Hunt-Lee Commission engaged in comprehensive conversations around key education opportunities including transitions, structure and alignment, funding, and access. Each meeting included presentations from resource experts and opportunities for Q&amp;A and small group discussions. The final report summarizes those discussions, as well as feedback Commissioners shared on earlier drafts. The contents of this report dive deeper into each of the 16 recommendations, providing a guidepost for how North Carolina can move forward with improving education systems for all students.
Equitable Math Instruction for California&apos;s Multilingual Students. Research in Brief
Author: Zahner, William
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Equal Education,Mathematics Instruction,English Language Learners,English (Second Language),Elementary School Teachers,Secondary School Teachers,Mathematics Curriculum,Academic Standards,Instructional Materials,Mathematics Education,Feedback (Response),Teacher Attitudes,Multilingualism,Bilingual Students

Nearly 1 out of every 5 students in California K-12 schools is an English Learner, yet our latest research in brief finds that the majority of teachers across the state are not being given the resources and support they need to effectively teach math to the hundreds of thousands of emerging bilingual students. The study, California Mathematics Teachers' Perspectives On The Quality Of Their Instructional Materials For English Learners, looks at survey data from teachers and addresses 4 key findings: (1) Elementary teachers broadly used the curriculum adopted by their district, while most secondary teachers used self-created materials on a daily basis; (2) Most teachers reported that their curricular materials were aligned with the math content standards. Yet, only half responded that their materials helped them to tailor instruction to support English learners; (3) The majority of teachers reported that their materials lack relevance for students; and (4) The majority of teachers reported that their materials do not support them to assess or provide feedback on English learners' development of math language. As California is in the midst of updating the state's math framework, this important research adds yet another voice to the many educators, advocates, researchers, and others who are urging state leaders to modernize math instruction. [This report was commissioned by the English Learners Success Forum. The survey was deployed by RAND through their American Educator Panel.]
Early Care and Education Advocacy: A Tip Sheet for Housing and Homeless Assistance Providers
Author: SchoolHouse Connection
Date: 2018-08-01
Type: Guides - Non-Classroom
Subjects: Child Care,Advocacy,Homeless People,Social Services,Federal Legislation,Elementary Secondary Education,Higher Education

This short document provides basic information to help housing and homeless assistance providers advocate with their families and youth for appropriate educational services, from birth through higher education. The rights and protections outlined in this document apply to all children and youth experiencing homelessness, as defined by the education subtitle of the McKinney-Vento Act.
Performance of New Cognitive Assessments with Head Start Children: Emerging Evidence from FACES and AIAN, FACES 2019. OPRE Report 2022-49
Author: Nguyen, Tutrang
Date: 2022-00-00
Type: Reports - Research
Subjects: Cognitive Measurement,Cognitive Ability,School Readiness,Low Income Students,Federal Programs,Social Services,Preschool Children,Executive Function,Experience,Early Intervention,Surveys,Family (Sociological Unit),Preschool Education,Verbal Ability,Intelligence Tests,Vocabulary,Achievement Tests,Receptive Language,Expressive Language,Test Items,Difficulty Level,Racial Differences

The Head Start Family and Child Experiences Survey (FACES) and the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) are separate studies done successively over time. One goal for these studies is to provide a national picture of children's readiness for school. In this research brief, the authors use data from the most recent round of FACES and AIAN FACES in fall 2019 to evaluate the performance of direct assessments of children that were used to provide that national picture. The authors conducted similar analyses using FACES 2014 and AIAN FACES 2015 data (Malone et al. 2018) and are replicating the previous analyses because the current FACES studies have new direct assessments--one added to measure executive function and three reflecting the latest editions of those direct assessments. The current analysis focuses on these new direct assessments to understand whether they are a fair estimate of children's skills and knowledge in the domains being measured. Specifically, the authors answer two key research questions: (1) How valid is the Minnesota Executive Function Scale App (MEFS App™) as an assessment of executive function for Head Start preschool children? and (2) Do the latest editions of the cognitive assessments used in AIAN FACES 2019 show any systematic item bias against AIAN preschool children compared with White, non-Hispanic children in FACES 2019?
The Impact of i-Ready Personalized Instruction with Fidelity on 2021 MCAS Mathematics Achievement. Final Report
Author: Cook, Michael
Date: 2022-08-00
Type: Reports - Research
Subjects: Mathematics Achievement,Mathematics Instruction,Program Evaluation,Individualized Instruction,Mathematics Tests,Teaching Methods,Comparative Analysis,Computer Assisted Testing,Diagnostic Tests,Achievement Gains,Hierarchical Linear Modeling,Grade 3,Grade 5,Grade 6,Grade 8,Fidelity,Educational Benefits,Scores,Elementary School Students,Middle School Students,Learning Analytics,Computer Assisted Instruction

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction that met Curriculum Associates' recommended usage levels on mathematics achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) mathematics assessment. This study compared mathematics achievement growth of students who used i-Ready Personalized Instruction with fidelity to comparison to that of students who only used the i-Ready Diagnostic Assessment suite, but did not have access to Personalized Instruction. Hierarchical linear modeling was used to compare mathematics achievement gains, and analyses were performed by grade level. Results showed that students in Grades 3, 5, 6, and 8 that used i-Ready Personalized Instruction with fidelity had significantly higher MCAS mathematics achievement gains in the 2020-21 school year than did comparison students who did not use i-Ready Personalized Instruction. These results help to illustrate the importance of students meeting Curriculum Associates' recommended usage levels of the Personalized Instruction suite in order to maximize the potential benefits of this instructional program.
The Impact of i-Ready Personalized Instruction with Fidelity on 2021 MCAS ELA Achievement. Final Report
Author: Cook, Michael
Date: 2022-08-00
Type: Reports - Research
Subjects: English,Language Arts,Computer Assisted Instruction,Computer Assisted Testing,Diagnostic Tests,Scores,Individualized Instruction,Grade 4,Grade 8,Achievement Gains,Comparative Analysis,Academic Achievement,Hierarchical Linear Modeling,Elementary School Students,Middle School Students,Instructional Effectiveness,Fidelity,Teaching Methods,Educational Benefits,Program Evaluation,Grade 5,Grade 7,Learning Analytics

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction that met Curriculum Associates' recommended usage levels on ELA achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) ELA assessment. This study compared the ELA achievement growth in the 2020-21 school year of students who used i-Ready Personalized Instruction with fidelity in ELA classrooms to that of students who used the i-Ready Diagnostic Assessment suite, but did not have access to Personalized Instruction. Hierarchical Linear Modeling (HLM) was used to compare ELA achievement gains, and analyses were performed by grade level. Results showed that students in Grades 4 and 8 that used i-Ready Personalized Instruction with fidelity had significantly larger MCAS ELA achievement gains than did comparison students who did not use Personalized Instruction. Additionally, ELA achievement gains for students in Grades 5 and 7 that used i-Ready Personalized Instruction, in relation to those of comparison students, approached statistical significance (p &lt; 0.10). These results help to show the importance of students using the Personalized Instruction suite with fidelity in order to maximize potential benefits of this program.
Opinions of Teachers on &quot;This Is My Work&quot; Project Competition
Author: Ozkan, Fatih
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Science Activities,Competition,Science Education,Science Projects,Science Achievement,Active Learning,Pedagogical Content Knowledge,Student Participation

This study investigated the opinions of teachers participated in 'This Is My Work' project competition on the applicability of the competition, the difficulties they faced and its contributions to science education. In this study, phenomenology which is one of the qualitative research methods was employed. Data was collected with four science teachers in 2014-2015 academic year in Kayseri. Semi-structured interview was used as a data collection tool. Interview form was formed and was controlled by three science education experts. Data analysis was conducted through descriptive analysis. Based on findings, the participants encountered difficulties in respect to time, cost and place during project preparation process. In conclusion, the project competition positively affected the students' achievement. Nonetheless, the participants stated that project assessments should be fair, project preparation period should last longer, and should reach the large masses. As a suggestion, it is believed that clearly notifying students and teachers of project assessment project and selecting the assessment jury among stakeholders (teachers, students, managers, parents, etc.) is important. [Paper presented at the International Eurasian Educational Research Congress (EJERCongress 2015) (2nd, Ankara, Turkey, June 8-10, 2015).]
English Language Education at the Elementary School Level in Saudi Arabia: A Parents&apos; Perspective
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Arabic,Private Schools,Public Schools,International Schools,Language of Instruction,Textbooks,Parent Attitudes,Language Proficiency,Interpersonal Communication,Family Relationship,Incidence,Religious Schools,Barriers,Educational Quality,Elementary Schools

In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents' views of their children's proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents' views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
Teach for America: An Analysis of Placement and Impact, 2013-14. Evaluation Matters. Volume 4, Number 5
Author: Urdegar, Steven M.
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,College Graduates,Alternative Teacher Certification,Teacher Persistence,Program Evaluation,School Districts,Comparative Analysis,Mathematics Instruction,Teacher Placement,Language Arts,Achievement Gains,Mathematics Achievement,Reading Achievement,Faculty Mobility,Public Schools,Elementary School Teachers,Middle School Teachers,High School Teachers,Gifted Education,English (Second Language),Second Language Learning,Second Language Instruction,Advanced Courses,Honors Curriculum,Grading,Learning Analytics

This report examines the placement of Teacher for America (TFA) teachers and examines their impact on the learning gains of their students during the 2013-14 school year. Sets of eligible TFA teachers were identified in 2013-14 from which the subset of teachers assigned to teach language arts and/or mathematics to students in grades 3 through 10 were included. The comparison pool included all Non-TFA teachers assigned to teach students in grades 3 through 10 in schools with TFA teachers, who did not previously participate in the TFA program. In both reading and mathematics, the bulk of TFA teachers in FCAT-tested grades were assigned to teach standard education courses. When the learning gains made by students of TFA teachers are compared with those made by students of their Non-TFA counterparts who were assigned to similar courses, a consistent impact was only found for senior high school mathematics courses. No consistent impact was found for other grade levels or subject areas. The vast majority of TFA teachers do not continue teaching in the district after completing their commitments with the program, with over 80% leaving at the end of their two year commitment. [For 2012-13 report, see ED618697.]