ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Virginia's 2010 English Standards of Learning with the Common Core State Standards for English and Literacy
Author: Virginia Department of Education
Date: 2010-11-18
Type: Reports - Descriptive
Subjects: State Standards,Core Curriculum,Alignment (Education),Academic Standards,Elementary Secondary Education,Comparative Analysis,English Instruction,Literacy,Language Arts

The &quot;Comparison of Virginia's 2010 English Standards of Learning (SOL) with the Common Core State Standards (CCSS) for English Language Arts and Literacy (ELAL)&quot; provides a side-by-side overview demonstrating how the 2010 English SOL are aligned to the CCSS for ELAL. The comparison was made using Virginia's complete standards program for supporting teaching and learning in the Commonwealth's public schools and school divisions, including both the 2010 &quot;English Standards of Learning&quot; and the &quot;Curriculum Framework for 2010 English Standards of Learning.&quot; Using the format provided in the CCSS for ELAL, the comparison is completed by individual grade levels in kindergarten through grade 8 and by two-year grade bands (9-10, 11-12) in grades 9-12. As the SOL and Curriculum Framework components were reviewed and aligned to the CCSS for ELAL, they were placed in the right column of the table adjacent to the similar standard in the CCSS for ELAL. SOL listed as correlated to CCSS content may include correlations from the Curriculum Framework for 2010 English Standards of Learning and are denoted with &quot;CF&quot; following the SOL number. While there is a matching SOL or CF for each of the CCSS, a number of SOL in each grade level are not addressed in the CCSS at any grade level; this list follows the correlation at each grade level.
Virginia's College and Career Ready &quot;Mathematics Performance Expectations&quot; Correlation with Virginia's 2009 &quot;Mathematics Standards of Learning&quot;
Author: Virginia Department of Education
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Mathematics Achievement,Expectation,Grade 8,Correlation,Mathematics,Trigonometry,Algebra,Geometry,Behavioral Objectives,Teacher Expectations of Students,Data Analysis,Statistics,Probability

This paper tabulates the correlation of Virginia's mathematics performance expectations with Virginia's 2009 mathematics standards of learning.
Virginia's College and Career Ready "English Performance Expectations" Correlation with Virginia's 2010 "English Standards of Learning"
Author: Virginia Department of Education
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Correlation,Expectation,Performance Based Assessment,English Curriculum,College Readiness,Career Readiness,Tables (Data)

This paper tabulates the correlation of Virginia's English performance expectations with Virginia's 2010 English standards of learning.
Comparison of Virginia's College and Career Ready Mathematics Performance Expectations with the Common Core State Standards for Mathematics
Author: Virginia Department of Education
Date: 2010-02-17
Type: Reports - Evaluative
Subjects: State Standards,Algebra,Core Curriculum,Alignment (Education),Mathematics,Career Readiness,College Readiness,Probability,Statistics,Geometry

This paper presents a comparison of Virginia's mathematics performance expectations with the common core state standards for mathematics. The comparison focuses on number and quantity, algebra, functions, geometry, and statistics and probability. (Contains 1 footnote.)
Examining Racial and Ethnic Diversity in American Higher Education: A Public Policy Talking Points Memo
Author: Kinkead, J. Clint
Date: 2011-04-18
Type: Reports - Evaluative
Subjects: Higher Education,Public Policy,Ethnic Diversity,Racial Differences,Access to Education,Institutional Characteristics,Regional Cooperation,Regional Schools,Enrollment Trends,Tables (Data),Racial Distribution,Statistical Distributions

Most higher education scholars associate access to higher education with the Associate Colleges sector. While Associate College (ACs), better known to the public as community colleges have a long standing and well documented relationship with access, regional universities are also agents of access. The Carnegie Foundation for the Advancement of Teaching terms these "regional" institutions as Master's Colleges and Universities (MCUs). From the data presented in this work, I argue that the ambitious goals of the American Graduation Initiative cannot be reached without the collaboration of these two institutional types. (Contains 4 tables.)
Languages in Contemporary Anglophone Caribbean Societies
Author: Davids, Melva P.
Date: 2013-01-03
Type: Opinion Papers
Subjects: English (Second Language),Foreign Countries,Speech Communication,Language Planning,Standard Spoken Usage,Creoles,Sociolinguistics,Second Language Programs

The paper Languages in Contemporary Anglophone Caribbean Societies examines how language is treated in Jamaica and other Anglophone Caribbean societies and the effects of a haphazard approach to language planning on the social dynamics of the society as well as the individual. It briefly explores how Language is handled in Francophone or Spanish-speaking environments and suggests a systemic approach to language planning where the centrality of language to the social and physical aspects of development is advanced as the starting point to such planning. The importance of language to every aspect of social experiences and the effect of media practices in changing attitudes in the use of Creole versus Standard English further amplifies the need for clear Language planning in Anglophone Caribbean societies. The discourse of students from Creole-speaking environments is used as a referent point in analyzing the pedagogical concerns and directions in terms of planning a viable language curriculum for Jamaican High Schools and Anglophone Caribbean societies.
Baccalaureate Success of Vertical Transfer Students: The Impact of Geography, Gender, Age, and Risk
Author: Freeman, Melissa L.
Date: 2008-09-15
Type: Reports - Research
Subjects: Predictor Variables,Academic Persistence,Educational Attainment,Risk,Geographic Location,Individual Characteristics,School Location,Urban Schools,Rural Schools,Student Characteristics,Community Colleges,College Transfer Students,Rural Areas

This exploratory study examined the impact of location (rural vs. non-rural) and individual characteristics such as age, gender, and risk factors on baccalaureate attainment of vertical transfer students. Descriptive findings indicate that overall few students (12%) who began in a two-year institution transferred to a four-year institution. Thirty-nine percent of students who transferred attended a rural high school while 61% of students who transferred did not. Further, rural students did not attain the baccalaureate degree at rates similar to their non-rural counterparts (36% and 64%, respectively). The logistic regression analyses showed that women and traditional-age students were more successful at baccalaureate attainment than men and nontraditional-aged students. In addition, men who were traditional-aged, had more risk factors, or attended a non-rural high school were more successful at baccalaureate attainment than were men who were nontraditional-aged, had fewer risk factors, or attended a rural high school. (Contains 7 tables and 2 footnotes.) [Additional support was provided by the College of Education Graduate Study and Educational Research Fund at Ohio University. A previous version of this paper was presented at the Association for Institutional Research Annual Forum in Kansas City, MO, June 2007.]
The Effect of the Genre-Based Approach to Teaching Writing on the EFL Al-Azhr Secondary Students' Writing Skills and Their Attitudes towards Writing
Author: Elshirbini Abd-ElFatah Elashri, Ismail Ibrahim
Date: 2013-00-00
Type: Reports - Research
Subjects: Writing Instruction,Program Effectiveness,Performance Tests,Writing Skills,Teaching Methods,Measures (Individuals),Scoring Rubrics,Foreign Countries,Secondary School Students,Student Attitudes,Negative Attitudes,English (Second Language)

This study aimed at developing some writing skills for second year secondary stage students and their attitudes towards writing through using the genre based approach. Hence, the problem of the study was stated in the following statement: &quot;The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak. Consequently, they develop a negative attitude towards writing&quot;. They need to be trained in the skill of writing and there is a dire need to use a genre-based approach to writing content. The study adopted the experimental design, i.e., using an experimental group and a control group. The experimental group received genre-based instruction while the control group received traditional writing instruction. The genre-based instruction was provided to the experimental group at Satamooni Al-Azhar Secondary Institute for Girls at Satamooni whereas the traditional writing instruction was provided to the control group at Roda Al-Azhar Secondary Institute for Girls at Roda; both institutes are located in Dakahlia Governorate. The instruction lasted for nine weeks for each group. The instruction took place in the second term of the academic year 2010/2011. The following instruments were designed by the researcher: A Writing Performance Test, A Holistic Scoring Rubric, An Analytic Scoring Rubric and A Writing Attitude Scale. The present study provided evidence for the effectiveness of using genre-based Approach in developing students' writing performance and attitudes towards writing. Further, the study highlighted the advantages of using genre-based approach in developing writing skills and attitudes towards writing. The following are appended: (1) Students' achievement test in the first term; (2) A list of writing skills expected from secondary stage students; (3) Student writing attitude scale; and (4) The pre-post writing performance test. (Contains 1 figure and 14 tables.)
Six Differentiated Strategies for ESL Literacy for Birth to Third Grade Developmentally Disabled and Normal Students of Hispanic Heritage
Author: Jaramillo, James
Date: 2013-01-29
Type: Reports - Evaluative
Subjects: Morphemes,Syntax,Phonology,Reading Comprehension,Phonemes,English (Second Language),Hispanic Americans,Individualized Instruction,Literacy Education,Teaching Methods,Developmental Disabilities,Child Development,Infants,Elementary School Students

When one effectively employs the strategies of exploratory-learning, wait-time, intervention, guided reading, meaning, and phonological-morphological-syntactical awareness-for infants and on up-to 3rd grade students-all-in a Montessori-like-learning-literacy-setting replete with semantical interactions with phonology, syllabology, morphology, and then-eventually short phrases and then-syntax by age-three-then we know we have done our academic=social work (see Jaramillo, J.; Fromkin & Rodman 1983, et. al).  In closing, when all these infant to eighth grade students demonstrate reading comprehension of phonemes, morphemes, phrases, and syntax-then we all have progressed via the effective application of the aforementioned strategies.
Virginia's College and Career Ready Mathematics Performance Expectations
Author: Virginia Department of Education
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Mathematics Achievement,College Preparation,Career Development,Academic Standards,State Standards,College Faculty,Business,Mathematics Teachers,Secondary School Teachers,Algebra,School Business Relationship,Statistics,Geometry,Trigonometry,Mathematics Skills,Problem Solving,Decision Making,Validity,Mathematical Logic,Computation

The Mathematics Performance Expectations (MPE) define the content and level of achievement students must reach to be academically prepared for success in entry-level, credit-bearing mathematics courses in college or career training. They were developed through a process that involved faculty from Virginia's two- and four-year colleges and universities, members of the business community, and high school mathematics educators. The MPE are organized into four interacting and overlapping strands that include content in the areas of algebra and functions, statistics, geometry, mathematical analysis, and trigonometry. This particular strand structure is one of several ways the performance expectations can be organized. The structure is not intended to be a curriculum organizer, as each expectation interacts with many others in a range of problem-solving, modeling, and decision-making situations.
Dropout and Graduation Rates 2003-2004. Research Brief. Volume 0410
Author: Miami-Dade County Public Schools, Research Services
Date: 2005-05-00
Type: Reports - Evaluative
Subjects: Dropouts,Graduation,Dropout Rate,Graduation Rate,Gender Differences,Longitudinal Studies,Racial Differences,Limited English Speaking,African American Students,Hispanic American Students,White Students,Special Education,High School Students

The district conducts a cross-sectional analysis of student dropouts annually; it examines dropout rates among students enrolled in various grades at one point in time. A longitudinal analysis, also conducted annually, tracks a group of students in the same grade or cohort over a period of several years. Each method addresses a different aspect of how many students are dropping out of school. This research brief provides information on the cross-sectional and longitudinal dropout rates and longitudinal graduation rates for 2003-2004. (Contains 7 tables.)
Targeting Remediation by Predicting 3rd Grade Retention. Research Brief. Volume 0402
Author: Froman, Terry
Date: 2004-11-00
Type: Reports - Research
Subjects: Disability Identification,At Risk Students,Grade Repetition,School Holding Power,Reading Tests,Remedial Instruction,Grade 3,Academic Persistence,State Legislation,Reading Skills,Probability,Prediction

Recent revisions of the Florida School Code by the Florida Legislature include a major component focusing on proficiency in reading. In particular, grade 3 students who do not score at level 2 or higher on the Florida Comprehensive Assessment Test (FCAT) SSS Reading Test must be retained, unless exempted for special circumstances. This new requirement has resulted in the retention of thousands of 3rd graders in this district over the last two years. The impact on the lives of the students and their families is inestimable. Additionally, the restructuring of grade level membership has put considerable strain on the schools and the system as a whole. Clearly, any help in predicting which students may be in jeopardy of not &quot;passing&quot; the FCAT Reading test in 3rd grade would be a welcome contribution to providing targeted academic remediation to the students most in need. This study addresses an approach to the early identification of students who may be at risk of scoring at level 1 on their 3rd grade FCAT Reading Test.
Predicting FCAT Performance. Research Brief. Volume 0408
Author: Froman, Terry
Date: 2005-02-00
Type: Reports - Descriptive
Subjects: Student Placement,Scores,Standardized Tests,Prediction,Reading Achievement,Mathematics Achievement,Cutting Scores

Student scores on the Florida Comprehensive Assessment Test (FCAT) tests are increasingly being used for administrative purposes. Promotion and placement decisions are largely governed by FCAT performance. Although efforts are made to make the FCAT scores available as soon as possible, for some purposes they are not on hand when needed. Additionally, as the importance of FCAT scores increases, it becomes more desirable to have some kind of early indication of how students are expected to score at each grade level, even before the tests are administered. In response to these growing needs for anticipation of FCAT scores, this paper presents a method for predicting FCAT scores based on the previous year's performance.
Third-Grade Retention in 2004. Research Brief. Volume 0404
Author: Froman, Terry
Date: 2004-11-00
Type: Reports - Evaluative
Subjects: Reading Achievement,Grade Repetition,Grade 3,Educational Policy,Program Effectiveness,Achievement Rating,Program Evaluation,Racial Differences,Economically Disadvantaged,Low Income Groups,Lunch Programs,Eligibility,Limited English Speaking

Beginning in the 2002-03 school year, the revised Florida School Code required 3rd grade students to demonstrate reading proficiency by scoring at level 2 or higher on the reading portion of the Florida Comprehensive Assessment Test (FCAT). If not, the student must be retained, unless exempted from mandatory retention for special circumstances referred to as &quot;good cause.&quot; These new requirements have had considerable impact on the retention rates in M-DCPS. This paper presents a brief look at the 3rd grade retention rates for 2003-04, comparing previous years' rates and subgroups' rates disaggregated by ethnicity, free/reduced lunch status, and English proficiency levels.
The Uses of Local Norms: A Question &amp; Answer Overview. Research Brief. Volume 0406
Author: Froman, Terry
Date: 2005-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Local Norms,Achievement Tests,Test Results,Accountability,Program Descriptions,Research Reports

The purpose of this paper is to promote local norms as a new way of reporting Florida Comprehensive Assessment Test (FCAT) results for Miami-Dade County district. The norms would: (1) show a student's relative standing in the district, and (2) show the student's growth compared to similar students. This paper presents questions about local norms, as well as answers to these questions. Questions include: (1) What are some of the special features of local norms?; (2) How useful are local norms in representing student performance?; (3) What types of measures do local norms provide?; (4) How is the status norm computed?; (5) What is the interpretation of the status norm?; (6) How is this status norm different from the gain norm?; (7) What is the interpretation of the gain norm?; (8) Isn't it possible for a student to have a high status norm and a low gain norm?; (9) Isn't it statistically improper to average percentiles?; (10) Won't the norms change each year?; (11) How will the status and gain norms be made available?; (12) What is the expected value for the average of status norms or gain norms for any group of students?; and (13) If the average gain norm for students taught by a particular teacher was unusually high, would that indicate a very effective teacher?
Older Adults' Motivation to Learn in Higher Education
Author: Lin, Yi-Yin
Date: 2011-06-00
Type: Reports - Research
Subjects: Higher Education,Learning Motivation,Older Adults,Educational Environment,Achievement Need,Educational Gerontology,Individual Development,Adult Learning,Barriers,Semi Structured Interviews,Aptitude Treatment Interaction,Student Attitudes

A limited amount of literature has discussed older adults in formal education, especially their motivations to learn in higher education. This study aims to understand older adults' learning in the context of higher education. Specifically, this study argues that higher education can function as a stimulating learning environment that helps older adults meet their late-life development needs and can lead them toward a meaningful and positive aging experience.
Communication Strategies Used by High School English Language Learners in Multilingual Classrooms
Author: Spromberg, Sarah
Date: 2011-00-00
Type: Reports - Research
Subjects: Communication Strategies,English Language Learners,High School Students,Classroom Communication,Urban Schools,Public Schools,Grade 9,Grade 10,Multilingualism,Coping,Repetition,Code Switching (Language),Group Activities,Video Technology,Observation

In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were then identified in the transcripts using Dornyei and Scott's (1995) taxonomy of communication strategies. It was found that of the 557 communication strategies identified by the researcher, the subcategory of interactional coping devices showed the most frequent use of communication strategies for a total of 47% of all communication strategies used by the participants; within this subcategory, the most frequently occurring were response: confirm, asking for clarification, and response: rephrase. Direct coping devices were also identified with mime, self-rephrasing, and other-repair being the most frequently observed types of communication strategies within this subcategory. Finally, indirect coping devices such as self-repetition, code-switching: L1 structure words, and other-repetition were also observed to be used by the participants. Overall, the findings show that small group work in language classrooms between students who do not share a common L1 provides students with opportunities to use communication strategies to negotiate meaning in an attempt to achieve a mutually comprehensible message. The following are appended: (1) A taxonomy used to identify communication strategies for this study (taken from Dornyei and Scott, 1995); and (2) Data for students who were observed to speak 50 or more words. (Contains 4 tables.)
Integrating ICT in Higher Education: A Case Study of Students with Visual Impairment in the University of Cape Coast, Ghana
Author: Ayebi-Arthur, Kofi
Date: 2009-00-00
Type: Reports - Research
Subjects: Information Technology,Assistive Technology,Visual Impairments,Foreign Countries,Research Design,Educational Experience,Case Studies,Disabilities,Measures (Individuals),Interviews,Observation,Questionnaires,Internet,Computer Centers,Educational Technology,Access to Computers

Disability issues in Ghana are gradually finding space in mainstream discourse. Conceptualising disability issues is challenged with consensus on the determination of parameters; a complex and controversial process. Our research interest is expressed in two objectives: to determine the status of ICT provision at the Centre for SVIs at the University of Cape Coast and to assess how the existing availability of Assistive Technology enable the SVIs to access ICT for academic purposes. Understanding disability and how people with visual impairment learn can be done using different tools or lenses. One such lens or theory that informs this study is the Lewin formula for behaviour. Our premise is that the more stimulating educational experiences, the greater the benefits to the individual and society. The research design used for the study was the descriptive design. Three instruments were used to collect data for the study. These were an observation guide, interview schedules and self-administered questionnaires. It was found that the relationship between student numbers and infrastructure was low. Another hindrance to SVIs' accessibility of ICT was the inadequate numbers of professionally trained personnel to support SVIs in their studies in the computer lab. We recommend that in order to increase the number of computers, a new room should be acquired and used solely as a computer room. In addition, Internet connectivity should be improved in terms of the number of computers and the bandwidth of the connection to speed up research. (Contains 4 tables.)