ethanporcaro/eric-fulltext-meta huggingface dataset:
Employing a Three-Phase Design-Based Research Methodology for Expanding Student Teachers&apos; Language-Related Literacy Practices in an Egyptian Pre-Service English Education Programme
Author: Abdallah, Mahmoud
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Literacy Education,Epistemology,Comparative Analysis,Teaching Methods,Web Based Instruction,Educational Resources,Student Teachers,Communities of Practice,Blended Learning,Masters Programs,Instructional Design

The chapter reports on a case of a research study that investigates the possibility of expanding Egyptian pre-service EFL student teachers' language-related literacy practices by integrating some web-based new literacies into their education programme. After an overview of the rationale, objectives, and research problem, a detailed argument is provided to rationalise the choice of DBR for the purposes of the study based on some epistemological considerations, and to explain why it has been preferred to other prominent research methodologies (eg, experimental design, interpretivist research, and action research). Moreover, a special focus is given to pragmatism as a basis of DBR. This is followed by a review of the specific design-based research (DBR) methodology employed (i.e., a three-stage research framework): (1) the preliminary phase, which acts as a theoretical and empirical foundation; (2) the prototyping phase of two iterations; and (3) the assessment/reflective phase presenting a final design framework for expanding EFL student teachers' language-related literacy practices. My main focus here is on the three-phase research design and the procedures followed in the prototyping phase to highlight DBR as a process, and thus provide readers with a practical, contextual example of how DBR can be employed in reality by doctoral students. [This chapter was published in &quot;Educational Design Research -- Part B: Illustrative Cases,&quot; edited by T. Plomp and N. Nieveen, Enschede, the Netherlands: SLO, 2013, pp. 927-946.]
Higher Education Matters: A Statewide Strategic Agenda for Kentucky Postsecondary Education, 2022-2030
Author: Kentucky Council on Postsecondary Education
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Postsecondary Education,Educational Planning,Strategic Planning,Educational Quality,Accountability,Educational Objectives,Equal Education,Educational Attainment,Enrollment,Paying for College,Costs,Student Financial Aid,College Readiness,Access to Education,College Transfer Students,Success,Talent Development,Educational Benefits

This agenda is Kentucky's plan to create a more inclusive, innovative higher education system that serves students of all ages, backgrounds, and beliefs. It reaffirms the goal for 60% of Kentucky adults to have a postsecondary credential by the year 2030 and builds on unprecedented gains in degree production over the last decade. It responds to the suggestions and concerns of hundreds of Kentuckians--higher education faculty and administrators, K-12 educators, board members, legislators, employers and others--who worked with the Kentucky Council on Postsecondary Education on its development. Based on trend analysis, research and stakeholder feedback, this agenda identifies the strategic priorities that will focus efforts over the next decade, with equity as a cross-cutting priority. They are: affordability, transitions, success, talent, and value. [For the previous report, &quot;Stronger by Degrees: A Plan to Create a More Educated &amp; Prosperous Kentucky. 2016-2021 Strategic Agenda for Postsecondary and Adult Education,&quot; see ED572271.]
Louisiana Comprehensive Literacy Plan, 2021
Author: Louisiana Department of Education
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Literacy,Educational Policy,State Policy,State Legislation,Educational Legislation,Guidance,Educational Objectives,Literacy Education,Intervention,Faculty Development,Family Involvement,Evidence Based Practice,State Departments of Education,Best Practices,State Action,Educational Planning,Statewide Planning

This Louisiana Comprehensive Literacy Plan contains the following sections: (1) Louisiana's Literacy Pillars; (2) Literacy Data from the Fall 2020 Assessment Reports; (3) Literacy Mission and Goal; (4) Early Literacy Commission (ELC) Recommendations; (5) Louisiana Believes We Can Achieve Improved Literacy Outcomes; (6) Current Legislation Impacting Louisiana Literacy; (7) Louisiana State Literacy Actions; and (8) School System Literacy Guidance.
The Urban Gorontalese Language Choice and Language Attitudes, and Implications for Language Maintenance in the Region of Gorontalo Province
Author: Kadir, Rahmawaty
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Urban Areas,Language Usage,Malayo Polynesian Languages,Foreign Countries,Language Attitudes,Native Language,Language Maintenance,Cultural Influences,Identification (Psychology),Educational Policy,Indigenous Populations,English (Second Language)

In a multilingual society like Indonesia, people often utilize multiple languages, each for different purposes. Their language choice might indicate their attitudes towards each language (Romaine, 2017). This study investigates language choice and language attitudes among the Gorontalese, who reside in the Gorontalo province of Indonesia. Urban Gorontalese (n=331) from different age groups, genders, and educational backgrounds participated in an online sociolinguistic survey. The survey explored the following: language use of English, Bahasa Indonesia, and Gorontalo language in different domains, and language attitudes for each. Descriptive statistical analysis showed that Bahasa Indonesia was used predominantly in many different domains by 85.8% of Gorontalese. Only 39.5% of the participants can create some phrases and simple sentences in Gorontalo language. The study also discovered that most Gorontalese have positive attitudes towards their mother tongue. More than half of the participants agreed about the importance of: (1) knowing and using their local language, (2) maintaining and teaching the language to their children, (3) acknowledging the language as a part of their identity, and (4) keeping their language alive. This study also described the implications of the community language choices and language attitudes towards the maintenance of the Gorontalo language and drew into question Indonesia's language education policy, a law that is still imposed even after signing the United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP).
Kansas Family Guide to Continuous Learning
Author: Ediger, Leadell
Date: 2020-03-00
Type: Guides - General
Subjects: School Role,School Closing,COVID-19,Pandemics,Family School Relationship,Partnerships in Education,Communication (Thought Transfer),Attendance,Special Education,Nutrition,Child Care,Electronic Learning,Anxiety,Student Evaluation

Along with many areas around the world, Kansas is experiencing an expanding outbreak of respiratory illness caused by a novel coronavirus (COVID-19). This virus can spread from person-to-person and the number of confirmed cases is growing. The resources in this guide are intended to help families, caregivers, and the community understand the school's role during closure and its commitment to students and families.
Evidence Regarding the Domains of the CLASS PreK in Head Start Classrooms
Author: Gordon, Rachel A.
Date: 2020-03-00
Type: Reports - Research
Subjects: Preschool Education,Low Income Groups,Federal Programs,Factor Structure,Classroom Environment,Early Intervention,Family (Sociological Unit),Children,Experience,Surveys,Achievement Gains,Social Emotional Learning,Scoring,Evaluation Methods,Intelligence Tests,Verbal Ability,Vocabulary,Achievement Tests,Classroom Communication,Receptive Language,English,Spanish,English (Second Language),Second Language Learning,Language Proficiency,Factor Analysis

The standard scoring of the CLASS PreK produces three domain scores that are widely used in research, practice and policy. Despite these domains being based on developmental theory and research, limited empirical evidence exists for the three-domain structure as operationalized in the CLASS PreK. Using the 2009 and 2014 Head Start Family and Child Experiences Surveys (FACES), we estimated a series of exploratory and confirmatory bifactor and traditional factor analyses to produce evidence regarding this structure and possible alternatives in nationally representative samples of Head Start classrooms. Replicating and extending the small set of prior factor analytic studies, we found alternative factor structures fit equally well or better than the standard structure in both FACES 2009 and 2014 as well as problems with estimation and fit of a bifactor structure of general and specific factors proposed by the CLASS PreK developers. Across all domain structures, associations with children's academic and social-emotional gains during the Head Start year were uniformly small and generally non-significant. Our findings encourage future refinements of the CLASS PreK and continued development of new measures to better operationalize its conceptually-motivated domains. [The paper was published in &quot;Early Childhood Research Quarterly&quot; v53 p23-39 Mar 2020.]
Navigating Next
Author: Kansas State Department of Education
Date: 2021-03-09
Type: Guides - Non-Classroom
Subjects: Futures (of Society),Educational Change,School Safety,Guides,Educational Practices,Elementary Secondary Education,Decision Making,Money Management,Student Evaluation,Social Emotional Learning,Academic Support Services,Family School Relationship,Equal Education,Strategic Planning,COVID-19,Pandemics,Federal Legislation,Federal Aid

The goal of &quot;Navigating Next&quot; is to support school systems by providing concise, prioritized guidance for effectively and successfully completing the 2020-2021 school year while simultaneously planning and preparing for the start of the 2021-2022 school year. Additionally, &quot;Navigating Next&quot; supports districts in determining options for the use of federal Elementary and Secondary School Emergency Relief (ESSER) funds, scheduled to be expended by September 2023. &quot;Navigating Next&quot; builds on previous guidance, &quot;Navigating Change: Kansas' Guide to Learning and School Safety Operations&quot; (ED618749), a key resource for school systems as they implement instructional and operational practices. This guidance document provides concise and actionable guidance to school districts, including considerations for addressing urgent issues that schools should prioritize between now and the end of May 2021.
Impact of Missing Data on Rasch Model Estimations
Author: Soysal, Sümeyra
Date: 2016-11-00
Type: Journal Articles
Subjects: Research Problems,Data Analysis,Item Response Theory,Test Items,Difficulty Level,Sampling,Evaluation Criteria,Error of Measurement,Sample Size

This study aims to investigate the effect of methods to deal with missing data on item difficulty estimations under different test length conditions and sampling sizes. In this line, a data set including 10, 20 and 40 items with 100 and 5000 sampling size was prepared. Deletion process was applied at the rates of 5%, 10% and 20% under conditions of completely missing at random (MCAR) and missing at random (MAR) data structures in these full data sets. Pursuant to deletion process, values were assigned through regression and mean imputation methods being among missing data methods. The method of leaving the missing data blank (non-imputation) was also examined. In Rasch model, CML, JML and Pairwise estimations of item difficulty parameter were evaluated in comparison with parameters estimated from full data sets. To this end, RMSE was used as an evaluation criterion. At the end of the research, the least amount of estimation errors was obtained in JML method of Rash model than CML and Pairwise methods and it was found that Pairwise method had similar performance as CML method. It was found that errors in the estimations obtained through three different estimation methods among the methods to deal with missing data increased as missing data rate increased, and decreased as sample size increased. In a big sampling, non-imputation of missing data and regression-based estimations offered good results under many conditions as missing data rate increased. It was found that test length affected CML and Pairwise estimations among missing data imputation methods under many conditions.
Facilities Guide. Updated
Author: Kentucky Department of Education
Date: 2022-02-00
Type: Guides - General
Subjects: Vocational Education,Educational Facilities,Educational Facilities Planning,Educational Facilities Design,Educational Facilities Improvement,Space Utilization,Curriculum,Intellectual Disciplines,Secondary Education,School Personnel,Secondary School Students,Classroom Design

Kentucky Administrative Regulation 705 KAR 4:231, general program standards for secondary career and technical education (CTE) programs, states that all CTE facilities shall be of adequate size to accommodate the work of their respective program(s). The material within this resource guide is designed to aid school administrators, teachers, boards of education, advisory committees, and architects who share responsibility in the planning and equipping of a facility for CTE programs. This guide should be used in the construction of new facilities and/or the renovation of existing facilities. [This report was produced by the Kentucky Department of Education's Office of Career and Technical Education.]
Policy Analysis on the Conduct of Off-Campus Activities in Selected Local Universities and Colleges in the Province of Bulacan
Author: Legaspi, Francis P.
Date: 2020-02-19
Type: Reports - Research
Subjects: Educational Policy,Policy Analysis,Foreign Countries,Higher Education,Field Trips,Guidelines,Colleges,Universities,Certification,Student Transportation,Compliance (Legal),Academic Freedom

This study aims to evaluate the involvement of the selected Local Universities and Colleges in Bulacan in the formulation of the policies and guidelines on fieldtrips as well as the level of awareness on the said policy, challenges arise, the alternative policy and recommendations propose. In line with Commission on Higher Education released a memorandum that contains the policies and guidelines or requirements to attain in conducting off -- campus activities of Higher Education Institution. The descriptive method was used by the researcher in order to identify the alternative policy or guidelines that can be implemented to enhance the policy and guidelines of fieldtrip and proposed recommendation in order to provide better alternative to the policy of CHED on conducting fieldtrip. The respondents of the study were limited to 33 faculty and administrators from five selected Local Universities and Colleges in Bulacan are as follows Norzagaray College (9), Bulacan Polytechnic College (6), Baliuag Polytechnic College (6), Pamantasang Dalubhasaan ng Marilao (6) and Meycauayan College (6). The finding shows that 15 (45.45 percent) faculty and administrators were never involved in Identifying any special requirements for participation on the trip - special skills, fitness, certification - as well as any hazards or dangers on the trip or at the site that might affect the health and safety of the participants. 63.64 percent of the faculty and administrators were always ensures the provision of the allowable capacity of the vehicle/s used and its holistic implementation of objectives of the activity. The data shows that 78.79 percent faculty and administrators were always have a report of compliance duly signed and checked by the administrators and approved by authorized representative of HEI as a means of evaluation. Commission on Higher Education Memorandum No. 63, s. 2017 known as Policies and Guidelines on Local Off-Campus Activities states that CHED recognizes the academic freedom of the HEls in promoting quality education for the continuing intellectual growth, the advancement of learning and research, and the education of high level professionals while enriching historical and cultural heritage through the conduct of off-campus activities as part of the curriculum.
The Interaction of Worked-Examples/Self-Explanation Prompts and Time on Algebra Conceptual Knowledge
Author: McGinn, Kelly M.
Date: 2017-07-00
Type: Reports - Research
Subjects: Algebra,Mathematics Instruction,Problem Solving,Concept Formation,Mathematical Concepts,Misconceptions,Cues,Intervention,Teaching Methods

Success in Algebra I often predicts whether or not a student will pursue higher levels of mathematics and science. However, many students enter algebra holding persistent misconceptions that are difficult to eliminate, thus, hindering their ability to succeed in algebra. One way to address these misconceptions is to implement worked-examples and self explanation prompts, which have been shown to improve students' conceptual knowledge. However this effect seems to be greater after a delay. The current study sought to explore such time-related effects on algebra conceptual knowledge. In a year-long random-assignment study, students either studied worked-examples and answered self-explanation prompts (n = 132) or solved typical isomorphic problems (n = 140). A three-way mixed ANCOVA (pre-algebra knowledge x condition x time) found a significant condition by time effect. The growth of algebra conceptual knowledge was greater for students studying worked-examples than for those solving typical problems.
Navigating Change: Kansas&apos; Guide to Learning and School Safety Operations
Author: Kansas State Department of Education
Date: 2021-01-00
Type: Guides - Non-Classroom
Subjects: Guidance,School Safety,COVID-19,Pandemics,Blended Learning,School Districts,Educational Quality,Educational Change,Distance Education,Conventional Instruction,Teaching Methods,Educational Policy,Preschool Education,Kindergarten,Student Evaluation,Records (Forms),Access to Education,Equal Education,Competency Based Education,Educational Practices,Futures (of Society),Strategic Planning

This guidance document was created to help support schools as they begin to formulate their plans for re-entry into the 2020-2021 school year. The purpose of this document is not to prescribe what schools should do, but rather what considerations and discussions should happen in schools as they plan to support their students and communities as they navigate the uncharted waters of providing a quality education during the COVID-19 pandemic. The guidelines are written in a manner that can be useful across the district, but adaptable to a district's specific circumstances. Throughout this document there are three learning environments that are referenced: (1) On-site Learning Environment: students and teachers will be in school with or without social distancing practices put into place; (2) Hybrid Learning Environment: students would be spending part of their time in the classroom and part of their time learning remotely from home; and (3) Remote Learning Environment: students would be doing all of their learning from home and not entering the school building at all.
Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools
Author: Rudasill, Kathleen Moritz
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Rural Schools,Program Effectiveness,Kindergarten,Preschool Children,Preschool Teachers,Intervention,Personality Traits,Classroom Environment,Social Development,Conflict,Student Behavior

Children's relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher-child relationships are predicated, in part, on children's temperament. The &quot;INSIGHTS into Children's Temperament&quot; intervention was intended to improve children's and teachers' understanding of their and others' temperament, and has been shown to improve children's social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effectiveness of INSIGHTS for promoting positive relationships between teachers and children in kindergarten. Two cohorts of kindergarten students (N = 127) and teachers (N = 30) were randomized into INSIGHTS or control conditions by school. Teachers reported on the quality of the teacher-child relationship before and after the INSIGHTS intervention (Time 1 and 2) using the Student-Teacher Relationship Scale: Short Form and provided a rating of children's temperament with the Teacher School-Age Temperament Inventory at Time 1. Data were analyzed with hierarchical linear modeling. Two significant findings emerged. First, INSIGHTS promoted more closeness between teachers and children, regardless of temperament. Second, the INSIGHTS intervention was protective against the development of conflictual teacher-child relationships for children with negative reactivity.
Report of the Public Higher Education Systems Coordinating Committee. Submitted to the Joint Standing Committee on Education and Cultural Affairs and Governor Janet T. Mills
Author: Malloy, Dannel
Date: 2021-02-15
Type: Reports - Evaluative
Subjects: Community Colleges,Higher Education,Public Colleges,Access to Education,Dual Enrollment,High School Students,COVID-19,Pandemics,College Attendance,Credentials,Adult Learning,Institutional Cooperation,Shared Resources and Services,Integrated Learning Systems

Public Law 2015, Chapter 261 created the Public Higher Education Systems Coordinating Committee to recognize more formally the importance of cooperative efforts between Maine's two public systems of higher education. The Committee is comprised of the Chancellor of the University of Maine System (UMS), the President of the Maine Community College System (MCCS), and the chairs of both systems' Boards of Trustees. The Committee meets at least two times per year and is charged with promoting efficiency, cooperative effort, and strategic planning between the University of Maine System (UMS) and the Maine Community College System (MCCS). This annual report, the Coordinating Committee's sixth, documents the myriad collaborative efforts underway in 2020 across the two systems to meet the educational needs of Maine citizens and the workforce requirements of Maine's employers while being good fiscal stewards of the investments in their respective institutions by tuition and taxpayers. It details how the two systems are working in close partnership with each other and, through MaineSpark, a statewide coalition of organizations, to increase the higher education attainment rate in Maine so that by 2025, 60% of Maine adults will hold postsecondary education and workforce credentials that position them and Maine's economy for success. [For the 2019 report, see ED604238.]