ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Assessment and Evaluation Activities of Secondary School 9th and 10th Grade Physics Textbooks in Terms of Revised Bloom Taxonomy and Science Literacy Competence Levels: A Sample of Turkey
Author: Turk, Osman
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Grade 9,Grade 10,Student Evaluation,Textbooks,Scientific Literacy,Evaluation Methods,Knowledge Level,Scientific Concepts,Achievement Tests,International Assessment,Secondary School Students,Competence,Science Process Skills,High Schools,Metacognition

The purpose of this research is to examine assessment and evaluation activities of secondary school 9th and 10th grade physics textbooks in Turkey according to the revised Bloom Taxonomy and PISA science literacy competence levels. In this study document review, a qualitative research method was used. Within the scope of the study, assessment tools of 9th and 10th grade secondary school physics textbooks which are recommended by the Ministry of Education (Turkey) to be used in the 2017-2018 academic year were examined. As a result of the study, assessment and evaluation activities of 9th and 10th grade physics textbooks were found to meet generally 1, 2, 3 and 4 levels of PISA Science literacy competence levels. Moreover, when the same activities were examined according to the revised Bloom Taxonomy, the vast majority of the assessment activities are at the factual and conceptual level of the knowledge accumulation dimension, and at the applying and understanding sub-dimensions of the cognitive process dimension.
Back to School, but Not Caught Up. After School Reopenings, Administrators Eager to Tackle Learning Loss Continue to Face Challenges
Author: Destler, Kate
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Achievement Gains,Attendance,Teacher Shortage,Barriers,Acceleration (Education),Teacher Competencies,Data Collection,School Districts,Teaching Methods,COVID-19,Pandemics,School Closing,Administrator Role,Tutoring,Student Projects,Active Learning,Career Development,Instructional Program Divisions,Educational Innovation,Political Issues,Superintendents,Academic Achievement,Teacher Attendance,Faculty Development,Teacher Persistence,Teacher Recruitment,Principals,Board of Education Role,Cooperative Planning

In this report, we update our ongoing research on five school systems to reveal the academic, social, and political challenges posed by the pandemic and what system leaders and their staff are doing to address student learning loss. The report is part of the American School District Panel, a research partnership between the RAND Corporation and the Center on Reinventing Public Education. Key findings include: (1) Student absences and staff shortages have sidelined the adoption of academic acceleration strategies; (2) Districts are working hard to rebuild teacher capacity and collect better data on student performance; (3) Some districts are turning back to familiar instructional strategies developed before the pandemic. Others are offering different types of support for student academic recovery to address learning loss; and (4) The pandemic has changed district priorities and reshaped the work of superintendents and senior administrators. Districts haven't given up on restoring lost learning or improving classroom instruction. But to help students who spent months out of school, they're applying high-dosage tutoring, project-based learning and career-infused education in a piecemeal fashion, rather than pursuing academic acceleration as a comprehensive approach. [For the previous report in the series, &quot;Whack-A-Mole: School Systems Respond to Disrupted Learning in 2021,&quot; see ED618897.]
The Role of Special Education Services in an Equitable Multi-Level System of Supports. Revised
Author: Taylor, Carolyn Stanford
Date: 2022-10-03
Type: Reports - Descriptive
Subjects: Special Education,Educational Quality,Intervention,Instruction,Students with Disabilities,Individualized Education Programs,Delivery Systems,Teacher Qualifications,Student Evaluation,Evaluation Methods,Progress Monitoring,Eligibility,Teacher Role,Regular and Special Education Relationship,Educational Finance,Multi Tiered Systems of Support,Student Needs,Equal Education,Documentation

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social and emotional skills. This report answers questions related to the role of special education services in an equitable multi-level system of supports. The report is organized into four sections: (1) High Quality Instruction and Special Education Services; (2) Delivery and Receipt of Intervention Including Specially Designed Instruction; (3) Strategic Assessment and Collaboration; and (4) Documentation and Funding for Specially Designed Instruction. [This report was prepared by the Wisconsin Response to Intervention (RTI) Center. For the previous version of this report, see ED609668.]
Juveniles in Residential Placement, 2019. Juvenile Justice Statistics: National Report Series Bulletin. NCJ 303593
Author: Hockenberry, Sarah
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Institutionalized Persons,Residential Programs,Delinquency,Adolescents,Young Adults,Public Agencies,Private Agencies,Crime,Children,Racial Differences,Minority Groups,Gender Differences

The Census of Juveniles in Residential Placement (CJRP) is administered biennially and collects information from secure and non-secure residential placement facilities that hold youth who were charged with or adjudicated for law violations. These law violations encompass both delinquency offenses and status offenses. Unless noted otherwise, this bulletin focuses on youth under age 21 who are in residential placement after being charged with or adjudicated for an offense. As used in this bulletin, &quot;youth&quot; always refers to those held for an offense. The CJRP shows that the number of youth in placement continues to decline. Between 1997 and 2019, the number of youth in residential placement decreased 65% to 36,479, its lowest level since the data collection began in 1997 when 105,055 youth were held in out-of-home placement. The decrease in the number of youth held for an offense in public facilities was slightly less than the decrease in the number held in private facilities during the same time period (down 64% and 68%, respectively). The number of public facilities decreased 18% between 1997 and 2019, compared with 65% for private facilities. [Written with assistance from Charles Puzzanchera. For the 2017 report, see ED609091.]
Mentoring Youth. In Focus. NCJ 253045
Author: Ryan, Liz
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Youth,Mentors,Juvenile Justice,Delinquency Prevention,Drug Addiction,Narcotics,At Risk Persons,Program Descriptions,Delinquency

The Office of Juvenile Justice and Delinquency Prevention (OJJDP) invests in mentoring programs and services to help ensure positive outcomes for youth. Successful mentoring relationships have been shown to increase youth's self-esteem, improve academic achievement, and steer them away from delinquency, substance use, and other high-risk behaviors. The Office works with its partners to boost mentor recruitment, enhance mentor-mentee matches, and increase the number of youth who have mentors. From 2017 through the first half of 2021, OJJDP's programs recruited nearly 143,000 new mentors and served more than 971,000 youth nationwide. Diverse populations of youth benefit from OJJDP's mentoring programs, including those impacted by opioids and drug addiction, youth in rural communities, American Indian and Alaska Native youth, children of parents on active military duty, and children of incarcerated parents.
Road to Recovery: Improving Substance Use Disorder Services in Milwaukee County
Author: Henken, Rob
Date: 2022-11-00
Type: Reports - Research
Subjects: Substance Abuse,County Programs,Addictive Behavior,Alcohol Abuse,Drug Abuse,Services,Adults,Intervention,Program Improvement,Prevention,Health Education,Clinics

According to the Wisconsin Department of Health Services (DHS), Wisconsin ranked third in the nation in 2019 in the percentage of adults who said they had engaged in binge drinking in the past month (21.9%). The situation is equally alarming when it comes to other forms of substance use disorders. According to DHS, between 2014 and 2020, Wisconsin had 6,845 drug overdose deaths. Most involved opioid overdoses (5,338), but multi-drug overdoses (some of which included opioids) were the second most common cause of deaths in that period (3,101), followed by heroin, cocaine, and methamphetamines. Milwaukee County's Behavioral Health Services (BHS) has led efforts to combat substance use disorders in the county for decades, serving as both a direct service provider and as a coordinator of services provided by dozens of community agencies. BHS' Community Access to Recovery Services (CARS) program manages the division's wide range of integrated mental health and substance abuse services, administering a full array of supportive and recovery-oriented services to more than 10,000 Milwaukee County residents each year. This report provides greater clarity on the substance use disorder (SUD) service provision landscape in the county with an eye toward identifying service gaps and priorities for new investment. Dozens of interviews with officials and staff from BHS, community-based providers that are part of its service network, private health system leaders, and other stakeholders. [The Milwaukee County Behavioral Health Services (BHS) commissioned and underwrote this report. Additional support from Advocate Aurora Health. For the executive summary, see ED624661.]
Road to Recovery: Improving Substance Use Disorder Services in Milwaukee County. Executive Summary
Author: Wisconsin Policy Forum
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Substance Abuse,County Programs,Addictive Behavior,Alcohol Abuse,Drug Abuse,Services,Adults,Intervention,Program Improvement,Prevention,Health Education,Court Litigation,Financial Support,Clinics

This is the executive summary for the report, &quot;Road to Recovery: Improving Substance Use Disorder Services in Milwaukee County.&quot; The challenges associated with alcohol and substance use disorders (SUDs) in Wisconsin and Milwaukee County are well-documented and severe. Milwaukee County's Behavioral Health Services (BHS) has led efforts to combat these challenges in the county for decades, both as a direct service provider and as a coordinator of services provided by dozens of community agencies. BHS now has an opportunity to fortify its programming and amplify its leading role in the overall county-wide effort to effectively address SUD prevention, treatment, and recovery. Wisconsin stands to receive more than $400 million as part of a national legal settlement related to opioid abuse with several major drug distribution and manufacturing companies, and Milwaukee County expects to receive more than $70 million from those payments. The county also may be able to access significant funding amounts to support its SUD programming from other new federal sources. To ensure that these substantial infusions of resources are spent wisely and effectively, BHS leaders approached the Wisconsin Policy Forum in late 2021 for assistance in enhancing understanding of the SUD provider landscape in the county--both for itself and for other stakeholders and the general public. This report is the outcome of that effort. [For the full report, see ED624660.]
Expecting to Teach Affects Learning during Study of Expository Texts
Author: Guerrero, Tricia A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Teaching Methods,Science Instruction,Peer Teaching,Expectation,Reading Comprehension,Outcomes of Education,Memory,Learning Activities,Grade 7,Grade 8,Undergraduate Students,Multiple Choice Tests,Grade 10,Grade 11,Prior Learning,Instructional Materials

Past research has suggested that there may be benefits in learning from expository science text when students study with the expectation that they will need to teach another student. The present experiments were designed to extend prior work by testing if an effect would be seen on both immediate tests (similar to those used in most prior studies) as well as delayed tests (which are important for demonstrating long-term learning of material). The experiments also tested if an effect would be seen when learning outcomes were measured using questions testing memory for the text and questions testing comprehension from the text. And, the experiments explored if effects would be seen for a text written below grade level (Experiment 1) versus at an appropriate grade level (Experiment 2). Across both experiments, results supported that expecting to teach improved learning outcomes even at a delay, and improved both memory and comprehension from expository texts. Further, analyses of the notes taken during study indicated that expecting to teach may be causing participants to engage more with the text during study. Taken together, these results suggest that expecting to teach may be a useful activity for supporting durable learning from expository texts. [This paper was published in &quot;Journal of Educational Psychology&quot; v113 n7 p1281-1303 2021 (EJ1318759).]
Critical Infrastructure Protection: Additional Federal Coordination Is Needed to Enhance K-12 Cybersecurity. Report to Congressional Requesters. GAO-23-105480
Author: Hinchman, David B.
Date: 2022-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Computer Security,Information Security,Government Role,Improvement,Incidence,Laws,Guidance,Computer Networks,Computer System Design,Coordination,Educational Policy

The COVID-19 pandemic forced schools across the nation to increase their reliance on IT to deliver educational instruction to students. This amplified the vulnerability of K-12 schools to potentially serious cyberattacks. The US Government Accountability Office (GAO) was asked to review cybersecurity in K-12 schools. The objectives of this report are to: (1) determine what is known about the impact of cyber incidents; and (2) determine the extent to which key federal agencies coordinate with other federal and nonfederal entities to help K-12 schools combat cyber threats. To do so, GAO analyzed publicly reported K-12 cyber incidents and related documentation. In addition, GAO identified law and federal guidance that establish roles and responsibilities for coordinating K-12 cybersecurity. GAO also interviewed officials from federal agencies and selected state-level and local-level school-related organizations on the impact of cyber incidents and level of federal cybersecurity support received.
Google Meet as a Video Conferencing Tool during COVID-19 in Online Foreign Language Education Context
Author: Karatas, Tuçe Öztürk
Date: 2021-12-00
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Technology Uses in Education,COVID-19,Pandemics,Electronic Learning,Second Language Learning,Distance Education,College Second Language Programs,College Students

Corona Virus Disease or known as COVID-19 has had a profound impact that has spread among every cycle of educational context in a short period of time. In the wake of the COVID-19 outbreak, foreign language education, which was one of those affected cycles of educational context, had to be conducted by quitting physical settings, and the new normal was changed into working or studying from home. In the emergency circumstances in the pandemic, failure of education and losing social relationships were the most common types of threat experienced by all stakeholders such as students, teachers and educators. However, with the help of video conferencing tools, those threats were easily overcome. Thus, in foreign language education online synchronous lessons, classes and meetings became the new routine. This means in the age of lockdowns due to COVID-19, video conferencing tools helped people stay connected. One of those platforms used for foreign language teaching and learning was Google Meet. Driven by this perspective, the objective of the present study is to document the positive aspects of Google Meet by thematically analyzing the related literature. For the data collection phase of this qualitative descriptive study, the three words - &quot;Google Meet&quot;, &quot;language education&quot; and &quot;COVID&quot;- were searched by using Google Scholar, and among the results, the three studies indexed in Web of Science were selected for analysis. The following seven themes were generated by the thematic analysis of the three studies on Google Meet in foreign language education context: Google Meet (1) is easy to access, (2) aids the transition from face to face to online teaching, (3) acts an effective and efficient synchronous tool for online foreign language education, (4) is user-friendly, (5) reduces the fear factor during the pandemic, (6) provides a safe environment, and (7) mediates real-time communication and interaction. The results of this study are thought to provide contributions for efficient and effective use of video conferencing tools for online foreign language education. [This paper was published in: &quot;Proceedings of the 7th International Mardin Artuklu Scientific Researches Conference: Social Sciences and Humanities,&quot; edited by Omer Gokhan Ulum and Hendri Hermawan Adinugraha, Farabi Publishing House, 2021, pp. 112-18.]
Conceptualizing Benefits of Zoom for Online Foreign Language Education during the COVID-19 Pandemic
Author: Tuncer, Hülya
Date: 2021-12-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Second Language Instruction,School Closing,Online Courses,Distance Education,Videoconferencing,Program Effectiveness,Educational Environment,Synchronous Communication,Educational Technology

The COVID-19 pandemic has deeply affected all aspects of life, including the foreign language teaching contexts. Universities and schools abandoned classrooms and moved into online education settings. During immediate lockdowns which brought physical distancing, terms like &quot;online&quot;, &quot;virtual&quot;, and &quot;distant&quot; education started to dominate language teaching and learning. Universities and related institutions tried to ease the immediate transition from face-to-face education to online platforms while students and teachers began working from their homes. Educational institutions have taken advantage of various online synchronous platforms to quickly find an alternative way for face-to-face classes in the COVID-19 pandemic. One of those platforms that have been extensively used during these emergency circumstances is Zoom which is a video conferencing and online meeting service for both individual and group classes. Within this frame, this qualitative descriptive study aims to conceptualize the benefits of Zoom as a synchronous tool for online foreign language education at tertiary level during the COVID- 19 pandemic. In order to reach the objective, first the related literature on three specific words &quot;Zoom&quot;, &quot;language education&quot; and &quot;COVID-19&quot; was concentrated by using Google Scholar search engine. Then, in order to limit the studies, the researchers focused on the ones indexed in the Web of Science. Thus, a total of four theoretical and empirical studies were collected and inductively analyzed. This inductive analysis revealed five main themes; Zoom (1) embodies beneficial functions and tools for educational contexts, (2) mediates the transition from face-to-face education to online education, (3) creates a psychologically comfortable atmosphere for online education, (4) provides synchronous interaction, communication and cooperation, and (5) helps develop foreign language skills. Additionally, based on these themes and the relevant literature on the benefits of Zoom, the researchers uncovered the associations among these five themes to conceptualize the actions and processes of forming the positive contributions of Zoom on foreign language teaching and learning during the COVID-19 pandemic. [This paper was published in: &quot;Proceedings of the 7th International Mardin Artuklu Scientific Researches Conference: Social Sciences and Humanities,&quot; edited by Omer Gokhan Ulum and Hendri Hermawan Adinugraha, Farabi Publishing House, 2021, pp. 104-11.]
A Longitudinal Study of Language Learning Strategy Use by Prep Year EFL Students
Author: Ates, DIlek
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Longitudinal Studies,Learning Strategies,Second Language Learning,Measures (Individuals),English (Second Language),Second Language Instruction,College Preparation,Correlation,Comparative Analysis,Language Proficiency,State Universities,Undergraduate Students,Student Attitudes,Foreign Countries

This research attempts to add to the existing literature of language learning strategy uses by advancing our understanding of what language learning strategies (LLS) are preferred by learners who were given a one-year English education at two state universities and to find out whether strategy uses were directly related to being successful in language learning. A total of 286 students filled out a questionnaire called Strategy Inventory for Language Learning (SILL), participated in the study. For deeper information 6 students from each university were asked to answer interview questions. It also aimed at discovering what strategies the students mostly preferred and whether there were any changes in strategy choices at the end of the learning program. The results of the study showed that there is a significant relationship between students' language learning strategy use and language learning levels. In addition, in the pre-test post-test comparison applied to see the possible effect of the preparatory education, it was observed that there was a positive increase in the use of language learning strategies by the students at the end of the preparatory education. Based on the results, the study is expected to contribute to the theory behind language teaching and learning in Turkey. Keywords: Language proficiency, Learning strategies, Preparatory education, University students, Turkish learners. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 89-102.]