ethanporcaro/eric-fulltext-meta huggingface dataset:
Gauging Good Stewardship: Is California Adequately and Equitably Investing in Its Public School Facilities?
Author: Vincent, Jeffrey M.
Date: 2022-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,School Districts,Educational Facilities,Investment,School District Spending,Educational Policy,Financial Policy,Educational Equity (Finance)

Public school districts across California struggle to upkeep and modernize their school facilities. For many districts, aging inventory, coupled with limited capital funding opportunities, has led to school facilities with ballooning deferred maintenance problems and classrooms that do not appropriately support modern instructional practices. These realities also work against California's priorities for high quality, equitable education, childhood health, racial justice, and climate resiliency. In this paper, we investigate adequacy and equity of investment in California's public school facilities. By using a standards-based framework to understand patterns of investment levels, we gauge the likely &quot;good stewardship&quot; of these physical school assets. We look at both &quot;maintenance &amp; operations&quot; (M&amp;O) spending and capital investment by local K-12 public school districts across the state for the years 2009-2019.
Educator Effectiveness. Topical Brief
Author: Region 5 Comprehensive Center
Date: 2022-08-23
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Academic Achievement,State Policy,Educational Policy,State Aid

This topical brief compares selected state policies related to educator effectiveness that have been enacted in Kentucky, Tennessee, Virginia, and West Virginia. The brief also includes examples of projects R5CC and state leaders in Tennessee and West Virginia are implementing to increase educator effectiveness.
Entrepreneurship Competence in Vocational Education and Training. Case Study: Italy. Cedefop Research Paper. No 88.
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Outcomes of Education,Entrepreneurship,Educational Policy,Competence,Secondary Education,Postsecondary Education,COVID-19,Pandemics,Educational Technology,Electronic Learning,Teaching Methods,Teacher Education

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Italy. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the pilot research of Cedefop's study &quot;Entrepreneurship competence in VET.&quot; It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and the forthcoming final report.
Building a State Equity Strategy. White Paper
Author: Scott, Stacy L.
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Equal Education,Strategic Planning,Educational Resources,Race,COVID-19,Pandemics,Racial Differences,Access to Education,Outcomes of Education,Organizational Development,Individual Development,Instructional Leadership,Teaching Methods,School Districts,Educational Change,Decision Making,Best Practices,School Administration,Self Evaluation (Groups),Postsecondary Education,Elementary Secondary Education,Attendance,Discipline Policy,Educational Legislation,Federal Legislation,Human Resources,Scoring Rubrics,Faculty Development,Student Diversity

Even though equity has become a hot topic, the pathway to making it a reality has not necessarily become clear. The national agenda on race, racial equity, and dealing with COVID-19 has pushed the challenge of equity to the front and center for schools. This pressurized moment in history has raised important questions: (1) What are the steps to an effective equity journey? and (2) What are the standards and targets to guide the pursuit of equity outcomes? What are the conditions for success in an effective, equitable district? What are the capacities and practices of equitable leaders and practitioners? This paper will highlight a few resources that may be helpful and will refer to many others. There are multitudes of resources available today to support equity development on a personal, organizational, institutional, and societal level. [The paper was prepared with the Center for Understanding Equity.]
Criterion Validity of the Early Communication Indicator for Infants and Toddlers
Author: Greenwood, Charles R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Federal Legislation,Students with Disabilities,Educational Legislation,Equal Education,Measures (Individuals),Language Skills,Progress Monitoring,Total Communication,Infants,Toddlers,Individualized Family Service Plans,Decision Making,Communication Skills

The Early Communication Indicator (ECI) is a progress monitoring measure designed to support intervention decisions of the home visitors and early educators who serve infants and toddlers. The present study sought to add to the criterion validity claims of the ECI in a large sample of children using measures of language and preliteracy not previously investigated. Early Head Start service providers administered and scored ECIs quarterly for infants and toddlers in their caseload as part of standard services. In addition, a battery of language and early literacy criterion tests were administered by researchers when children were 12, 24, 36, and 48 months of age. Analyses of this longitudinal data then examined concurrent and predictive correlational patterns. Results indicated that children grew in communicative proficiency with age, and weak to moderately strong patterns of relationship emerged that differed by ECI scale, age, and criterion measure. The strongest positive patterns of relationships were between Single Words and Multiple Words and the criterion at older ages. Gestures and Vocalizations established a pattern of negative relationships to the criterion measures. Implications for research and practice are discussed. [This article was published in &quot;Assessment for Effective Intervention&quot; (EJ1263844).]
What Is Thematic Progression in Students&apos; Essay? Revision of Systemic Literature Review
Author: Wan Jusoh, Wan Nur Aida Sakinah
Date: 2022-00-00
Type: Journal Articles
Subjects: Essays,Writing Improvement,Writing (Composition),Writing Evaluation,Text Structure,Connected Discourse,Paragraph Composition,Form Classes (Languages),Writing Research

This literature review looked at relevant research articles published in reputable journals from 2018 to 2022 to try to shed light on the areas: (1) Implications of using thematic progression pattern to improve the coherence and unity of student essays; and (2) The effects of thematic problems using the thematic progression approach in the student's essay. Even though thematic progression has been studied a lot, it is still interesting to see how much scholars have looked into it, especially in the context of the second and foreign language. The previous studies had consistently confirmed the following results: (1) thematic progression contributes to the coherence and cohesion quality of student essays; (2) problematic thematic progression in student essays includes the emergence of the brand-new theme, overuse of constant pattern, empty rheme or undeveloped rheme, double rheme, intervening material between rheme, incomplete of the clause, subsequent thematization, confusing selection of textual theme, empty themes, themes with undefined reference and thematization of rheme and lack of thematic progression &amp; loosely thematic flow. For further research, other researcher can make a review article who emphasis on thematic progression in the aspect of various fields, genres of text or non-academic texts produced by students to look the cohesive and coherent aspects of the student's writing.
Early Childhood Care and Education (3-6 Years) and the Role of Traditional Games: An Exploratory Study of Jammu and Kashmir
Author: Gul, Showkeen Bilal Ahmad
Date: 2023-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Young Children,Games,Folk Culture,Traditionalism,Child Development,Personality Development,Motor Development,Language Acquisition,Cognitive Development,Social Development,Emotional Development,Foreign Countries,Physical Development

Education is a lifelong endeavour that starts in the womb and lasts until death. It helps the individual to develop full potential by allowing to control the environment of his/her own successful life and living. The foundation of education begins in one's very early childhood and lays the foundation for later stages of educational progression. Nowadays, a growing number of children in early childhood spend a great deal of time in playing electronic games rather than traditional games. Parents and educators are concerned about the current trend because they strongly believe that traditional child games develop more skills than modern electronic or video games. A traditional game can be beneficial in all aspects of early childhood development, including physical or motor, social-emotional, moral, cognitive, and linguistic development. The present study aims at illustrating the importance of traditional Kashmiri games in ensuring the balanced development of children's personalities. The data used were taken from the books, personal sources, journal articles, newspapers, websites, government records, etc. which is mainly qualitative in nature. The results showed that traditional games can have a positive effect on children's motor, linguistic, cognitive, social, and emotional development.
Is Coronavirus-19 Phobia of Sports Science Students a Barrier to Their Levels of Physical Activity in &quot;Controlled Normalization&quot;? A Cross-Sectional Study
Author: Güler, Melek
Date: 2022-12-00
Type: Journal Articles
Subjects: College Students,Sports Medicine,Physical Activity Level,COVID-19,Pandemics,In Person Learning,Hygiene,Disease Control,Health Behavior,School Safety,Body Composition,Immunization Programs,Hospitals,Classroom Environment

COVID-19, which affects the world, undoubtedly seems to have affected university students who receive applied education. Sports Science students continue their sports training within the mask and distance rules by switching to face-to-face teaching during the normalization period. This study aimed to reveal whether the physical activity levels of Sports Science students were affected by Coronavirus-19 phobia after switching to face-to-face training. 432 (female; 152, male; 280) university students from Sports Sciences attended the research. Data from the participants were collected using the Coronavirus-19 Phobia Scale and the International Physical Activity Questionnaire-Short Form (IPAQ-SF). The independent sample and Mann-Whitney U test, One-Way, and two-way ANOVA test (Post hoc Tukey) were used in the data analysis. According to the results, the 'psychological' sub-dimension scores of the participants, an increase in body mass index, not doing sports, reducing the vaccine dose, spending COVID-19 in the hospital, and wearing a mask in practical classes increase. In addition, those who wear masks in applied lessons have higher 'somatic,' 'social,' and 'economic' sub-dimension scores. Females' coronavirus-19 phobia, 'psychological' and 'economic' sub-dimensions, and total scale scores are higher than males. Consequently, with the increased physical activity levels of Sports Science students, coronavirus-19 decreases phobia scores.
2012-2013 TELL AISD Staff Climate Survey. District Report. DRE Publication #12.43
Author: Austin Independent School District (AISD)
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Work Environment,School Districts,Elementary Secondary Education,Kindergarten,Teacher Attitudes,Academic Achievement,Faculty Mobility,Teacher Persistence,Teaching Conditions,Instructional Leadership,Time Management,Faculty Development,Educational Resources,Educational Facilities,Teaching Methods,Student Behavior,Classroom Techniques,School Community Relationship,Teacher Administrator Relationship

The Teaching, Empowering, Leading and Learning (TELL) AISD Survey provides information about school conditions from those whose views matter most--educators. The survey addresses a variety of issues related to student achievement and staff retention. This report summarizes results from the 2012-2013 school year.
Dual Language Program Staff Survey, Spring 2013. DRE Publication 12.39 RB
Author: Brunner, Josie
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Teacher Attitudes,Bilingual Education Programs,Faculty Development,Alignment (Education),Educational Resources,Instructional Materials,School Districts,Elementary School Students,Kindergarten,Grade 1,Grade 2,Spanish,Second Language Learning,Second Language Instruction,English (Second Language),Principals,Administrator Attitudes,Program Improvement,Program Effectiveness

AISD staff's top three suggested priorities for the Dual Language (DL) program in 2013-2014 were: professional development opportunities, program alignment, and increased availability of materials and resources.
Career and Technical Education: College Readiness and Cost-Effectiveness, 2012-2013. DRE Publication 13.24 RB
Author: Pazera, Carol
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Vocational Education,College Readiness,Cost Effectiveness,Expenditures,Scores,Economically Disadvantaged,Hispanic American Students,High School Seniors

The cost-effectiveness of the CTE program continued to improve in 2012-2013. The percentage of college-ready CTE seniors increased over the previous year, and expenditures declined. Seniors' college readiness rates did not differ by CTE status.
A New Direction for Assessing English Learners in the Secondary Grades
Author: Heritage, Margaret
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Secondary School Students,Student Evaluation,Language Acquisition,Accountability,Evaluation Methods,Formative Evaluation,Summative Evaluation,Portfolio Assessment,Self Evaluation (Individuals)

The purpose of this paper is to provide background for the vision statement, &quot;An Argument-based Framework for Valid and Actionable Assessment for English Learners in Secondary Grades.&quot; We begin by identifying the problem we intended to address in the vision statement for an assessment framework. This is followed by a discussion about the perspective on language development that underpins the assessment framework and its consequences for assessment. After a consideration of the assessment principles that guided the development of the framework, we propose an approach to assessment which should be the major focus for educators since it will be actionable for the everyday development of English Learners' potential. Finally, we suggest some possible new directions for accountability assessments.
A Vision for Using an Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments for English Learners in Secondary Grades. Brief I: Perspective on Language Development
Author: Heritage, Margaret
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Secondary School Students,Student Evaluation,Evaluation Methods,Language Acquisition,Models,Instructional Effectiveness

The Comprehensive Assessment System (CAS) Framework presents a vision for a system of assessments for English Learners in secondary grades that brings assessment closer to the classroom and fully involves teachers in assessment development and validation. The CAS Framework is intended to signal a new and equitable direction and to provoke reflection and debate among all those concerned with improving outcomes for English Learners. This brief describes the perspective on language development for secondary-grade English Learners that underpins the CAS Framework and notes its implications for assessment. [For Brief II, see ED626109; Brief III, see ED626110; and Brief IV, see ED626111.]
A Vision for Using An Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments for English Learners in Secondary Grades. Brief II: An Argument-Based Approach to Validity
Author: Heritage, Margaret
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Secondary School Students,English Language Learners,Student Evaluation,Models,Validity,Evaluation Methods,Persuasive Discourse

The Comprehensive Assessment System (CAS) Framework presents a vision for a system of assessments for English Learners in secondary grades that brings assessment closer to the classroom and fully involves teachers in assessment development and validation. The CAS Framework is intended to signal a new and equitable direction and to provoke reflection and debate among all those concerned with improving outcomes for English Learners. This brief describes the argument-based approach to validation proposed in the Framework. [For Brief I, see ED626108; Brief III, see ED626110; and Brief IV, see ED626111.]
A Vision for Using an Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments for English Learners in Secondary Grades. Brief III: Inverting the Assessment System
Author: Wylie, Caroline
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Secondary School Students,Student Evaluation,Student Improvement,Models,Evaluation Methods,Formative Evaluation,Summative Evaluation

The Comprehensive Assessment System (CAS) Framework presents a vision for a system of assessments for English Learners in secondary grades that brings assessment closer to the classroom and fully involves teachers in assessment development and validation. The CAS Framework is intended to signal a new and equitable direction and to provoke reflection and debate among all those concerned with improving outcomes for English Learners. This brief describes the inverted approach to the assessment system adopted in the CAS Framework. [For Brief I, see ED626108; Brief II, see ED626109; and Brief IV, see ED626111.]
A Vision for Using an Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments for English Learners in Secondary Grades. Brief IV: Using a Community of Practice Approach to Evaluate the Validity Argument for Classroom-Based Assessment
Author: Wylie, Caroline
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Secondary School Students,Student Evaluation,Evaluation Methods,Communities of Practice,Models,Validity,High Stakes Tests,Evidence Based Practice

The Comprehensive Assessment System (CAS) Framework presents a vision for a system of assessments for English Learners in secondary grades that brings assessment closer to the classroom and fully involves teachers in assessment development and validation. The CAS Framework is intended to signal a new and equitable direction and to provoke reflection and debate among all those concerned with improving outcomes for English Learners. This brief describes the approach to validating assessments included in the CAS. [For Brief I, see ED626108; Brief II, see ED626109; and Brief III, see ED626110.]
An Investigation on University Physics Education in Bangladesh
Author: Sikder, Md. Kabir Uddin
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Graduate Students,Physics,Majors (Students),Educational Resources,School Activities,Student Interests,Attention,Student Research,Expectation,Student Attitudes,Educational Quality,Student Experience

The present work has revealed an inside story of university physics education in Bangladesh. The four large autonomous universities in the country were chosen to get the real reflection of physics education to perform this investigation. Sophomores, juniors, seniors, and master's students were the participants randomly selected from these four universities at the same time of education years 2013-2014. The number of participants from each year of each university was twenty physics students, and the sample size was 320. The same questionnaire about academic resources and activities in the physics departments was used in the survey. The investigation has revealed that the theoretical results of the secondary and higher secondary students were very good but obtained without complete understanding. About 64% of students study physics against their intention as they were interested in engineering or medical courses, though the interests were not their own in every case. Many of the physics students were not attentive enough to the academic activities in the department. Many students were interested in physics research without proper awareness and induction about research. In addition, teachers were not fully engaged in the department to make the students capable of understanding and learning physics independently. As a result, only 14% of the students were consistent in their opinions and had good confidence about the promising future for physics education and research in Bangladesh. However, devoted quality teachers, students with a substantial interest in physics, and the necessary resources are required to improve physics education.
Exploring the Compelling Rationale to Include Programming in the K-12 Curriculum
Author: Aljameel, Iman H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Computer Science Education,Programming Languages,Programming,Curriculum Development,Computation,Thinking Skills,Educational Change,Educational Strategies,Educational Benefits

This study aims to conduct a literature review to explore the justification for including programming and coding in K-12 curricula. Additionally, it considers the value of teaching computational thinking and programming principles, pedagogical strategies, and the advantages and drawbacks of teaching programming to young students. Most studies acknowledge that programming courses effectively motivate and engage students and achieve learning objectives. However, research reveals that teachers lack the skills to teach programming, and even seasoned educators may find it challenging to develop and implement the necessary pedagogical strategies. Researchers recommend using frameworks based on sociocultural theories of learning, increased resources and training, student-centered instruction, and lowering teacher workload, which has led various nations to re-evaluate their curricula. Finally, the review concludes by suggesting the need for more research on how teaching and learning programming affects learning in other academic disciplines.
Any Given Child Creative Learning Initiative: Results from the November 2013 Creative Learning Initiative Survey. Publication Number # 13.20RB
Author: Wang, Crystal
Date: 2014-02-00
Type: Reports - Research
Subjects: Teacher Attitudes,Creative Activities,Faculty Development,Teacher Workshops,Facilitators (Individuals),Art Education,Educational Strategies,Teaching Methods,Elementary School Teachers,Middle School Teachers,High School Teachers,School Districts,Feedback (Response),Outcomes of Education,Teacher Characteristics,Teaching Experience

The November 2013 Creative Learning Initiative Survey was designed to gather participants' feedback about the arts-based instruction workshop that took place in November, the facilitator(s) of that workshop, the participants' implementation of the arts-based instruction, and the impact of the workshop on their students and their own professional growth. Staff from the McCallum and Travis vertical teams participated in the Creative Learning Initiative. Staff from 22 of the 24 campuses participated in the November Creative Learning Initiative workshop, and staff from all 24 campuses participated in the survey. [The Creative Learning Initiative is made possible through the collaboration of MINDPOP, The City of Austin, Austin Independent School District, and The Kennedy Center.]