ethanporcaro/eric-fulltext-meta huggingface dataset:
2022 Student Success and Retention Benchmarks: For First-Year, Second-Year, and Transfer Students at Four-Year Private and Public Institutions
Author: Ruffalo Noel Levitz (RNL)
Date: 2022-00-00
Type: Reports - Research
Subjects: Academic Achievement,School Holding Power,Academic Persistence,Benchmarking,Undergraduate Students,College Transfer Students,College Credits,Academic Probation

Find insights into college student persistence, progression, and retention with this benchmark report, taken from a survey of college and university officials. These benchmarks can help your institution compare your outcomes for first-time-in-college (FTIC) students as well as transfer students. This report features 12 key benchmarks in three major categories: (1) Term-to-term persistence benchmarks for first-year, second-year, and transfer students; (2) Progression benchmarks to that compare credit hours attempted versus credit hours completed for terms one and two; and (3) Fall-to-fall retention benchmarks for first-time-in-college students and transfer students. [For the 2020 report, see ED606632.]
Primary School Mathematics Leaders&apos; Actions That Facilitate Effective Mathematics Planning and Support Teachers&apos; Professional Learning
Author: Driscoll, Kerryn
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Elementary School Teachers,Leadership,Cooperation,Mathematics Instruction,Educational Improvement,Educational Planning,School Support,Foreign Countries,Interpersonal Relationship,Mathematics Curriculum

All teachers of mathematics aim to provide productive learning experiences that cater for students in their care. The planning of effective and engaging mathematics lessons is complex and requires expertise. In a larger study survey data, observations and interviews were used to investigate the ways in which School Mathematics Leaders supported teachers to learn. This paper reports results from case study research and focuses on the actions of one School Mathematics Leader during planning meetings. Findings highlight a range of supportive actions, which included developing constructive working relationships with teachers, fostering knowledge of mathematical content and curriculum and facilitating collaborative team planning.
SVO Word Order Errors in English-Arabic Translation
Author: Sado Al-Jarf, Reima
Date: 2007-06-00
Type: Journal Articles
Subjects: Word Order,Error Patterns,Translation,Arabic,Syntax,Semantics,Pragmatics,Incidence,Connected Discourse,English (Second Language),College Students,Majors (Students),Foreign Countries

An error corpus of deviant SVO structure was collected from the translation projects of students majoring in translation. Syntactic, semantic, pragmatic and discoursal criteria were used to judge the deviations. Percentages of interlingual and intralingual errors, the syntactic contexts in which subjects were misplaced, the strategies used to impose SVO order, and areas of L1 inadequate competence will be reported. Implications for increasing students' awareness of the pragmatic, discoursal and syntactic constraints in translating SVO structures will be provided.
The Writing Side
Author: Costa, Lara-Jeane
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Reading Skills,Writing Skills,Definitions,Models,Intervention,Skill Development,Cognitive Processes,Writing Instruction,Reading Difficulties,Writing Difficulties,Elementary Secondary Education

This chapter is a companion to Chapter 2 in this text, &quot;The Reading Side.&quot; As such, a brief overview of the contemporary findings pertaining to written expression will be presented. This will include a brief discussion of definitional issues, two key conceptual models for written expression, underlying cognitive functions, and related intervention approaches. In addition, a major section devoted to the writing-reading connection is provided, with preliminary findings from the North Carolina Writing Skills Development Project being presented to address this interrelationship. [This chapter was published in: &quot;Teaching Reading and Writing: Improving Instruction and Student Achievement,&quot; edited by Brett Miller, et al., Brookes Publishing, 2013, pp. 21-33.]
&quot;It Has the Same Numbers, Just in a Different Order&quot;: Middle School Students Noticing Algebraic Structures within Equivalent Equations
Author: Hunter, Jodie
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Mathematics Instruction,Mathematics Skills,Thinking Skills,Number Systems,Task Analysis,Student Evaluation,Algebra,Foreign Countries,Mathematics Curriculum,Learning Processes

In this paper, we explore student solutions to a free response mathematical assessment task which had opportunities for students to notice structural properties in the context of number systems. In total, 308 students aged between 10 years to 13 years participated in the study. Their responses were analysed to determine whether they noticed algebraic structures in a task using equivalent equations. Findings indicate that students were able to recognise equation pairs that drew on both the associative and distributive properties. A limited number of students were able to notice the general structure and draw on number properties to support their claims, moving beyond using algorithmic thinking.
Impact of Listening Pedagogy on Mathematics Teacher Thinking during Lesson Study
Author: Latife, Aneesah
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Lesson Plans,Listening Skills,Thinking Skills,Faculty Development,Teaching Methods,Teacher Attitudes,Case Studies,Foreign Countries,Educational Objectives

Listening is involved in daily school activities, but its importance is often overlooked and underestimated. Good teaching practices evolve from telling to listening in order to understand the needs of the student. In this paper, lesson study, a form of teacher professional development, is used as a contextual platform for developing the practice of listening pedagogy. The findings suggest that lesson study provided a conducive and favourable context for the learning of listening pedagogy. At the same time, it also allowed for rich teacher learning to take place which had an impact on teacher beliefs that contributed to the thinking of listening pedagogy.
The Student&apos;s Reader; Containing Brief but Comprehensive Instructions and Suggestions on Reading; with a Large Number of Choice Selections in Prose and Poetry
Author: Edwards, Richard, Comp.
Date: 1877-00-00
Type: Historical Materials
Subjects: Textbooks,Poetry,Prose,English Instruction

In this textbook an attempt has been made to bring together as much, and as great a variety, of choice literature as a book of this size could contain. Great care has been taken to secure pieces of positive merit in all respects, and to admit only such. This textbook is intended to furnish the higher classes in schools with a pleasing variety of reading matter that is at once instructive, interesting, and in good taste. It is called the &quot;Student's Reader,&quot; from a desire to emphasize the idea that the reading lesson ought to be studied. [This book was illustrated and explained by numerous historical, biographical and critical notes.]
Emergent Bilinguals with Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis
Author: Taboada Barber, Ana
Date: 2022-01-00
Type: Reports - Research
Subjects: Bilingualism,Reading Comprehension,Reading Difficulties,Comparative Analysis,Longitudinal Studies,Elementary School Students,Oral Language,Word Recognition,Second Language Learning,Achievement Tests,Reading Tests,Intelligence Tests,Verbal Ability,Vocabulary,Executive Function,Spanish,English (Second Language)

This study centered on Dual Language Learners (DLLs) with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2-4, including both DLLs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that DLLs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of DLLs and EMs alike. Altogether, the study extends research on DLLs with S-RCD by identifying variables beyond oral language that may account for their difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Further, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both DLLs and EMS. [This paper was published in &quot;Journal of Learning Disabilities&quot; (EJ1321498).]
Parent Expectations for Youth with Intellectual Disability and Autism Compared with Other Youth. Think College Fast Facts. Issue No. 33
Author: Choiseul-Praslin, Belkis
Date: 2022-00-00
Type: Reports - Research
Subjects: Parent Attitudes,Intellectual Disability,Autism Spectrum Disorders,Expectation,Parent Aspiration,Students with Disabilities,Independent Living,Young Adults,Financial Support,Individualized Education Programs

This publication shares findings from a secondary analysis of the National Longitudinal Transition Study (NLTS) 2012 dataset, looking specifically at parent expectations for students with intellectual disability and autism and compared them to those of students in other disability groups. Specifically, parent expectations around living and financial independence were examined. Findings of this study are in line with those from previous studies, showing that parents of students with intellectual disability and autism have lower expectations for their children post-school than parents of other students in other disability groups.
An Analysis of Common Errors in EFL Writing among Albanian and Montenegrin Upper High School Students
Author: Dedushaj, Dorentina
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,High School Students,English (Second Language),Second Language Learning,Writing Evaluation,Writing Difficulties,Error Analysis (Language),Indo European Languages,Student Attitudes,Student Characteristics,Writing Skills

This study focuses on the writing errors of Albanian and Montenegrin high school EFL students. The research will focus on identifying the EFL students' writing errors and investigating the students' perception regarding their exposure to English Language writing. The instruments used for the collection of the data were a questionnaire and an essay examination. The participants of the research were 100 students from &quot;Beco Bašic&quot; High school located in Plav, Montenegro, and &quot;Džafer Nikocevic&quot; High school, located in Gusinje, Montenegro, where classes are held in two languages, Albanian and Montenegrin. The method which was used to obtain the data was Stratified sampling.
The Dog Crusoe: A Tale of the Western Prairies. Alta Edition
Author: Ballantyne, R. M.
Date: 1800-00-00
Type: Historical Materials
Subjects: Novels,Geographic Regions,United States History

This adventure novel is a story about the journey of a dog named Crusoe and his young master as they travel through the Western prairies.
Elements of Zoology. Appletons&apos; Science Text-Books
Author: Holder, Charles Frederick
Date: 1885-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,Science Education

This textbook is intended for schools and academies of all grades to present in concise and plain language, and in the light of the latest research and investigation, the life histories of the various groups that constitute the animal kingdom. The common names of orders and families are in every case followed by the scientific term, for the convenience of the instructor or advanced student.
Paid Employment of Transition-Age Youth with Intellectual Disability and Autism Compared with Other Youth. Think College Fast Facts. Issue No. 32
Author: Choiseul-Praslin, Belkis
Date: 2022-00-00
Type: Reports - Research
Subjects: Employment Level,Intellectual Disability,Autism Spectrum Disorders,Students with Disabilities,Secondary School Students,Late Adolescents,Individual Differences,Federal Legislation,Individualized Education Programs

Employment is one of the most significant markers of independence and success for a person. One's ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment rate for youth and adults with a disability remains markedly lower than their peers without a disability. Our understanding of national employment trends and outcomes for youth with disabilities has been heavily informed by the National Longitudinal Transition Study (NLTS) and NLTS2, with data gathered in 1987-1991 and 2001-2009 respectively. The National Longitudinal Transition Study 2012 (NLTS 2012) dataset offers an updated look at employment of youth in 7th-12th grade with data gathered in 2012-2013. Using the NLTS 2012 data, we examined employment in the past 12 months of youth with intellectual disability (ID) and autism (collectively referred to here as ID/A) compared to other populations of youth with and without disabilities.
The Logic and Utility of Mathematics, with the Best Methods of Instruction Explained and Illustrated. National Series of Standard School Books
Author: Davies, Charles
Date: 1860-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Military Schools

This textbook is an analysis of the system of mathematical instruction which has been steadily pursued at the United States Military Academy over a quarter of a century and which has given to that institution its celebrity as a school of mathematical science. The book covers logic as science and art, mathematical science, and the utility of mathematics. [For the 1851 published version of this book, see ED620491.]
Perceptions of the Role of Primary Mathematics Leaders
Author: Copping, Kate
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Mathematics,Leadership Training,Teacher Leadership,Teacher Role,Mathematics Teachers,Elementary School Teachers,School Culture,Expertise,Faculty Development,Teacher Attitudes

Primary mathematics leadership has become a focus for improving the teaching of mathematics within Australian primary schools. Much of the training and support for those in the role have concentrated on content knowledge, rather than leadership training. There are currently no guidelines or standards in place to support the complex and multi-faceted roles and responsibilities of primary mathematics leaders. This paper reports on the initial stage of a research project examining how primary mathematics leadership is conceptualised and experienced. It reports on survey findings regarding teachers and leaders' understanding of primary mathematics leadership.
Sectoral Training at Community Colleges: A Model for Postsecondary Career and Technical Education
Author: Tessler, Betsy L.
Date: 2022-04-00
Type: Reports - Research
Subjects: Community Colleges,Models,Job Training,Labor Force Development,School Business Relationship,Administrator Attitudes,Teacher Attitudes,Employer Attitudes,Partnerships in Education,Experiential Learning,Career Readiness,Community College Students,Vocational Education

This brief highlights lessons from the City Colleges of Chicago (CCC) Centers of Excellence model, which has redesigned each of the system's seven campuses as a &quot;college-to-career center&quot; and consolidated academic programs in high-demand industries at particular campuses. The model incorporates features of sectoral training programs, which prepare people for quality jobs in specific industries and occupational clusters--sectors of the labor market--where there is strong local demand and the opportunity for career advancement. Evidence from studies of similar sector-focused training models outside of the community college setting suggests that the Centers of Excellence model could be a promising one for other large community colleges systems to emulate, and that it could even have important lessons for smaller systems and stand-alone community colleges. In a system in which each college focuses on a single sector or cluster of related sectors, colleges can be more responsive to employers, become the central point of contact for employers in a given sector, and, in the process, help ensure that students will obtain the skills and education that employers need and that will lead to good jobs with opportunities for career growth. This brief presents lessons from semistructured interviews conducted in 2021 with CCC faculty and staff members, employers, and community partners at two of the seven colleges in the system: Harry S Truman College and Richard J. Daley College. CCC administrators recommended that researchers focus on these two colleges because they represent two variations of the model: one Center of Excellence focus that is capital-intensive and one that is not. These qualitative research data were analyzed systematically to address the following primary research questions: (1) In what ways does the Centers of Excellence model help colleges deepen their knowledge of an industry and its needs??How, if at all, does the model facilitate connections with employers, industry associations, and public workforce agencies or help develop work-based learning opportunities for students; (2) How is the Centers of Excellence model put into operation in colleges??In what ways does it inform the development of career trajectories, services, and other forms of support provided to students in specific industries? and (3) What are the strengths of the Centers of Excellence model and what aspects could be further strengthened? What lessons does the Centers of Excellence model offer for other colleges and systems?
Preparing Job-Embedded Primary Mathematics Specialists to Lead in Australian Schools
Author: Lomas, Laurinda
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Teachers,Inservice Teacher Education,Expertise,Leadership Training,Leadership,Pedagogical Content Knowledge,Self Esteem,Elementary School Mathematics

The description &quot;primary mathematics specialist&quot; has become more frequently used in Australia in the past 10 years, suggesting sustained interest in deepening teacher expertise. Despite this, there is limited contextual research about how to prepare in-service teachers for such roles, and the organising structures needed to facilitate their progress. This paper describes background and emerging insights from a project offering sustained and supported learning experiences for in-service teachers to become primary mathematics specialist teachers in and across their school. Curriculum and contextual experiences designed around a theoretical framework of leadership development implemented over 2 years are described. Early insights include the &quot;priming&quot; influence of an extended focus on mathematical content and pedagogical knowledge on participants' confidence to lead others, and the benefits of being explicit about enabling structures that promote sustainable growth and change.
Intergenerational Economic Mobility of Need-Based Financial Aid Recipients in Washington: Evidence from Three Years after Postsecondary Graduation
Author: Kwakye, Isaac
Date: 2022-11-00
Type: Reports - Research
Subjects: Social Mobility,Occupational Mobility,Economic Factors,Income,College Graduates,Education Work Relationship,Outcomes of Education,Student Financial Aid,Need Analysis (Student Financial Aid),Wages,Family Income,Postsecondary Education,Labor Market

A postsecondary degree is widely promoted as a great intergenerational economic equalizer for individuals born into disadvantaged economic circumstances. Yet, there is little empirical evidence documenting the extent that this may be true and whether people from all racial and ethnic, and language backgrounds are benefitting equally. We provide a rare glimpse of this by reporting the patterns of economic mobility for Washington residents who received need-based financial aid and graduated with an associate or bachelor's degree from a public postsecondary institution in Washington. To provide insights, we match wage records from Washington's Unemployment Insurance program with financial aid records that report parental family income. The matching of data allows us to directly compare the annual wages of adult children in the third year after postsecondary graduation to their parents' family income. The findings from our descriptive analysis are promising and show that need-based aid and postsecondary degrees offer a path towards economic mobility for Washingtonians.
Enhancing Freshman Students&apos; Performance with Online Reading and Writing Activities
Author: Al-Jarf, Reima
Date: 2013-04-25
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Reading Skills,Writing Skills,College Freshmen,Foreign Countries,Reading Instruction,Writing Instruction,Student Attitudes,Electronic Learning

The present study investigates the effectiveness of integrating RCampus in EFL freshman classrooms in developing EFL students' reading and writing skills. Two groups of freshman students majoring in translation participated in the study. Before instruction, pretest results showed no significant difference between the experimental and control groups in their reading and writing skills in EFL (English as a foreign language). Both groups received traditional in-class instruction that depended on the textbook, completed the same chapters, did the same exercises and took the same quizzes. In addition, the experimental group received online instruction using RCampus (www.rcampus.com), an open source Online Course Management System. RCampus has as a discussion forum, ePortfolio for each student, i-Rubrics, course documents, a message center and other tools. The experimental group received online reading and writing extension activities. Each week discussion threads that required the students to search for information, read extra material and respond to questions in writing were posted. The students were free to post their own book summaries, discussion threads and comment on each other's posts. The instructor served as a facilitator. She provided feedback and individual help. At the end of the semester both groups were post-tested and their scores compared to find out the effect of using a combination of online reading and writing activities using RCampus on the students' reading and writing skills development. The students answered a post-treatment questionnaire to find out how they felt about RCampus and their online learning experience. Results will be reported in detail.
The Philosophy of Natural History
Author: Smellie, William
Date: 1840-00-00
Type: Historical Materials
Subjects: Philosophy,Science Education,Textbooks

This textbook is a course on philosophy of natural history. The book is arranged arranged under general heads; that, in each of these divisions, the known facts, as well as reasonings, should be collected and methodized in the form of regular discourses; that as few technical terms as possible should be employed; and that all the useful and amusing views arising from the different subjects should be exhibited in such a manner as to convey both pleasure and information. An explanation of scientific terms is included. This edition has been updated with an introduction by John Ware.