ethanporcaro/eric-fulltext-meta huggingface dataset:
Views of Pre-Service Biology Teachers on Structured Grid
Author: Dasdemir, ikramettin
Date: 2016-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Biology,Alternative Assessment,Evaluation Methods,Foreign Countries,Content Analysis,Knowledge Level,Student Evaluation,Questionnaires,Case Studies

Research was carried out to identify pre-service biology teachers' views on &quot;structured grid&quot;, one of the alternative assessment and evaluation tools available to teachers. A questionnaire form, consisting of four open-ended questions, was used as a data collection tool. Changes were made to the questionnaire to take into account the opinions of two faculty members and two teachers. The sampling of the study consisted of 29 pre-service biology teachers enrolled on a teacher training course at the Education Faculty at Ordu University during the 2014-2015 academic year. A case study was utilized in the study. The data obtained were examined by means of inductive content analysis. Based on the findings obtained from the open-ended questionnaire, the pre-service biology teachers stated that the use of structured grid, one of the alternative assessment and evaluation tools, in a biology course would contribute towards improved learning of the subject and would have a positive effect on the identification and elimination of misconceptions. Moreover, it was found that it eliminated students' weaknesses, raised students' curiosity and facilitated teachers' work. It allowed subjects to be taught in a fun way, it enabled student participation and it provided learning retention. Moreover, the findings highlighted that teachers did not adequately use alternative assessment and evaluation tools that these activities were not included in the course books to a sufficient degree and that teachers wanted to use these activities. It was suggested at the end of the study that all the teachers working for the Ministry of National Education should be introduced to alternative assessment and evaluation tools and that they should also be given in-service training on how to use them and how to evaluate students with these tools. Another finding of the study revealed that pre-service teachers must acquire knowledge, skills and understanding of alternative assessment and evaluation tools and activities in their educational process.
Lexical Collocations (Verb + Noun) across Written Academic Genres in English
Author: Ordem, Eser
Date: 2016-00-00
Type: Journal Articles
Subjects: Phrase Structure,Grammar,English (Second Language),Second Language Learning,Semantics,Computational Linguistics,Psycholinguistics,Verbs,Nouns,Correlation,Statistical Analysis,Academic Discourse,Health Sciences,Physical Sciences,Social Sciences,Journal Articles,Electronic Publishing,Second Language Instruction,English,Teaching Methods

The dominance of syntactic studies in linguistics has caused lexis and grammar to be perceived as two distinct categories. With introduction of the paradigm of cognitive linguistics, the studies in syntax have been replaced by those in lexis and concepts. Semantics has come to the fore through the studies in cognitive linguistics, and there has been a trend from syntactic studies to lexical ones. In addition to research in cognitive linguistics, construction grammar has also emphasized the continuum between lexis and grammar. With the emergence of corpus linguistics, the studies regarding the continuum between lexis and grammar have gained momentum, and thus studies of collocations have been theorized. Early studies of collocations have focused on only lexis and disregarded grammar. However, in the process, the studies have also incorporated grammar as well, and this view supports the idea that each word has its own grammatical properties. Therefore, lexis and grammar should be studied on the same continuum because there is a continuum between these two categories rather than a discontinuum. Within the framework of this paradigm, this study focused on verb+noun lexical collocations across the health, physical and social sciences in the written academic genre and analyzed these lexical collocations through the frequency and chi-square analysis. The study aimed to search for commonalities and differences between the verbs with their collocations. The results showed that there were more similarities and relationship between the health and physical sciences, while the social sciences indicated a significant difference compared to the other two. The study found 165 common verbs used across the three sciences. 12 verbs among the 165 verbs were found to be candidate's verb+noun lexical collocations as prototypes.
Analysis of the Occurrence of &quot;Applications/Replications&quot; in Ten Published Papers
Author: Fahy, Patrick J.
Date: 2017-01-09
Type: Journal Articles
Subjects: Replication (Evaluation),Educational Research,Research Problems,Publications,Incidence

&quot;Application&quot; or &quot;replication&quot; research, already rare, is diminishing in both quantity and quality, for a variety of reasons (&quot;How science goes wrong,&quot; 2013; &quot;For my next trick,&quot; 2016). In this study of &quot;replications&quot; and &quot;applications,&quot; 351 papers that included a reference to any one of ten of the author's papers published between 2001 and 2007 (the &quot;child&quot; papers) were examined. A total of seventeen instances of &quot;application/replication&quot; by other researchers (the relative rarity already a finding) of some element, processes, procedures, instruments, or findings, of one of the author's &quot;parent&quot; papers were found, about 5% of the total 351 original parent papers. No self-replications by the author were studied. The findings showed that, of the small number of replications, three (less than 18% of the total) were &quot;exact&quot; replications, five (about 29%) were &quot;partial,&quot; and nine (about 53%) were &quot;conceptual&quot; only (&quot;investigating the same construct but with different methods and measures&quot;; Jones, Derby, &amp; Schmidlin, 2010). All of the replications reported were based on &quot;positive&quot; or &quot;neutral&quot; views of the parent paper, none were based on a &quot;negative&quot; view, potentially problematic, it was concluded, if one of the goals of replication is to identify weaknesses or mistakes in previous work. Another finding was that, after publishing in this area, a minority of authors published another paper on a related topic in the same area at least once in the future. The paper concluded with a call for greater acceptance and valuing of &quot;application/replication&quot; research in general, and of disagreements (and therefore corrections of concepts) among practitioners, by researchers, publishers, editors, reviewers, and authors.
Advanced Course Enrollment and Performance in Washington State: Comparing Spanish-Speaking Students with Other Language Minority Students and English-Only Speakers. REL 2017-220
Author: Hanson, Havala
Date: 2017-01-00
Type: Reports - Research
Subjects: Advanced Courses,Enrollment Trends,Academic Achievement,Spanish Speaking,Language Minorities,English,Comparative Analysis,Native Speakers,Course Selection (Students),English Language Learners,Grade Point Average,Standardized Tests,Scores,Student Characteristics,Bilingual Students,High School Students

Students who take advanced courses in high school are more likely to enroll and persist in college. This report describes patterns in advanced coursetaking among three groups of students in Washington state: Spanish-speaking students, other language minority students whose primary or home language is not Spanish, and English-only speakers. This study examined four research questions: (1) How many advanced courses do Spanish-speaking students, other language minority students, and English-only speakers in Washington state take per school year, and how does this vary by English learner student status?; (2) How much does prior academic performance, as measured by grade point average and state standardized test scores from the previous school year, account for differences in advanced course enrollment across groups?; (3) How do the grades earned in advanced courses compare among Spanish-speaking students, other language minority students, and English-only speakers, and how do grades vary by English learner student status?; and (4) How does the number of advanced courses offered vary between schools with a high percentage of Spanish-speaking students and schools with a low percentage of Spanish-speaking students? It finds systemic gaps in both course enrollment and performance for Spanish-speaking students, regardless of their English learner status. Other language minority students take more advanced courses than do English-only speakers. When other language minority students become English proficient, they perform in advanced courses as well as or better than English-only speakers do. Accounting for differences in students' prior grade point average and state standardized test scores in math and reading explains most, but not all, of the gaps in advanced course enrollment and performance. The findings can help local and state policymakers improve education outcomes for Spanish-speaking students and may suggest areas for future research. Data and methods are appended.
Equality and Quality in U.S. Education: Systemic Problems, Systemic Solutions. Policy Brief
Author: O'Day, Jennifer A.
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Equal Education,Educational Quality,Outcomes of Education,Educational Change,Academic Achievement,Poverty,Low Income Students,Minority Group Students,Public Education,Educational Strategies,Community Services,School Community Relationship,Educational Policy,Accountability,Citizen Participation

Recent passage of the federal Every Student Succeeds Act (ESSA), coupled with recognition of rising inequality in American society, has rekindled debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. This paper enters that debate with a vision and an argument for realizing that vision, based on lessons learned from 60 years of education research and reform efforts. The central points covered draw on a much more extensive treatment of these issues published in 2015. The aim is to spark fruitful discussion among educators, policymakers, and researchers. [This brief is a condensed version of a recently published book chapter titled &quot;Quality and Equality in American Education: Systemic Problems, Systemic Solutions&quot; that was published in &quot;The Dynamics of Opportunity in America: Evidence and Perspectives&quot; by Irwin Kirsch and Henry Braun (Springer, 2016), which includes a more extensive treatment of the issues discussed here.]
Applying Human Capital Performance Bonds to Career and Technical Education
Author: Becker, Stacy
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Human Capital,Vocational Education,Investment,Educational Finance,Financial Support,Bond Issues,Incentives,Human Services,Mathematics Education,Career Academies,High Schools

Profound demographic and technological changes are upon us, changes that pose new and evolving challenges requiring fresh approaches from virtually every sector and system. Education is no exception. As fiscal pressures grow, federal, state, and local governments are cutting back where they can, often in human service budgets. Ironically, these same human services, funded appropriately, could help remedy public budget imbalances over the long run and produce social change. Social impact investing is a strategy for financing human service providers who produce services that generate economic value to society. This report profiles Human Capital Performance Bonds (HUCAP), a form of social impact investing piloted in Minnesota, which uses state bonds to finance high-return social service programs. It includes an overview of five conditions necessary for a deal to be transacted and explores possible applications of HUCAP to career and technical education.
Best Practices in Nutrition Education for Low-Income Audiences
Author: Baker, Susan
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Nutrition Instruction,Best Practices,Low Income Groups,Program Design,Teacher Characteristics,Teacher Education,Program Evaluation,Program Implementation

The Food and Nutrition Service (FNS) identified a need for a comprehensive set of best practices in nutrition education for low-income audiences for the Supplemental Nutrition Assistance Program (SNAP) educational projects, including SNAP-Ed. A comprehensive list of best practices would promote consistency and efficacy in program planning, implementation, and evaluation. In addition, the use of best practices increases confidence that education efforts will result in positive nutrition and health-related behavior changes. Colorado State University (CSU) researchers were charged with identifying best practices, and then involved an expert panel. Seven panel members were chosen based on their experience with nutrition education of low-income populations as program leaders, program implementers, and researchers at universities and public health organizations. Best practices were also substantiated from a review of the research literature. Twenty-eight best practices within five domains were identified, recognizing that nutrition education is most effective when delivered through multiple levels of the Social-Ecological Model. These best practices are appropriate for both direct and indirect delivery of nutrition education to both adult and youth audiences. The expert panel also identified potential data sources to be used by nutrition educators to determine if and to what extent their programs are including best practices. Links to resources are also included for additional information and self-study. In addition to resources, case studies of selected low-income nutrition education programs are included as real-world examples of planning, implementing, and evaluating specific best practices. This resource can be used as a self-assessment tool to identify both program strengths and areas for improvement to better align programs with best practices. Additionally, this resource may serve as a guide for future educator training topics, or as a tool for strategic and long-term program planning. As more programs successfully implement and use these best practices, fidelity and efficacy of nutrition education improves. Best practices are not limited for use by program leaders, but may also be used by managers and outside evaluators at local, state, and national levels, state SNAP agencies, FNS at a regional and national level, and other low-income nutrition education programs.
Collaborative Learning. Research to Practice Brief
Author: Lawrence, K. S.
Date: 2016-05-00
Type: Reports - Research
Subjects: Cooperative Learning,Direct Instruction,Teaching Methods,Program Effectiveness,Decision Making,Transfer of Training,Grade 5,Elementary School Students,Hispanic American Students,African American Students,Experimental Groups,Control Groups,Essays,Assignments,Influences,Competence,Thinking Skills

A Fully Integrated Educational System practices collaborative learning among all peers. The study summarized in this report (Zhang, X., Anderson, R. C., Morris, J., Miller, B., Nguyen-Janiel, K. T., Lin, T., Zhang, J., Jadallah, M., Scott, T., Sun, J., Latawjec, B., Ma, S., Grabow, K., &amp; Hsu, J. Y. (2016). &quot;Improving children's competence as decision makers: Contrasting effects of collaborative interaction and direct instruction.&quot; &quot;American Educational Research Journal,&quot; 53, 194-223) compared how collaborative learning and direct instruction formats affected students' decision-making skills, and which of these instructional formats best supported students' ability to transfer knowledge to another topic area. [For the full study, see EJ1092556.]
Identifying Data-Driven Instructional Systems. Research to Practice Brief
Author: Lawrence, K. S.
Date: 2016-08-00
Type: Reports - Research
Subjects: Teaching Methods,Instructional Leadership,Elementary Secondary Education,Data,Case Studies,Interviews,Observation,Documentation,Data Collection,Information Storage,Academic Standards,Program Design,Formative Evaluation,Program Effectiveness,Academic Achievement

The study summarized in this research to practice brief, &quot;Creating data-driven instructional systems in school: The new instructional leadership,&quot; Halverson, R., Grigg, J., Pritchett, R., &amp; Thomas, C. (2015), &quot;Journal of School Leadership,&quot; 25. 447-481, investigated whether student outcome improvements were linked to the formal and informal systematic use of data. Four schools (K-6, K-5, K-8, and 7-8) with a total of 1,850 students, located in rural, urban, and suburban settings, participated. From their findings researchers developed a description of a Data Driven Instructional Decision System framework with six functions.
Aligning and Elevating University-Based Low-Income Nutrition Education through the Land-Grant University Cooperative Extension System. National Report
Author: Schneider, Connie
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Extension Education,Land Grant Universities,Nutrition Instruction,Low Income Groups,Alignment (Education),Federal Programs,Questionnaires

The nation's Land-Grant University Cooperative Extension System (LGU-CES) is committed to ensuring that low-income populations have a safe, affordable, and healthy food supply. Two low-income nutrition education programs that are core to this commitment are the Expanded Food and Nutrition Education Program (EFNEP) and the Supplemental Nutrition Assistance Program Education (SNAP-Ed), which are funded by United States Department of Agriculture's National Institute of Food and Agriculture (NIFA) and Food and Nutrition Services (FNS), respectively. Leadership from the CES Extension Committee on Organization and Policy (ECOP) requested the assistance of NIFA to facilitate improved alignment and visibility of EFNEP and SNAP-Ed within the LGU-CES, given the importance of both programs to their organizational mission and the health needs of the country's low-income populations. NIFA's Institute of Food Safety and Nutrition issued a special project competitive award to develop recommendations for system-wide alignment of these programs. The University of California's Division of Agriculture and Natural Resources received the award and convened an expert working group with regional and programmatic diversity to participate in the national meeting and help develop the scan and recommendations. At the senior agency and organizational leadership meeting, LGU-CES representatives identified potential strategies for aligning program quality and effectiveness within five areas of focus: advocacy, communication, messaging, research, and evaluation. This report shows what is working well and what may be done to strengthen and improve EFNEP and SNAP-Ed at the university level and by Cooperative Extension as a total system. Suggestions are also given for the potential role of ECOP leadership and what federal partners might do to strengthen low-income nutrition education programming. The report is divided into two sections: (1) Project Recommendations, which contain suggestions for aligning and elevating nutrition education programs for low-income audiences within the LGU-CES; and (2) Project Strategies and Findings, which describe the approaches used and insights gained upon which the recommendations are based. The following are appended: (1) Coordination and Cooperation Considerations; (2) Recommendations for ECOP Leadership and Federal Agencies; (3) Align and Elevate Working Group Members; and (4) Environmental Scan Quantitative Data.
Principles for Designing Intervention in Mathematics
Author: National Center on Intensive Intervention (NCII) at American Institutes for Research
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Intervention,Mathematics Instruction,Program Design,Learning Problems,Student Participation,Questioning Techniques,Visual Stimuli,Vocabulary Development,Symbols (Mathematics),Mathematics Skills,Error Patterns,Mathematical Concepts,Concept Formation,Teaching Methods,Feedback (Response)

The purpose of this guide is to provide brief explanations of practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Specific topics covered include the following: (1) explicit, systematic instruction; (2) effective questioning; (3) concrete, representational/visual/pictorial, abstract/symbolic models; (4) teaching mathematical vocabulary and symbols; (5) fluency building; and (6) error analysis. Strategies presented in this guide should be used in conjunction with the sample lessons and activities developed for specific mathematical concepts.
Want to Improve Low-Performing Schools? Focus on the Adults
Author: Le Floch, Kerstin
Date: 2016-03-00
Type: Reports - Research
Subjects: Low Achievement,School Policy,Educational Improvement,Educational Policy,Change Strategies,Teacher Competencies,Administrator Qualifications,Professional Development,Federal Legislation,State Policy,Policy Formation,Human Capital,Principals,Leadership Responsibility

The Issue: School improvement policy for the past few decades has been characterized by mandated lists of activities--both well intended and research based--designed to stimulate a dramatic turnaround in student achievement. However, this prescriptive approach to policy, particularly federal policy, has not resulted in the systemic changes needed to get the right teachers and leaders into low-performing schools to support school improvement. In the long run, this policy approach did not engender the school-level changes necessary to create learning organizations that support teachers and leaders. The Research: One key lesson from the past decades of school improvement research is that an explicit focus on improving the capacity and stability of teachers and leaders in low-performing schools would benefit these schools more than another mandated checklist of improvement activities. Schools can never be any stronger or more effective than the adults who work in them--doubly true for chronically low-performing schools. The Recommendations: With the passage of the Every Student Succeeds Act (ESSA), state policymakers must prepare for states' increased role in making low-performing schools better. We suggest that policymakers step back from requirements to implement specific improvement activities (similar to those required by the federal School Improvement Grants [SIG] program) and instead focus policy on the development and support of human capital. New policies must aim to get the right people in our schools and to create district and state systems that retain those people and build their knowledge and skills to turn schools around.