ethanporcaro/eric-fulltext-meta huggingface dataset:
Determinants of Health and Well-Being for Children of Immigrants: Moving from Evidence to Action. Young Scholars Program Research Summary
Author: Rojas-Flores, Lisseth
Date: 2019-10-09
Type: Reports - Evaluative
Subjects: Children,Immigrants,Child Development,Well Being,Barriers,Youth Programs,Childhood Needs,Early Intervention,Child Health,Political Influences,Social Influences,Economic Factors,Cultural Influences,Social Bias,Social Discrimination,Law Enforcement,Mental Health,Public Policy

Children of immigrants--specifically children under the age of 18 who reside with at least one foreign-born parent--are propelling the growth of the child population in the United States (Pew Research Center, 2015). As of 2017, more than 18 million children in the United States lived with at least one immigrant parent (Migration Policy Institute, 2017). However, current social conditions in the United States (e.g., an anti-immigrant climate, discriminatory social policies, and heightened immigration enforcement) create, maintain, and perpetuate unprecedented challenges for this growing youth population, resulting in short- and long-term negative developmental outcomes. For more than 10 years, the Foundation for Child Development--Young Scholars Program (YSP) has supported policy and practice-relevant research focused on the early learning and developmental needs of children of immigrants. Names highlighted in orange throughout the paper signify YSP scholars. To date, former YSP scholars continue to carry on this important and timely line of inquiry and have generated substantial research. Through a systematic review of research sponsored by the YSP, this paper utilizes a public health framework to situate the physical and mental health and well-being of children in low-income, immigrant families into a broader sociopolitical context. Our nation's current sociopolitical environment demands increased action and investment to protect and promote the future of vulnerable children of immigrants in our society. A social determinants of health approach requires action across multiple settings and domains. Therefore, we highlight YSP research and discuss contextual conditions that may contribute to greater resilience among children of immigrants and present recommendations for action at the familial, school, neighborhood, and public policy levels.
Hidden in Plain Sight - Dementia and Learning Disability. Need2Know
Author: Burke, Christine
Date: 2018-00-00
Type: Reports - Research
Subjects: Dementia,Foreign Countries,Public Policy,Developmental Disabilities,Intellectual Disability,Incidence,Needs,Program Implementation,Community

This report highlights how more that a million of people with learning disabilities have become invisible in national dementia policy. People with a learning disability are three times more likely to develop dementia than the rest of the population. But a review of current government strategy has revealed that their needs are barely mentioned. It is vital that 1.4 million people in Britain, identified as having a learning disability, are not invisible. We want to work with policy makers and services to make sure their needs are clearly recognised and they are provided with appropriate and targeted support as they age and if they develop Dementia. [The report is written in partnership with the Dementia Action Alliance (DAA), Voluntary Organisations Disability Group (VODG), MacIntyre Charity, and Surrey and Borders Partnership NHS Foundation Trust.]
A Critical Review of Research on Curriculum Development and Evaluation in ELT
Author: Dündar, Esin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Curriculum Evaluation,Second Language Instruction,Second Language Learning,English (Second Language),Curriculum Research,Elementary Secondary Education,Likert Scales,Semi Structured Interviews,Statistical Analysis

This study was designed to compile the studies conducted on curriculum development and evaluation in ESL/EFL contexts and to specify their general characteristics through content analysis. The studies were chosen in line with the inclusion criteria through which online articles and dissertations were included. No specific timeline, context or research design was set for the literature search. As a result of the review of the related literature, 86 studies were reached and analyzed in terms of their contexts, sample type and size, data collection tools, data analysis techniques. All the studies were coded through a protocol and the results were tabulated. As well as the characteristics of the studies, their findings were also analyzed through content analysis and common points were presented and interpreted. As a result of the analysis, it was revealed that the curriculum evaluation studies were more popular than the curriculum development studies. It was also found that the studies were mainly about primary and secondary levels; they mostly employed Likert-type scales; semi-structured interviews were more common; descriptive statistics were applied more frequently. Finally, common findings were detected among the studies conducted in different contexts with different grades of study. By taking the findings as the basis, some suggestions are provided for further studies.
&quot;I Know That I Am No Good&quot;: An Analysis into the Translation Errors of Pre-Service EFL Teachers = &quot;Biliyorum Iyi Degilim&quot;: Ingilizce Ögretmeni Adaylarinin Çeviri Hatalarina Dair Bir Inceleme
Author: Arslan, Sezen
Date: 2019-06-00
Type: Journal Articles
Subjects: Translation,Second Language Learning,Error Patterns,English (Second Language),Preservice Teachers,Language Teachers,Foreign Countries,Error Analysis (Language),Language Proficiency

Translation from source language (L1) to target language (L2) and/or vice versa plays an important role for language learners since they tend to use translation in order to understand and interpret the language utterances. Perspectives towards the use of translation in foreign language teaching and learning process have changed over the time. As the learners are not native speakers of L2, they are likely to utter some structurally or semantically deviant forms of language. For this reason, conducting an error analysis procedure might be of crucial importance in understanding which domains of language are erroneous for language learners in order to fix the problems and improve language proficiency. In Turkey, English Language Teaching bachelor degree programs include the translation course where student-teachers are supposed to handle translations from L1 to L2 and L2 to L1. In this study, the translation assignments of 30 pre-service EFL teachers were investigated through document analysis and findings point out that the errors fall into structural, lexical and translational/interpretational categories. Finally, the pedagogical implications were drawn in relation to the field.
Benin: Removing Barriers to Help the Most Disadvantaged Girls Enroll and Stay in School
Author: Global Partnership for Education (GPE)
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Females,Access to Education,Academic Persistence,Educational Quality,Rural Areas,Barriers,Disadvantaged Youth,Foreign Countries,Nutrition,Financial Support,Educational Facilities Improvement,Teacher Education

While overall primary school enrollment is high in Benin, there are stark differences between regions. In rural areas, children of poor families often have to help with agricultural activities (e.g. working in fields or with cattle) instead of going to school. The Global Partnership for Education is working with Benin to address one of the country's biggest education challenges: delivering quality education to children in deprived and remote areas with a strong focus on girls. This brief report discusses removing barriers to help the most disadvantaged girls enroll and stay in school.
Djibouti: Addressing the Education Needs of Refugees
Author: Global Partnership for Education (GPE)
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Poverty,Refugees,Access to Education,Student Needs,Educational Quality,Foreign Countries

Djibouti is a lower middle-income country with a population of nearly one million. Despite considerable economic growth over the past 15 years, 30 percent of the population still lives in poverty. An influx of refugees from neighboring countries has created additional challenges for Djibouti's education system. With the support of the Global Partnership for Education, the Government of Djibouti will work to ensure that refugee students are included in its national education system. This brief report discusses addressing the education needs of refugees.
Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents
Author: Crosson, Amy C.
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocabulary Development,Bilingualism,Inclusion,Teaching Methods,Morphology (Languages),English (Second Language),Semantics,Phonological Awareness,Middle School Students,Second Language Learning,Second Language Instruction,Language Impairments,Latin,Problem Solving,Grade 7,Grade 9,Immigrants,Urban Schools,High School Students

Purpose: In this clinical focus, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., &quot;diminish&quot;, &quot;ambiguous&quot;). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions: Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. [This paper was published in &quot;Language, Speech, and Hearing Services in Schools&quot; v50 n4 p493-505 2019.]
Urban Texas Teacher Retention: Unbelievable Empirical Factors Tied to Urban Teacher Persistence and Retention
Author: Moore, LaSonya
Date: 2018-06-00
Type: Journal Articles
Subjects: Urban Teaching,Teacher Persistence,Tenure,Beginning Teachers,At Risk Students,Special Education,Urban Schools,Special Education Teachers,Teacher Effectiveness,Predictor Variables

Teacher turnover in urban high-poverty schools is detrimental to students' achievement. In fact, one of the most prevalent social justice issues today is the unequal distribution of experienced teachers to urban high-poverty schools. Researchers suggest that experienced teachers are more effective at raising student performance than new or early career teachers, thereby ensuring their students are equipped for life after high school. Unfortunately, teachers leaving the field is an oft-cited challenge for school leaders. This is true across the nation and has been described as a great challenge for urban districts in Texas where the teacher attrition rate is twice the national average. Decades of research on the topic suggests that workplace conditions, effective school leadership, professional support, and a culture of high expectations are inextricably tied to teacher retention in urban settings. However, Texas is a unique state with a range of resources and landscapes. Of the 1,200 independent school districts, 11 (less than 1%) are considered major urban districts. And yet, the 11 major urban districts employ almost 61,500 teachers (17.4% of the state teaching population) and work in 1,400 schools (16% of Texas schools). The purpose of this study was to identify factors empirically tied to teacher retention in the 11 major urban districts in Texas. Using a non-experimental, retrospective research design, the authors collected and analyzed district-level data from the 2014-2015 Texas Academic Performance Report to identify specific factors that significantly contributed to teacher retention in urban Texas districts. The regression model identified four significant factors that contributed to the retention of urban teachers in Texas (district special education participation percentage, district teacher tenure average, new teachers, and percentage of students identified as at-risk). The findings suggest that higher percentages of special education and at-risk students contributed to retention while new teachers and average teacher tenure contributed to teacher attrition. Given the important role, teachers play in student achievement, districts, and campus leaders should continually consider new ways to develop, equip and retain urban teachers. Furthermore, this empirical research sheds light on previously unidentified factors that were found to influence teacher attrition and retention in urban school districts in Texas. Therefore, additional research in which districts and campus leaders continue to examine the relevance and effect of the factors identified in this study is needed to understand how these implications can potentially be generalized to other urban districts to support urban teacher retention and student achievement.
Building Stronger Education Systems: Stories of Change
Author: Global Partnership for Education (GPE)
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Developing Nations,Educational Practices,Educational Improvement,Equal Education,Womens Education,Disadvantaged,Refugees,Educational Needs,Early Childhood Education,Technology Uses in Education,Rural Education,Barriers,Access to Education,Educational Change,Educational Quality,Economic Development,Reading Skills,Reading Instruction

The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan.
Kansas Prekindergarten Guide
Author: Kansas State Department of Education
Date: 2019-01-15
Type: Guides - Non-Classroom
Subjects: School Readiness,Kindergarten,Preschool Education,Cooperative Planning,Child Development,Student Centered Learning,Educational Environment,Teacher Student Relationship,Interaction,Classroom Techniques,Standards,Student Behavior,Family Involvement,Family School Relationship,Curriculum,State Standards,Faculty Development,Developmentally Appropriate Practices,Evaluation Methods,Intellectual Disciplines,Teaching Methods

In October 2015, the Kansas State Board of Education announced a new vision for education in Kansas--the Kansans CAN vision. &quot;Kansas leads the world in the success of each student&quot; became the branded theme for Kansas education. The Kansans CAN vision for education calls for a more child-focused system providing support and resources for individual success. This initiative motivated the creation of this document. Kindergarten Readiness is one of five Kansas State Board of Education measurable outcomes, which also include: (1) Social-emotional growth measured locally; (2) Individual Plan of Study focused on career interest; (3) High school graduation; and (4) Postsecondary. The goal of the Kindergarten Readiness outcome is that &quot;each student enters kindergarten at ages five socially, emotionally and academically prepared for success.&quot; School readiness occurs within a broad context and includes four components: (1) community; (2) educational environment; (3) family; and (4) the individual child. These four components function as interdependent systems of support with multi-directional influences. Rich early childhood experiences, from birth through age 8, are necessary for school success and directly influence children's future successes. This Kansas Prekindergarten Guide provides prekindergarten teachers, providers and administrators with common references for high-quality and evidence-based prekindergarten practices. This guide supports the implementation of developmentally appropriate and academically rigorous prekindergarten programs. Prekindergarten teachers and administrators are encouraged to discuss the contents of this guide together prekindergarten. Contents address: transitions; child development; learning environment; classroom management; family engagement; Kansas curricular standards for prekindergarten; assessment; and program structures. [This report was prepared by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. For the &quot;Kansas Full-Day Kindergarten Guide,&quot; see ED598986.]
New York City&apos;s Specialized High Schools: Not the Only Game in Town
Author: Domanico, Ray
Date: 2019-04-00
Type: Reports - Research
Subjects: Special Schools,High Schools,Urban Schools,Private Schools,Charter Schools,Admission (School),Selective Admission,Tests,Admission Criteria,School Choice,Equal Education,Scores,Attendance,College Readiness,Outcomes of Education,Graduation Rate,College Bound Students,Enrollment,Racial Composition,Educational Change

By law, a student's admission to one of New York City's eight elite high schools is determined by his or her score on the Specialized High School Admissions Test (SHSAT). Only a very small number of black and Hispanic students make the cut, a fact that has led Mayor Bill de Blasio to engineer what he regards as a more equitable racial distribution of the widely sought seats in these schools. This will mean that some students, mostly Asian, will lose the seats they would otherwise have earned. Opponents of the mayor's plan argue that the status quo is color-blind and merit-based and should largely be left alone. However, the actual effect of these changes for the students who will gain entry and those who lose out can't be considered in isolation. This report considers the mayor's plan for the specialized high schools in a citywide context. Among the findings are: (1) There is a clear hierarchy of high schools operated by the New York City Department of Education. Those schools that admit students with the highest average eighth-grade composite state test scores include the city's specialized high schools as well as other high-performing schools, many with a more racially diverse student body; (2) The eight high schools that use the SHSAT have the highest student attendance (96%), SAT scores (1429 combined verbal and math), and college-readiness rate (99%). However, the next 50 to 75 high schools (in terms of the achievement level of their entering classes) also post high outcomes: attendance rates of 90%-98%; combined average SAT scores of 1000-1400; and college-readiness rates of 80%-95%; and (3) The high schools whose students' eighth-grade composite state test scores were in the two lowest quintiles do not show good outcomes. Attendance data indicate that their students are disengaging from their education in larger numbers; more than 40% are deemed chronically absent. While their graduation rates are reasonable, only a small percentage enroll in college.
Hearts and Minds: The Arts and Civic Engagement
Author: Rabkin, Nick
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Citizen Participation,Correlation,Motivation,Art Activities,Experience,Social Capital,Adolescents,Individual Development,Art Education,Community Involvement,Racial Differences,Ethnicity,Adults,Youth,Volunteers,Human Capital,Cultural Influences,Audiences,Socioeconomic Status,Low Income Groups,Youth Programs

The arts have played powerful utilitarian roles for individuals and for the societies in which they live for millennia. For the last 250 years, though, &quot;art for art's sake&quot; -- the notion that commercial, utilitarian, moral, or didactic functions are distractions from art's ineffable, intrinsic value as an expression of the artists' vision -- has been a prevailing philosophy in the world of culture. Does that suggest that the social benefits of art have diminished and eroded? Do the arts still play powerful utilitarian roles? This report is an inquiry into one utilitarian role: the relationship between the arts and what social scientists generally refer to as civic or community engagement. Key conclusions of this exploration are: (1) Correlations between arts participation and the motivations and practices of civic engagement are substantial and consistent; (2) Art making experiences appear to encourage civic engagement more so than experiences as an audience member; (3) Some arts experiences in some settings generate social capital directly; (4) Arts experiences during adolescence are particularly influential; and (5) People who have built identities around civic engagement often credit arts experiences as significant to their development.
Gender-Responsive Education Sector Planning: A Pathway to Gender Equality in Education
Author: Global Partnership for Education (GPE)
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Poverty,Developing Nations,Females,Gender Bias,Access to Education,Educational Policy,Planning,Sustainable Development,Sex Fairness

Education transforms lives. It is the surest investment to break down social and economic differences between people, unravel inequalities based on gender and accelerate progress towards the entire vision of the 2030 Agenda for Sustainable Development. Yet, despite the world's commitment to ensure every child completes 12 years of quality education, in low-income countries only 4% of the poorest finish upper secondary school, falling to 2% amongst marginalised girls. Sustainable Development Goal 4, inclusive and equitable quality education for all, is about much more than education access. It calls for education policies to look beyond gender parity in school enrolment in order to put gender equality at the heart of education through gender-sensitive plans and policies. Gender-responsive education sector planning (GRESP) is an essential measure for advancing gender equality in and through education. This report presents a pathway for gender equality in education.