ethanporcaro/eric-fulltext-meta huggingface dataset:
Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions. NCEO Report 406
Author: Thurlow, Martha L.
Date: 2017-12-00
Type: Reports - Research
Subjects: Alternative Assessment,Guidelines,Definitions,Academic Standards,Severe Intellectual Disability,Student Participation,Criteria,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Elementary Secondary Education,State Policy

With the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, renewed attention was paid to the importance of guidelines for participation in alternate assessments based on alternate achievement standards (AA-AAS) and to understanding of who the students are who have significant cognitive disabilities. The analyses presented in this report were conducted to highlight the alternate assessment participation guidelines and definitions of students with the most significant cognitive disabilities that were in place just prior to the start of the 2017-18 school year. Specifically, the report documents the status of states' participation guidelines and definitions as of August, 2017. The analysis includes the factors that states indicated should and should not be considered when making decisions about participation in the AA-AAS. It also documents the format of the guidelines that states made available to decision makers. Finally, it examines the extent to which states provided an explicit definition of &quot;students with the most significant cognitive disabilities.&quot;
Lessons Learned about Instruction from Inclusion of Students with Disabilities in College and Career Ready Assessments
Author: Heritage, Margaret
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Inclusion,Disabilities,Regular and Special Education Relationship,Teacher Surveys,Barriers,College Readiness,Career Readiness,Student Needs,Reading Skills,Writing Skills,Persuasive Discourse,Essays,Student Research,Research Skills

The new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in several states indicate that students with disabilities like many features of the new assessments, but that there also are challenges. This Brief was prepared to provide information and suggestions for state education agencies (SEAs) and other technical assistance (TA) providers who work with local education agencies (LEAs). It highlights four main challenges identified by the teachers, and then addresses the implications for instruction, the relationship to CCR standards, and the implications for TA providers. Though this Brief is focused on the immediate needs of students with disabilities, many of the identified issues apply to all learners. It is organized to allow the implications to be easily shared with teachers in a way that can support their development of new knowledge, skills, and practices.
AP® STEM Participation and Postsecondary STEM Outcomes: Focus on Underrepresented Minority, First-Generation, and Female Students
Author: Smith, Kara
Date: 2018-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,STEM Education,Student Participation,High School Students,Correlation,College Freshmen,Majors (Students),Disproportionate Representation,First Generation College Students,Minority Group Students,Females,Graduation Rate,College Entrance Examinations,Aptitude Tests,High Schools,Statistical Analysis,Student Interests,Parent Background,Educational Attainment,Racial Differences,Ethnicity,Gender Differences

Projections by the President's Council of Advisors on Science and Technology (2012) point to a need for approximately one million more Science Technology Engineering and Mathematics (STEM) professionals than the U.S. will be able to produce considering the current rate of STEM postsecondary degree completions (Executive Office of the President of the United States, 2012). Do Advanced Placement® (AP®) courses in STEM complement the desire for more students completing STEM majors? In this study the authors ask if participation and performance in Advanced Placement STEM Exams in high school is predictive of a student's performance in STEM courses in the first year of college and the likelihood that a student will graduate with a STEM major, particularly for traditionally underrepresented populations in STEM fields--first-generation, underrepresented minority, and female students. The authors find that AP STEM examinees had 7% higher first-year STEM grades and a 13% higher probability of STEM major completion than matched non-AP STEM peers. Nearly all of these positive results held for first-generation, underrepresented minority, and female students.
Influence of Difficulty with Language of Mathematics on Perceived Self-Efficacy in Learning Mathematics among Upper Primary Students of Kerala
Author: Sarabi, M. K.
Date: 2017-07-09
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Instruction,Self Efficacy,Predictor Variables,Mathematical Concepts,Elementary School Students,Language Tests,Vocabulary,Student Attitudes,Semantics,Pragmatics,Syntax,Morphology (Languages),Symbols (Mathematics),Dravidian Languages,Learning Problems,Correlation,Student Surveys,Statistical Analysis

There is increasing realization that mathematics-related self-efficacy expectations are a strong predictor of an array of significant mathematics outcomes. It is also evident that the curricular practice in schools largely neglects development of a student understanding in the unique language of mathematics. Consequently, this study probes how much influence difficulties with different forms of Terms, Symbols, Morphology, Syntax, Semantics and Pragmatics of Mathematics language exert on Self-efficacy belief in learning mathematics of upper primary Malayalam medium students. Mathematical language test administered on 200 standard VII students in Kozhikode and Malappuram districts of Kerala provided 21 categories of language related difficulties. Learner report on self-efficacy in learning Mathematics was summarised as &quot;can learn&quot; or &quot;cannot learn&quot; mathematics. Chi square analyses revealed that difficulty with every components of Mathematics language other than semantics increases the risk of low self-efficacy in learning Mathematics. In general, the risk of low self-efficacy belief in mathematics is observed in nearly 50% to 25% more students with difficulty in Terms, Symbols, Morphology, Syntax, and Pragmatics of Mathematics language than among those without difficulty in these elements of mathematics. This study reiterated the significance of language of mathematics and its various components in achievement and performance of mathematics principles and skills as well as for affective factors, especially self-efficacy beliefs, which in turn impact student motivation to learn mathematics further. Along with suggestions to strengthen language of mathematics among the students, the study indicate to the importance of further exploring and analysing the difficulties arising while teaching mathematics in diverse language settings including Malayalam.
Charter Accountability for District-Run Schools: Using ESSA to Create Contract-Based Accountability for Urban Public Education
Author: Smarick, Andy
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Accountability,Federal Legislation,Educational Legislation,School Districts,Urban Schools,Public Education,Elementary Secondary Education,Governance,Participative Decision Making,School District Autonomy,Role,Government Role,Institutional Autonomy,Portfolio Assessment

The new federal education law, the Every Student Succeeds Act (ESSA), gives states the opportunity to rethink their K-12 accountability systems. Gone are No Child Left Behind's (NCLB) tight rules for assessing and intervening in schools and districts. This could not come at a better time for urban schooling. Urban districts operate in a very different context than they did when accountability systems emerged about two decades ago when the district was the monopoly provider of public education in most cities. Today, the district is simply one of many operators. In some cities, like New Orleans, Detroit, and Washington, D.C., the district is operating, or could soon operate, fewer than half of the public schools. ESSA's flexibility and this new reality enables state leaders to explore how they might apply charter-style accountability to district-run schools. This report explores how states can create a new approach to accountability for urban school districts that builds on the lessons learned in the charter school movement over the past quarter century. Specifically, in cities with large, growing, and high-performing charter school sectors, this report explores how states could apply charter-style accountability to district-run schools. This is not a portfolio system as we know them today: each of the city's public schools (charter and district-run) would have a performance contract with an independent, non-district authorizer. This would allow state leaders to give district-run schools charter-like autonomy and create a single citywide accountability system. The city's new K-12 landscape would be defined by a wide array of co-equal school operators and a diversity of schools held accountable through a single rigorous and publicly transparent process.
Influence of Out-of-School Experiences and Learning Styles on Interest in Biology, Chemistry and Physics among Higher Secondary Boys and Girls in Kerala
Author: Gafoor, K. Abdul
Date: 2017-02-00
Type: Speeches/Meeting Papers
Subjects: Experiential Learning,Student Interests,Cognitive Style,Biology,Chemistry,Physics,High School Students,Foreign Countries,Natural Resources,Housework,Equipment,Gender Differences,Questionnaires,Individual Characteristics,Wildlife,Correlation

Adopting an experiential learning explanation for varying student interest in the three sciences, out-of-school experience questionnaire, scale of interest in science and Kolb's learning style inventory were administered on 775 higher secondary students in Kerala. Despite their similar achievement levels, boys had higher interest in physics, and girls had higher interest in biology and chemistry. Higher interest of girls in biology relate to their more out-of-school experiences (OSE) like observation of animal, insects and birds as well as with domestic medicine, and gardening related experiences. Girls' higher interest in chemistry associated with their OSEs in domestic cleaning using chemicals and experiences from cooking. Likewise, higher interest of boys in physics is related with their higher experiences with electronic gadgets, electricity, batteries, magnets, mobile phones and domestic tools. The advantage of girls in biology through OSEs is more for convergers and assimilators. In chemistry backing from OSEs is more for converger girls. Girls with divergent or accommodating styles are able to some extent compensate their disadvantage in physics through their OSEs. The findings further highlight the significance of relating science topics with life experiences, in consideration of student learning styles. The findings indicate the ways for curricula to avoid gender stereotyping of the topics by pointing to examples, illustrations, assignments and the like that apply equally for boys and girls.
Distance Education in Turkey: Past-Present-Future
Author: Samur, Yavuz
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Distance Education,Educational History,Educational Trends,Educational Technology,Developing Nations,Futures (of Society)

Recent advances in technology have radically changed the view of education. Today, there are millions of distance learners in the world. For example, United States (US) has had rapid growth in the use of technology for distance education. Like US, Turkey as a developing country and tries to develop its educational system. As there is no significant difference found between distance education and traditional way of education (Lockee, Burton &amp; Cross, 1999), it provides learners a new avenue to develop their knowledge, get certificates, and take courses online. Therefore, there have been many studies carried out in distance education in the world and in Turkey. Especially on design and development of courses and programs via web-based education have started in the governmental universities as well. Some of the private universities are also seriously conducting their studies on distance education. For all of these studies, many articles have been published and many theses have been written. Based on these researches, this paper examines distance education in Turkey, its past, its current situation, and especially its future. How distance education has grown up, how it is growing, and what things are going to happen will be discussed and some suggestions for future reference will be given in this paper; therefore, some of our advantages and disadvantages in terms of distance education will also be examined.
Linguistics Challenges and Its Influence on Perceived Difficulty in Mathematics Learning of Elementary School Students of Kerala
Author: Sarabi, M. K.
Date: 2017-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Elementary School Students,Language Skills,Vocabulary,Language Usage,Grade 7,Student Surveys,Learning Problems,Difficulty Level,Morphology (Languages),Pragmatics,Student Attitudes,Statistical Analysis,Syntax,Symbols (Mathematics)

Difficulties in mathematics learning are a multi-faceted issue and the role of language in it is crucial. Language of mathematics includes mathematics text, discourse in classroom and language used in evaluation situations with its specific verbal, symbolic expressions, structure and function. Ambiguity arising from the difference between formal language of mathematics and the multiplicity of meanings in everyday language aggravates concerns related to the linguistic factors in mathematics learning. A distinction between difficulty from lack of knowledge of concepts and processes of mathematics and difficulty arising from fluency of expressing such skills in appropriate language is often vague. Hence, difficulties faced by students in relation to language of mathematics in different vernacular contexts is to be thoroughly studied for helping teachers to successfully impart the process of mathematization. This paper reports a preliminary diagnostic investigation through descriptive survey, with a mathematical language test to identify difficulty arising from language related aspects of mathematics learning in Malayalam language at elementary level. The sample consisted of 200 students in 7th standard (age 11-12) of Kozhikode and Malappuram districts of Kerala. Association between perceived difficulty in learning Mathematics and difficulties in mathematics language is also analysed. Excluding semantics, all others components of language of Mathematics are highly difficult. Furthermore, difficulties generated by all the components of Mathematical vocabulary, Morphology and pragmatics are contributing to perception of maths as a difficult subject. Unquestionably, the challenges in learning mathematics go beyond the language issues, but the linguistic challenges need to be addressed for students to be successful in attaining aims of mathematics learning.
Instruction of Computer Supported Collaborative Learning Environment and Students&apos; Contribution Quality
Author: Akgün, Ergün
Date: 2013-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Undergraduate Students,Educational Technology,Technology Integration,Electronic Learning,Participation,Interaction,Educational Environment,Computer Assisted Instruction,Foreign Countries

Along with the integration of network and communication innovations into education, those technology enriched learning environments gained importance both qualitatively and operationally. Using network and communication innovations in the education field, provides diffusion of information and global accessibility, and also allows physically separated multiple users to communicate and work together (Chiu and Hsiao, 2010). Herewith study groups have the opportunity of communicate, collaborate and discuss each other via the collaborative learning environments in which more than one method is used. One of the environments which set this process to work is &quot;Computer Supported Collaborative Learning Environment (CMCLE)&quot;. The study group is composed of 99 undergraduate students, 46 of females and 53 of males. A computer supported collaborative learning environment is developed by researchers. The study comprised of four weeks of &quot;The Interpersonal Communication Conflict&quot; subject in the &quot;Effective communication&quot; course. Within the aim of this study, students' messages are analyzed with regard of contribution quality and the process of computer supported collaborative learning environment is discussed. [Paper presented at the World Conference on Learning, Teaching and Educational Leadership (WCLTA) (3rd, 2012).]
Lessons Learned about Assessment from Inclusion of Students with Disabilities in College and Career Ready Assessments
Author: Lazarus, Sheryl S.
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Measurement,College Readiness,Career Readiness,Academic Achievement,Inclusion,Disabilities,Educational Assessment,Accessibility (for Disabled),Testing Accommodations,Test Items,Testing,Assistive Technology

The new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in several states indicate that students with disabilities adjusted well to the new assessments, and liked many of their features, but that there also are challenges. Some of these challenges are related to assessment issues that need to be addressed to improve accessibility and student outcomes. Many students with disabilities use accessibility features and accommodations, to access these assessments. This Brief was prepared to provide information and suggestions for state education agencies (SEAs) and other technical assistance (TA) providers who work with local education agencies (LEAs). It highlights three main challenges identified by the teachers, and then addresses the implications for assessment and the implications for TA providers. Though this Brief is focused on the immediate needs of students with disabilities, many of the identified issues apply to all learners. The suggestions in this Brief apply to both consortia-developed assessments and state-developed assessments. [For the companion brief, &quot;Lessons Learned about Instruction for Inclusion of Students with Disabilities in College and Career Ready Assessments&quot; (2016) see ED581512.]
Choosing Double: The Relationship between Successful AP® Exams and College Double Major
Author: Ewing, Maureen
Date: 2018-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Criterion Referenced Tests,College Entrance Examinations,Scores,High School Students,Grade Point Average,First Generation College Students,Minority Group Students,Hierarchical Linear Modeling,Correlation,Majors (Students),Credentials,Probability,Statistical Analysis,Disproportionate Representation,High Schools,Aptitude Tests

Students who double major have higher earnings and are more satisfied with their educational experience in college than those who graduate with a single major. In this study, the authors examine the extent to which a student's experience with academic acceleration programs in high school, specifically successful participation in the Advanced Placement Program® (AP®), defined here as scoring a 3 or higher on an AP Exam, is related to double major completion after controlling for academic preparation, motivation to double major, student background characteristics, and postsecondary institutional characteristics. Findings show that students who obtain a score of 3 or higher on an AP Exam are more likely to double major than students who do not earn a 3 or higher on any AP Exam. Furthermore, the greater the number of AP Exams with a score of 3 or higher, the higher the likelihood of the student double majoring. Findings also show that all students graduating within four years, both students who scored a 3 or higher on more than one AP Exam and those who did not, are more likely to complete a double major than students who take more time to complete their degree. This indicates that students are not using additional time in college to acquire more credentials.
Talk of the Town: Evaluation Report and Executive Summary
Author: Thurston, Allen
Date: 2016-05-00
Type: Reports - Research
Subjects: Foreign Countries,Disadvantaged Youth,Infants,Children,Adolescents,Randomized Controlled Trials,Speech Language Pathology,Speech Impairments,Language Impairments,Communication Problems,Intervention,Community Programs,Program Evaluation,Program Effectiveness,Reading Skills,Literacy,Correlation,Surveys,Reading Comprehension,Language Skills,Oral Language,Preschool Education,Elementary Secondary Education,Pretests Posttests,Semi Structured Interviews,Statistical Analysis,Maximum Likelihood Statistics

&quot;Talk of the Town&quot; is a community led approach to supporting the speech, language and communication (SLC) skills of children and young people, aged 0-19, living in areas of social disadvantage. It is delivered by the Communication Trust. This evaluation reports on a randomised controlled trial undertaken with 2696 pupils in 64 primary schools across three local authorities in England. The trial took place between September 2013 and July 2015. The participating pupils were in Years 2 and 5 at the beginning of the project. The &quot;Talk of the Town&quot; model is a whole school approach in which four main strands or components of work are embedded: (1) workforce development for all staff to support children's SLC skills, including an experienced, trained and managed Speech and Language Therapist (SaLT) working in school one day per week training all staff; (2) the early identification of children's speech, language and communication needs, including developmental delays; (3) universal approaches and targeted SLC interventions to support the development of age appropriate SLC skills; and (4) support for senior leaders to embed speech, language and communication as part of whole school development planning and practice, to ensure a sustainable approach to speech, language and communication support. The primary aim of this study, was to identify whether &quot;Talk of the Town&quot; had an impact on pupil reading levels. Secondary aims included assessing the impact of the intervention on the language outcomes of children with low prior attainment in literacy, and exploring evidence of potential links between speech, language and communication and children's reading attainment. The study also involved a process evaluation which involved interviews a survey with participating staff. Key conclusions of the report were: (1) there is no evidence that &quot;Talk of the Town&quot; had an impact on pupil's reading comprehension; (2) there is no evidence that &quot;Talk of the Town&quot; had an impact on oral language skills for children identified as having weaker reading comprehension skills; (3) teachers valued the input and resources provided by The Communication Trust; (4) teachers reported that the targeted interventions did not always provide the right level of challenge to the selected students; and (5) there is scope for further research on the fact that those with low literacy were more likely to move schools.