ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer Observation as a Professional Development Intervention in EFL Pedagogy: A Case of a Reading Lesson on Developing the Top-Down Processing Skills of the Preparatory Year Students
Author: Ahmad, Zulfiqar
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Intervention,Faculty Development,Teacher Attitudes,Reading Instruction,Peer Evaluation,Reading Processes,Reflection,Feedback (Response),Language Teachers,Independent Study,Semitic Languages,Native Language,Foreign Countries,Knowledge Base for Teaching,College Preparation,Language of Instruction

Most research on peer observation as a professional development intervention in EFL contexts focuses either on teachers' perceptions about its usefulness or the methodical frameworks. There are a few studies which report realtime incidence of a peer observed lesson. To fill this gap, the present study arranged a peer observation for a reading lesson on top-down processing skills to reflect upon the strengths and weaknesses of the lesson as well as develop the reading literacy of the students. The peer observation method included a pre-observation stage with the teacher and the observer deciding on the modalities of observation. The second stage was the lesson which was peer observed followed by the post-lesson reflection stage. The results obtained through teachers' reflection on different aspects of the lesson and the peer observer's report revealed that most stages and activities of the lesson went as planned except for the final where issues of activity management, teacher feedback, and coherent lesson progression came up to the fore. The study has significance for EFL practitioners interested in initiating selfdirected professional development through peer observation in particular and for researchers of professional development studies in general.
Beyond the Red Pen: A Functional Grammar Approach to Evaluating the Written Language of Deaf Students
Author: Kilpatrick, Jennifer Renée
Date: 2019-06-00
Type: Reports - Research
Subjects: Grammar,Written Language,Deafness,Students with Disabilities,Writing Evaluation,Language Acquisition,Developmental Stages,Language Tests,Writing Instruction,Test Construction,Elementary School Students,Intermediate Grades,Nouns,Verbs,Form Classes (Languages),Student Evaluation

Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis to provide teachers with a new way to evaluate deaf students' writing. This project consisted of two studies. The first study focused on determining whether SFG analysis could be helpful for teachers of the deaf. The second study focused on mapping a trajectory of the written language development of deaf students and the development of written language inventory for teachers of the deaf. This inventory, along with additional evaluation tools, has the potential to impact both objective setting and instruction. [This is the online version of an article published in &quot;Psychology in the Schools.&quot;]
TEQSA Annual Report 2018-2019
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2019-09-30
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Academic Standards,Accountability,Accreditation (Institutions),Administrative Organization,Audits (Verification),Students with Disabilities,Diversity (Institutional),Educational Finance,Educational Innovation,Educational Policy,Educational Quality,Educational Resources,Governance,Grievance Procedures,Needs Assessment,Quality Assurance,Risk,Risk Assessment,Reputation,Higher Education,Partnerships in Education,Budgets,Portfolios (Background Materials),Human Resources,Access to Information,Sustainable Development,Advertising,Occupational Safety and Health,Disabilities

This report describes the progress made over the course of 2018-19 to advance national action to assure the quality of higher education in Australia. It informs The Hon Dan Tehan MP, Minister for Education, the Parliament of Australia, the Australian higher education community, and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the agency) during the financial year ending 30 June 2019. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the objectives and actions set out in the &quot;TEQSA Corporate Plan 2018-22&quot; and in TEQSA's &quot;2018-19 Portfolio Budget Statements.&quot; [For the 2017-2018 report, see ED592418.]
An Analytical Study of Primary School Teachers&apos; Views towards Research Oriented Learning Approach
Author: Sarigöz, Okan
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Teacher Attitudes,Active Learning,Scientific Research,Foreign Countries,Science Process Skills,Skill Development,Problem Solving,Student Centered Learning

Research-oriented learning is a learning approach enabling students to do scientific research, work actively in the process, revise, reinforce, learn by living and doing, take responsibility, boost their self-confidence, put what they have learned into practice and solve the problems they have encountered in their daily lives. The aim of this re-search is to determine the views of primary school teachers about research-oriented learning approach by considering some demographic variables. The sample of the re-search constitutes 253 primary school teachers working under Provincial Directorate of National Education in the city centre of Antalya in 2015-2016 school years. General screening models, one of the descriptive screening methods, and mixed model were used in the research. Validity and reliability studies of 22-item 'Survey of Research-Oriented Learning Approach' used in the research were conducted and Cronbach's Alpha internal reliability coefficient was calculated as 0.89. As a consequence of the research, the result has been reached that according to the primary school teachers, research-oriented learning approach develops students' problem solving skills and lets students enter in to a certain process, but purposes and gains about subjects are not determined by teachers. Moreover, such results have been reached in the research that depending on demo-graphic variables, there is no a statistically significant difference of opinions regarding the approach between female and male primary school teachers according to gender variable.
Statistics Report on TEQSA Registered Higher Education Providers, 2019
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Students,College Faculty,Educational Finance,Foreign Students,Foreign Countries,Universities,Proprietary Schools,Vocational Education,School Personnel,Courses,Institutional Characteristics,College Admission,Attendance,Student Characteristics,Undergraduate Students,Intellectual Disciplines,Graduate Students,Accreditation (Institutions),Enrollment,Full Time Students,Part Time Students,Public Colleges

The &quot;Statistics report on TEQSA-registered higher education providers 2019&quot; (the Statistics Report) is the sixth release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot and time series of national statistics from across the sector, bringing together data collected directly by TEQSA and data sourced from the main higher education statistics collections managed by the Australian Government Department of Education (the Department). The Statistics Report provides high-level information across three key areas: providers, students, and academic staff. This update of the Report focuses on data relating to 2017, with the exception of onshore international students, which includes 2018 data. Where available, data relating to 2013, 2014, 2015 and 2016 has been included to enable trend reporting. The explanatory notes and glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For the 2018 report, see ED592405.]
Good Practice Note: Making Higher Education Admissions Transparent for Prospective Students
Author: Beard, Janet
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Access to Education,College Admission,Admission Criteria,Foreign Countries,Access to Information,College Applicants,Web Sites,Language Usage,Guidelines,Accountability,Administrative Principles

&quot;Good Practice Notes&quot; offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The best practice guides are intended to support and promote the quality assurance approaches of providers. This &quot;Good Practice Note&quot; is intended to complement the Tertiary Education Quality and Standards Agency's (TEQSA) Advice on Admissions Transparency (see ED583514). The phrase 'admissions transparency' refers to Australian higher education providers presenting clear information which helps prospective domestic undergraduate students, regardless of their background, understand the criteria and processes for admission to the providers' courses. Such information should be clear, transparent and easily understood. Prospective students must be able to understand the information and compare providers and courses to enable them to make informed study choices. Information should also be presented so that parents, teachers and career advisers are able to understand the information so that they can support and assist students to make decisions about courses and providers. This &quot;Good Practice Note&quot; presents Australian higher education providers with exemplars and specific practical advice to assist them to make the processes for admission to higher education institutions transparent for prospective students.
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties
Author: Connor, Carol McDonald
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Intervention,Elementary School Students,Metacognition,Prediction,Vocabulary Skills,Grade 3,Grade 4,Listening Comprehension,Psychomotor Skills,At Risk Students,Reading Difficulties,Language Skills,Oral Language,Teaching Methods,Reading Programs,Language Tests,Achievement Tests,Reading Tests,Syntax,Semantics

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from -0.14 to 0.33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students' reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. [This article was published in &quot;Scientific Studies of Reading&quot; (EJ1188481).]
Predicting Kindergarten Enrollment in Baltimore
Author: Grigg, Jeffrey
Date: 2018-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: Kindergarten,Enrollment Rate,Public Schools,Prediction,Urban Schools,Population Trends,Ethnic Groups

Using publicly reported data from the Maryland State Department of Education (MSDE) and the Maryland Department of Health and Mental Hygiene (DHMH), this brief examines the relation between the number of Baltimore-born children and the subsequent kindergarten enrollment in Baltimore City Public Schools (City Schools). The authors use this birth information to make predictions about kindergarten enrollment into the future. They examine the number of babies born to Baltimore residents and then compare that number to the subsequent enrollment of five-year-old children in City Schools kindergarten. To be sure, each City Schools kindergarten cohort includes children who moved into the city after they were born, but the concept of enrollment rate is useful for understanding enrollment dynamics over time.
Baltimore Infants and Toddlers Program
Author: Grigg, Jeffrey
Date: 2018-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Infants,Toddlers,Family Programs,Developmental Delays,Speech Language Pathology,Referral,Eligibility,Kindergarten,School Readiness,Health Services,Social Services

For this brief, the authors analyzed a cohort of children referred to Baltimore's Infants and Toddlers program (BITP), for kindergarten readiness. Usually, pediatricians, parents, or early education staff refer a child to BITP upon observing a delay in development or speech and language skills. Thereafter, BITP staff assesses the child to determine eligibility for services, then refers eligible children to appropriate services. Among students who were not assessed by BITP, students who could not be contacted scored above the district's composite Kindergarten Readiness Assessment (KRA) average, but children who were withdrawn scored below. The highest overall mean outcomes were among eligible children who completed services. These findings suggest the need for continued communication with parents on the importance of completing the services their children are eligible to receive. This analysis cannot determine why children who transition to kindergarten for additional services had the lowest levels of proficiency, but the fact that they remained entitled to services suggests they required continued support. Further study might rule out other explainations such as unmet needs or gaps in services.
Direct and Mediated Effects of Language and Cognitive Skills on Comprehension of Oral Narrative Texts (Listening Comprehension) for Children
Author: Kim, Young-Suk Grace
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Skills,Cognitive Ability,Oral Language,Listening Comprehension,Short Term Memory,Attention,Vocabulary,Grammar,Knowledge Level,Inferences,Theory of Mind,Grade 1,Elementary School Students,Foreign Countries,Age Differences

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were 0.46 for working memory, 0.07 for attention, 0.30 for vocabulary, 0.49 for grammatical knowledge, 0.31 for inference, 0.52 for theory of mind, and 0.18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect.
Social Mobility in Rural America: Insights from Communities Whose Young People Are Climbing the Income Ladder. A Field Report by National 4-H Council and the Bridgespan Group
Author: McKeag, Mark
Date: 2018-11-00
Type: Reports - Research
Subjects: Rural Areas,Counties,Youth Programs,Social Mobility,Diversity,Economic Progress,Minority Groups,Expectation,Skill Development,Community Involvement,Career Development,Opportunities,Barriers,Community Attitudes,Planning,Racial Differences,Ethnicity,African Americans,American Indians,Hispanic Americans,Racial Bias,Extension Education

Researchers and journalists have documented the challenges confronting the nation's rural communities--dwindling populations, few employment opportunities, the opioid crisis, and a lack of public investment. However, there are many rural communities that are surmounting these obstacles and helping their young people build a brighter future. The authors of this report identified 133 rural counties that rank in the top 10 percent of all rural counties for youth economic advancement. To get a ground-level view, they homed in on a subset of counties within the top 10 percent, using characteristics that correlate with upward mobility--such as teen birth rates and high school graduation rates--to guide them. They also used demographic data to seek out counties with some diversity in terms of population size, adjacency to metropolitan areas, racial makeup, and predominant industries. Supported by the Cooperative Extension System of the nation's land-grant universities, they conducted over 200 in-person interviews with public, private, and nonprofit community leaders, including approximately 100 interviews with focus groups comprised of middle and high school students. To discern how these communities increase the odds that their young people will climb the income ladder, they collected insights from young people. This field report details what they found. It offers a firsthand account of economic mobility in rural America, reflecting what they saw as well as what they heard from community leaders and young people themselves. [The report was written in collaboration with the National 4-H Council and the Cooperative Extension System of land-grant universities.]
State of the Field: Wraparound Services
Author: Luesse, Hiershenee B.
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Counseling Services,Poverty Programs,Caseworker Approach,Counselor Client Relationship,International Cooperation,Program Development,Counseling Techniques,Community Development,Community Involvement,Intergenerational Programs,Guidance Programs,Staff Development,Cultural Awareness,Physical Environment

This report presents best practices in wraparound care from three perspectives: the research perspective as reflected in empirical studies and non-empirical literature, professional knowledge and values generated from interviews with industry leaders, as well as consumer insights from clients of the Comprehensive Case Management program. The report incorporates information from a range of disciplines, such as behavioral economics, behavioral science, trauma-informed care, and executive skill building to provide an overview of the state of the field. It is our goal not to provide everything there is to know, but rather to extract practical lessons that can be integrated into wraparound work with individuals and that can be used to guide the improvement and expansion of services. At the end of the report, we have assembled some resources that can help organizations refine and/or implement program changes and celebrate program successes. [This report was prepared by 8RES, LLC for Part of the Solution (POTS).]
An Analytical Study of Free Time Motivations of Teacher Candidates
Author: Sarigoz, Okan
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Leisure Time,Recreational Activities,Play,Foreign Countries,Motivation,Satisfaction,Gender Differences

Leisure time, conceptually defined as recreation or free time, is a term to define the time period set aside by individuals in order to have fun after the work, rest, play around and do as they wish and meet special needs. The purpose of this study is to determine free time motivations approaches of teacher candidates by considering some demographic variables. The sample space of the study consists of the students of the departments of English Teaching, Classroom Teaching, Psychological Counseling and Guidance and Special Education Teaching from faculty of education of Mustafa Kemal University in 2016-2017 education season. General screening model was utilized in this research. Validity and reliability coefficient of the used scale was calculated to be 0.801. The results found in the study include; overcoming the issues that require struggle gives the person a sense of satisfaction, some particular activities makes the individual feel free, activities in the free time makes the individual happy and there was no significant difference statistically between male and female teacher candidates' free time motivations.
Multicomponent View of Vocabulary Acquisition: An Investigation with Primary Grade Children
Author: Kim, Young-Suk Grace
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Language Acquisition,Elementary School Students,Short Term Memory,Attention,Inferences,Morphology (Languages),Syntax,Cognitive Tests,Achievement Tests,Kindergarten

The role of working memory in vocabulary acquisition has been well established in the literature. In this study, we proposed and empirically tested the multicomponent view of vocabulary acquisition, which states that multiple language and cognitive skills are involved to facilitate phonological and semantic representations needed for vocabulary acquisition. Working memory and attention were hypothesized to be directly and indirectly related to vocabulary, whereas inference and morphosyntactic knowledge were hypothesized to be directly related to vocabulary (measured by the Picture Vocabulary Test of the Woodcock-Johnson III battery). Results from 262 kindergartners using path analysis revealed that all the multiple cognitive and language skills were directly related to vocabulary after controlling for age, gender, racial/ethnic backgrounds, socioeconomic status (as measured by free or reduced-price lunch eligibility), and each other. Furthermore, working memory and attention also made indirect contributions via inference and morphosyntactic knowledge. Total effects (beta weights), accounting for direct and indirect effects, were 0.33 for working memory, 0.23 for attention, 0.18 for inference, and 0.18 for morphosyntactic knowledge. These results indicate that although working memory is important, contributions of other language and cognitive skills should be considered in vocabulary acquisition. Theoretical and practical implications are discussed.
Interlanguage: A Case Study of Foreigner Learners of Bangla
Author: Islam, A. K. M. Mazharul
Date: 2011-09-30
Type: Dissertations/Theses - Masters Theses
Subjects: Interlanguage,Indo European Languages,Language Processing,Interference (Language),Language Usage,Syntax,Phonetics,Morphology (Languages),Learning Motivation,Speech Communication,Language Research,Case Studies,Second Language Learning,Grammar,Teaching Methods,Second Language Instruction,Transfer of Training,Error Analysis (Language),Foreign Countries

This study has investigated the interlanguage features in spoken language of four foreigner learners of Bangla. Data has been collected through interviews which were recorded and analyzed. The analysis of the respondents' language has been made in terms of phonetic, morphological and syntactic aspects. The language deviations may be attributed to different factors such as L1 interference to some extent, and other aspects related to psychological processing, motivation and language use.