ethanporcaro/eric-fulltext-meta huggingface dataset:
A Survey of School Discipline Gatekeepers about the Implementation of the Non-Exclusionary Discipline Practices Reform in Illinois Schools
Author: Gahungu, Athanase
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Implementation,Zero Tolerance Policy,Educational Change,Suspension,Reentry Students,Faculty Development,Developmentally Appropriate Practices,Educational Practices,Incidence,State Legislation,Principals,Administrator Attitudes,Compliance (Legal)

Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers in schools were surveyed about the extent and impact of its implementation. The results showed that a number of core provisions of the reform had not been fully implemented or addressed through professional development. Creating &quot;re-entry plans for students with long suspensions,&quot; &quot;eliminating zero tolerance policies,&quot; and &quot;limiting disciplinary transfers to alternative schools&quot; were the least implemented provisions. Furthermore, contrary to principals' wishful and embellished self-reporting, large proportions of school personnel still had not received required professional development in key topics such as &quot;adverse consequences of school exclusion and justice-system involvement,&quot; &quot;culturally responsive discipline,&quot; and &quot;developmentally appropriate disciplinary methods that promote positive and healthy school climate.&quot; Finally, sharp differences were found between principals and teachers and support personnel about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.
Assessing Lack of Common Support in Causal Inference Using Bayesian Nonparametrics: Implications for Evaluating the Effect of Breastfeeding on Children&apos;s Cognitive Outcomes
Author: Hill, Jennifer Lynn
Date: 2013-00-00
Type: Journal Articles
Subjects: Nutrition,Comparative Analysis,Child Development,Cognitive Ability,Attribution Theory,National Surveys,Longitudinal Studies,Reading Achievement,Mathematics Achievement,Scores,Simulation,Correlation,Bayesian Statistics,Infants,Nonparametric Statistics

Causal inference in observational studies typically requires making comparisons between groups that are dissimilar. For instance, researchers investigating the role of a prolonged duration of breastfeeding on child outcomes may be forced to make comparisons between women with substantially different characteristics on average. In the extreme there may exist neighborhoods of the covariate space where there are not sufficient numbers of both groups of women (those who breastfed for prolonged periods and those who did not) to make inferences about those women. This is referred to as lack of common support. Problems can arise when we try to estimate causal effects for units that lack common support, thus we may want to avoid inference for such units. If ignorability is satisfied with respect to a set of potential confounders, then identifying whether, or for which units, the common support assumption holds is an empirical question. However, in the high-dimensional covariate space often required to satisfy ignorability such identification may not be trivial. Existing methods used to address this problem often require reliance on parametric assumptions and most, if not all, ignore the information embedded in the response variable.We distinguish between the concepts of &quot;common support&quot; and &quot;common causal support.&quot; We propose a new approach for identifying common causal support that addresses some of the shortcomings of existing methods. We motivate and illustrate the approach using data from the National Longitudinal Survey of Youth to estimate the effect of breastfeeding at least nine months on reading and math achievement scores at age five or six. We also evaluate the comparative performance of this method in hypothetical examples and simulations where the true treatment effect is known.
The Context of Archipelago Traditional Cake to Explore Students&apos; Understanding in Integers Division Class VII
Author: Nuraida, Elis Muslimah
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Numbers,Division,Junior High School Students,Secondary School Mathematics,Grade 7,Relevance (Education),Food,Mathematics Instruction

This study aims to explore the students' mathematical understanding in integers division operation through the context of archipelago traditional cakes in class VII. This research is related to the Indonesian Realistic Mathematics Approach (PMRI) as a learning approach used. The methodology used in this study is Design Research consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study was conducted for VII grade students of SMPN 1 Palembang. The learning path (Hypothetical Learning Trajectory) in design research plays an important role as a research design and instrument. The Hypothetical Learning Trajectory (HLT) was developed together with a series of activities using the context of archipelago traditional cakes such as: omelette roll, bakpia, milk pie, etc. Media used in this study was the Students' Worksheet. The results of this study indicate that exploration using the context of traditional archipelago cakes can help students understanding in multiplication and division of integers. The conclusion of this study is the use of archipelago traditional cakes as starting point in mathematics learning in integer division operation material helps the students to explore their understanding in solving mathematics problems.
Students&apos; Statistical Reasoning in Statistics Method Course
Author: Rohana
Date: 2020-01-00
Type: Journal Articles
Subjects: Statistics,Inferences,Abstract Reasoning,Hypothesis Testing,Undergraduate Students,Foreign Countries,Knowledge Level

The role of statistics is wide and crucial in daily life, making statistics important. Many students have difficulty understanding statistics. This study aims to determine students' statistical reasoning about inference statistics, which is limited to the subject matter of the testing hypotheses about two-sample hypotheses testing. This study used descriptive research method. The subjects were 25 students of third-year Mathematics Education Departement at Universitas PGRI Palembang in the academic year 2018/2019. Data were collected through tests and interviews. Data were analyzed through descriptive quantitative. The results of data analysis showed that 32% of students had level 1 statistical reasoning (the lowest level), 20% were at level 2, 28% at level 3, 12% at level 4 and 8% at level 5 (highest level). Based on the result, it can conclude that students' statistical reasoning ability in learning statistical method is not satisfactory, students are still very lacking in reasoning.
Kansas Family Engagement and Partnership Standards for Early Childhood
Author: Kansas State Department of Education
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Family Involvement,Child Development,School Readiness,Partnerships in Education,Family Role,Interpersonal Communication,Advocacy,Early Childhood Education,Family School Relationship,Family Environment,Community Role,Educational Environment,Community Involvement,Teacher Role,Self Evaluation (Individuals),Evaluation Methods

Engaging families in their children's growth and learning can support the healthy social, emotional, cognitive and physical development of young children. These affirmative relationships also support positive life long outcomes for children. The Kansas Family Engagement and Partnership Standards for Early Childhood provide guidance for families, practitioners, community members, and educators to examine current family engagement practices and plan future strategies to engage families in their children's development and learning. The Kansas Family Engagement and Partnership Standards for Early Childhood align with the Kansas Early Learning Standards and the Kansas School Readiness Framework. [This publication was prepared by the Kansas Parent Information Resource Center, a project of the Kansas Department of Education (KSDE) Technical Assistance Systems Network (TASN).]
Developing Pedagogical Content Knowledge of Mathematics Pre-Service Teacher through Microteaching Lesson Study
Author: Murtafiah, Wasilatul
Date: 2019-07-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Communities of Practice,Microteaching,Teacher Competencies,Lesson Plans,Planning,Learning Activities,Foreign Countries

This research aimed to describe pedagogical content knowledge of mathematics pre-service teacher through the lesson study application in microteaching. This descriptive qualitative research was conducted in Universitas PGRI Madiun with Mathematics pre-service teachers as subjects. The data were collected through observation, unstructured interviews, and documentation. Data from learning practice and pedagogical content knowledge were analyzed based on a scoring criteria framework that refers to microteaching assessment guidelines. The results showed that there was an increase in mathematics pre-service teacher learning practice (lesson planning increased from average to good, pre-learning activities increased from average to good, while learning activities increased from average to good, and closing activities increased from average to good). There was an increase in mathematics pre-service teacher content knowledge (increased in concept mastery from average to good and increased in material understanding from average to good). There was also an increase in mathematics pre-service teacher pedagogical knowledge (increased in clarity of learning scenarios from average to excellent, increase in the ability to use learning media from average to good, increase in the appropriateness of assessment techniques with learning objectives from average to good).
Kindergarten in Kansas: A Booklet for Families of Young Children Ages 4 to 6 Years Old
Author: Kansas State Department of Education
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: School Readiness,Academic Standards,Student Adjustment,School Entrance Age,Attendance,State Standards,Young Children,Learning Activities,Play,Enrollment,Parents,Family Involvement,Parent Role,Family Environment

This booklet provides an overview of the following important topics, which can assist parents in preparations to be made prior to their child's kindergarten entry: (1) Kansas Early Learning Standards; (2) Kindergarten Entry Information; (3) The Kindergarten Transition; (4) Additional Questions You May Have; and (5) Checklist for Entering Kindergarten. A list of resources is also included. [The Kansas Coalition for Effective Family Engagement (KCEFE) grant project collaborated with the Kansas State Department of Education (KSDE) and the Kansas Parent Information Resource Center (KPIRC), a project of the Technical Assistance Systems Network (TASN) on the development of this resource.]
Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty
Author: Powell, Sarah R.
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocabulary,Grade 3,Elementary School Students,English Language Learners,Mathematics Instruction,Equations (Mathematics),Problem Solving,Word Problems (Mathematics),Language Skills,Mathematics Achievement,Learning Disabilities,Urban Schools

The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation solving and word-problem performance: no MD, equation difficulty, word-problem difficulty, or equation and word-problem difficulty. Within these four categories, we compared student performance between ELs and non-ELs. Results showed ELs scored lower than non-ELs across all groups. Both ELs and non-ELs with equation and word-problem difficulty demonstrated lower performance on the mathematics vocabulary measure than students with only equation difficulty or word-problem difficulty. Findings indicated ELs and students with MD have limited mathematics vocabulary knowledge and may require focused instruction on the language of mathematics. [This paper was published in &quot;Reading and Writing Quarterly: Overcoming Learning Difficulties&quot; v36 n2 p124-141 2020 (EJ1249760).]
Second Language Academic Writing: A Study of Teachers&apos; Beliefs and Pedagogical Practices in Senior High School
Author: Hajan, Bonjovi Hassan
Date: 2019-03-00
Type: Journal Articles
Subjects: Academic Language,Classroom Techniques,Foreign Countries,Beliefs,Writing Instruction,Vocational High Schools,Student Motivation,Feedback (Response),Teacher Role,Time Management,School Schedules,Student Characteristics,Class Size,English (Second Language),Language Teachers,Educational Technology,Educational Facilities

Education practitioners such as teachers play an imperative role in translating learning among students and understanding their belief systems and practices is central in the reshaping of educational policy and instructional practice. This study employed a case study design to explore teachers' beliefs and pedagogical practices in teaching second language (L2) academic writing in the context of senior high school. Two purposively selected teachers who were teaching academic writing courses in a polytechnic school in the Philippines participated in the study. Drawing from semi-structured interviews, the study revealed that the teacher participants held complex belief systems about the nature of writing and the process of teaching academic writing. While the participants shared a variety of beliefs about L2 academic writing, findings from non-participatory classroom observations showed that they tended to adhere strictly to these beliefs when enacting classroom instructions. Moreover, the participants indicated that time, class schedule, class size and school facilities were among the factors that constrained them from translating their beliefs into instructional practices. The study has practical implications to L2 writing pedagogy. Recommendations for future research are also discussed in this paper.
COVID-19: Strategies for Online Engagement of Remote Learners
Author: Zayabalaradjane, Z.
Date: 2020-03-00
Type: Journal Articles
Subjects: Learner Engagement,Distance Education,Electronic Learning,Student Centered Learning,Online Courses,Medical Students,Teaching Methods,Medical Education,Crisis Management,COVID-19,Pandemics

The COVID-19 outbreak across the globe has forced educational institutions including medical schools to suspend campus learning in order to curb the spread of the virus. This has forced the teaching community to think of new avenues and alternate strategies for engaging our students. Many institutes of higher education have shifted to online-mode to ensure continuity of teaching-learning and assessment processes. It is time for us to think of 'flexible learning', a learner-centered approach that offers rich learning choices to the students. In online mode of flexible learning, students are provided with a variety of choices for their learning and allows them to take more responsibility for their own learning. Since, many of the medical school teachers are new to online mode of teaching their apprehension towards active online engagement of their students is inevitable. Here are some strategies for increasing and ensuring higher levels of student engagement in online teaching.
Comparing Passage Lengths and Human vs Speech Recognition Scoring of Oral Reading Fluency
Author: Nese, Joseph F. T.
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Text Structure,Oral Reading,Reading Fluency,Reading Tests,Computer Assisted Testing,Speech,Recognition (Psychology),Reading Rate,Scores,Error Patterns,Scoring,Audio Equipment

The purpose of this study was to compare traditional oral reading fluency (ORF) measures to a computerized oral reading evaluation (CORE) system that uses speech recognition software. We applied a mixed model approach with two within-subject variables to test the mean WCPM score differences and the error rates between: passage length (25, 50, 85, and 250 words), and scoring method (real-time, recorded audio, and automated speech recognition [ASR]). We also used weighted Cohen's kappa to analyze the word score agreement across scoring methods. We found that shorter passages had greater WCPM means than traditional ORF passages, and that real-time (traditional) scores had greater means than both audio recording and ASR scores; the latter two were similar across passage length and grade.
Postgraduate Students&apos; Expectations of Their Lecturers
Author: Orakci, Senol
Date: 2020-01-25
Type: Journal Articles
Subjects: Graduate Students,Expectation,College Faculty,Student Attitudes,Schools of Education,Teacher Effectiveness,Teaching Methods,Instructional Materials,Foreign Countries,Faculty Development,Feedback (Response),Teacher Student Relationship,College Environment

The main purpose of this study, which was realized in the qualitative research design, is to determine postgraduate student expectations of their lecturers. The study group is composed of master and doctoral students from different universities enrolled in Educational Sciences Institute that &quot;seeks to prepare candidates as highly qualified education professionals capable of functioning in the current and dynamic field of education.&quot; A case study design was employed in this study. The data of the study were collected by a semi-structured interview form consisting of five open-ended questions. &quot;Content analysis method&quot; was used in the analysis phase of data. Five themes, each with categories, were identified and were compared to findings in the literature. As a result of the study, it can be said that lecturers need to regularly update their skills and knowledge in order to maintain an effective teaching activity in the context of professional development. They should also avoid traditional methods and support their courses with materials. The university education should not only consist of teaching courses for the lecturers, but also social relations should be developed especially for both the university students and the university itself by establishing relations with the close environment.
Pre-Service Teacher&apos;s Understanding Levels of Capacitors and Instructors&apos; Predictions about the Given Responses
Author: Yildiz, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Mathematics,Physics,Teacher Attitudes,Prediction,Teacher Education,Student Attitudes,Knowledge Level,Mathematical Formulas

This study explores the understanding levels of pre-service teachers of the elementary school mathematics teacher education undergraduate program about capacitors that they learned in the compulsory Physics-2 course in the second year of the second term, and instructors' predictions about the teachers' responses. A total of 54 pre-service teachers participated in the study. The findings of the study reveal that 62.9% of the pre-service teachers did not know the function of a capacitor, 46.3% could not write any equations in connection with the capacitor and 57.4% could not explain any of the quantities in the formulas related to the capacitor. Instructors who taught Physics-2 at the undergraduate level were asked to predict the percentage rate of success of the answers the pre-service teachers gave about capacitors. The data reveal that the instructors were not sufficiently aware of pre-service teachers' knowledge of capacitors, although they taught them Physics-2 and evaluated them. [Paper presented at the World Conference on Learning, Teaching and Educational Leadership (8th, Lisbon, Portugal, Oct 26-28 2017).]
K-12 Louisiana Student Standards for English Language Arts. Louisiana Student Standards: English Language Arts
Author: Louisiana Department of Education
Date: 2019-03-08
Type: Guides - Non-Classroom
Subjects: Academic Standards,State Standards,Language Arts,Kindergarten,Elementary Secondary Education,Reading Skills,Reading Comprehension,Writing Skills,Speech Skills,Language Skills,Vocabulary

The Louisiana English language arts student standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what proficient students should know and be able to do to compete in our society and focused their efforts on creating standards that would allow them to do so. The new standards provide appropriate content for all grades, maintain high expectations, and create a logical connection of content across and within grades. The goal for students in English language arts (ELA) is to: (1) Read; (2) Understand complex, grade-level texts; and (3) Express their understanding of those texts through writing and speaking. The Standards for ELA/Literacy establish grade-level expectations for all students meaning &quot;what&quot; students will learn. Decisions about &quot;how&quot; to teach these expectations are left up to local districts, schools, and teachers.
Effect of Daily Teacher Feedback on Subsequent Motivation and Mental Health Outcomes in Fifth Grade Students: A Person-Centered Analysis
Author: Thompson, Aaron M.
Date: 2020-00-00
Type: Reports - Research
Subjects: Feedback (Response),Student Motivation,Grade 5,Elementary School Students,Negative Attitudes,Depression (Psychology),Behavior Problems,Student Behavior,Self Management,Child Behavior,Student Attitudes,Social Development,Emotional Development,Behavior Change,Readiness

Prevention scientists recognize that implementing effective prevention practices and programs responsive to the needs of individuals but based solely upon the findings from variable-centered methods presents several limitations due to numerous risk factors, pathways, and unobserved influences. One such understudied influence that is masked by variable-centered methods, motivation, is a person-level characteristic that influences treatment outcomes. The purpose of this paper is to demonstrate the use of an alternative person-centered approach, group iterative multiple model estimation (GIMME), to model change over time that focuses on the interdependence of daily student motivation levels and teacher feedback and their relations to student outcomes over time. Specifically, we used GIMME to model person level responses to negative teacher feedback regarding students' next day motivational ratings using data from 58 5th grade students participating in a study of the impact of the self-monitoring and regulation training strategy (SMARTS). Results identified a set of SMARTS students whose daily readiness aligned with high rates of self and teacher agreement regarding ongoing performance ratings. However, results identified a group of students whose daily motivation and readiness for change was adversely impacted by negative teacher feedback the day before. For these students, they were more likely than their peers to experience high levels of depression and internalization scores. Motivationally oriented practice suggestions for providing feedback to students who may be sensitive to this type of feedback and research implications of these findings are discussed. [This is the online version of an article published in &quot;Prevention Science.&quot;]