ethanporcaro/eric-fulltext-meta huggingface dataset:
Policies to Support Military-Connected Students. Policy Update. Vol. 24, No. 9
Author: Tucker, William
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Military Personnel,Student Mobility,Student Needs,Family Needs,Well Being,Data Collection,Information Dissemination,Information Management,Educational Policy

With thousands of U.S. troops still stationed in Afghanistan and other posts, the nation's armed forces continue to make significant sacrifices. So do their families. This NASBE policy update explores the unique challenges that military-connected students face and how state boards of education can ensure the success and well-being of these students through effective policies on data sharing and training in data management.
Schools Climate and Student Achievement in Secondary Schools of Ethiopia
Author: Geleta, Abeya
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Educational Environment,Academic Achievement,Secondary Schools,Secondary School Students,Secondary School Teachers,Statistical Analysis,Standardized Tests,Scores,Questionnaires,Likert Scales,Teacher Attitudes,Multiple Regression Analysis

A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students' test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students' achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers' professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.
Impoliteness in English as a Foreign Language Complaints: Exploring Its Intentions and Motivating Factors
Author: Wijayanto, Agus
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Interlanguage,Pragmatics,Intention,Oral Language,Task Analysis,Context Effect,Learning Motivation,Interpersonal Competence,Discourse Analysis,Structured Interviews

The study investigated intentions and motivating factors of using impoliteness in interlanguage complaints by English as a Foreign Language (EFL) learners. Empirical data were elicited by means of oral discourse completion tasks and questionnaires from 42 Indonesian learners of English. Post-structured interviews were conducted to obtain the intentions and reasons of deploying impoliteness in the complaints. The results reveal that impoliteness is triggered by three general motivating factors; speaker-related factors, target person-related factors, and contextual factors. A number of intentions of deploying impoliteness are found, and they suggest that impoliteness is a mean to an end rather than an end itself.
Dynamising Conceptual Change Approach to Teach Some Genetics Concepts
Author: Pekel, Feyzi Osman
Date: 2015-00-00
Type: Journal Articles
Subjects: Genetics,Student Attitudes,Control Groups,Scientific Concepts,Experimental Groups,Biology,Science Instruction,Achievement Tests,Science Tests,Comparative Analysis,Teaching Methods,Pretests Posttests,Statistical Analysis,Grade 10,High School Students,Misconceptions,Foreign Countries

This study investigates the effect of a conceptual change approach over traditional instruction on students' understanding of DNA, gene and chromosome concepts. 52 10th grade students belonging two different classes participated the study. One of the classes was assigned randomly to the control group, and the other class was assigned randomly to the experimental group. During teaching of the topic of DNA and gene related concepts in the biology curriculum, the conceptual change approach was applied in the experimental group whereas 'traditional instruction' was followed in the control group. The data were analyzed using analysis of SPSS 10.0. The results showed that the students in the experimental group performed better when compared to the control group. For the genetic concept achievement test, the posttest average percent of correct responses of the experimental group was % 79.46 and that of the control group was % 59.79 after the treatment. Add to this, it was found that students' attitudes towards biology lessons made a statistically significant contribution to the variation in students' understanding of DNA, gene and chromosome related concepts.
Dialogic Teaching Model for Ninth Class Students to Conceptualize Inequalities
Author: Gürbüz, Mustafa Çagri
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Mathematics Instruction,Teaching Methods,Grade 9,Secondary School Mathematics,Mathematical Concepts,Concept Formation,High School Students,Discussion (Teaching Technique),Foreign Countries,Qualitative Research,Group Discussion,Video Technology,Questionnaires,Scoring Rubrics,Mathematics Tests

It is known that difficulties are often experienced in conceptual learning of mathematics, which is an abstract lesson. For this reason, it is difficult for students to conceptually learn inequalities, one of the difficult subjects of mathematics. The aim of this study is to investigate the effect of dialogic teaching to overcome the general mistakes and difficulties of 9th grade students in deepening the conceptual teaching of inequalities. This study was designed as an action research. The answers and solutions given to 7 open-ended questions prepared to determine students' misconceptions and mistakes were scored between 0 and 2 points. When a detailed analysis of solutions written by the students was done, it was determined that the students had difficulty in establishing the concept of numbers, that they ignored the real numbers in a defined range and only focused on integers, that they ignored zero when finding the square of the inequality in a defined range, and that they had difficulty in understanding the principle of reversing when the inequality was multiplied by a negative number and also had difficulty in the solution of inequalities when two inequalities were combined into a single inequality. According to the results of the research, dialogic teaching played a supporting role for the students to reach the conceptual learning of inequalities. It was also seen that high school students were able to reconstruct the concept of inequality conceptually in the learning process.
Success Boston: Coaching for Completion. 2015-16 Implementation Report
Author: Linkow, Tamara
Date: 2017-03-27
Type: Reports - Research
Subjects: Coaching (Performance),Program Effectiveness,Interviews,Online Surveys,Student Surveys,Focus Groups,Student Participation,Nonprofit Organizations,Partnerships in Education,Colleges,School Community Programs,At Risk Students,Student Adjustment,College Students,Transitional Programs,Minority Group Students,Low Income Groups,Program Implementation,Costs,Disproportionate Representation,Professional Development,Interpersonal Communication,Student Attitudes,Recruitment,High School Students,High School Graduates

This report represents the first of three that will be released over the course of the study. It answers two primary questions: (1) How has Boston Coaching for Completion (BosC4C) been implemented? and (2) What was the cost to implement the program? Over the 2015-16 academic year, the study collected data, including by conducting intensive interviews with staff from the nonprofit organizations and from 10 partner colleges; administering an online survey to participating students; conducting focus groups with non-participating students; and analyzing information from the program's records of coaches' interactions with students. This report is designed to help develop a common standard of practice by describing the nonprofit coaching organizations' and colleges' activities, students' experiences, commonalities and differences across the organizations, and costs of implementing the BosC4C program. It also outlines the elements of transition coaching that appear to be consistent across the nine nonprofit organizations--as well as idiosyncratic to individual organizations--and describes challenges faced by organizations and their staff and by students. Based on what we learned, several themes have emerged.
Expression of Wish in English and Arabic: A Contrastive Study
Author: Abdulsada, Mohammed Nasser
Date: 2004-07-00
Type: Dissertations/Theses - Masters Theses
Subjects: English,Semitic Languages,Contrastive Linguistics,Language Usage,Language Research,Expressive Language,Semantics,Morphemes,Verbs,Form Classes (Languages),Sentence Structure,Self Expression,Interpersonal Communication,Preferences

Wish expression is the way by which wishes are expressed. These wishes are either fulfilled or unfulfilled. There are certain devices that are used in English and Arabic and these devices are used to express wishes. Fulfilled wishes are expressed by most devices of wish expression in both English and Arabic. In turn, unfulfilled wishes are expressed by two devices in English and several particles in Arabic. The problem of the research is centered around three major aspects. The first aspect is the wish (non)fulfillment. The second aspect is the existence of the devices used to express wishes. The third aspect is the use of the time tenses in the devices mentioned above. The three aspects stated are of a common correlation on the ground that these aspects exist in English and in Arabic. Therefore, the devices used to express wishes in the two languages are correlated and there are similarities and differences which can be revealed in a contrastive analysis. The procedures adopted in this research involve the following ; the investigation of the constructions used to express wishes in English, then those used in Arabic, the analysis of literary texts as a manifestation on the use of these constructions in the two languages. The research consists of five chapters. The first chapter introduces the subject as to problem, objectives, hypotheses, procedures ,limit and value.The second chapter treats the subject in English with regard to devices of wish expression and the texts manifesting the use of these devices. The third chapter is to introduce the subject in Arabic, this is in the devices of wish expression and text manifestation. The fourth chapter is on the contrastive analysis of the devices used in English and Arabic. The last chapter is concerned with conclusions, recommendation and suggestions for further research.
The Power of Coaching: Highlights from the Interim Report on the Impact of Success Boston&apos;s Transition Coaching on College Success
Author: Linkow, Tamara
Date: 2017-03-00
Type: Reports - Research
Subjects: Coaching (Performance),High School Graduates,College Readiness,Disproportionate Representation,Minority Group Students,Low Income Groups,At Risk Students,Program Effectiveness,Success,Academic Persistence,Grade Point Average,Comparative Analysis,Student Financial Aid,Nonprofit Organizations,School Community Programs,Quasiexperimental Design,College Students,Control Groups,Experimental Groups,Academic Achievement

The Success Boston initiative was launched in 2008 to improve Boston public high school graduates' access to and success in college, particularly for members of underrepresented groups. This report summarizes results from the second of three reports examining the classes of 2013 and 2014 and examines whether and how coaching affects students' short-term college outcomes. The study employs the strongest design possible to support causal claims about the effects of Success Boston Coaching (SBC) on students. Key findings include: (1) SBC-coached students are 11% more likely than non-coached students to persist into the second year of college, and are 21% more likely to persist into the third year of college than non-coached students; (2) the college grade point averages of SBC-coached students is 8% higher than that for non-coached students, and SBC-coached students spend 10% more time in good academic standing; and (3) coached students are 9% more likely to renew their FAFSA than non-coached students. [For the first report, see ED582088.]
KIDS COUNT Data Book, 2017: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Child Welfare,Economic Impact,Annual Reports,Well Being,Social Indicators,Definitions,Child Health,Child Development,Family Characteristics,Academic Achievement,Dropout Rate,Graduation Rate,Health Insurance,Mortality Rate,Drug Abuse,Socioeconomic Status,Poverty,Employment Level,Family Income,Elementary Secondary Education,Early Childhood Education,Early Parenthood,Pregnancy,Intervention,At Risk Persons,Educational Indicators,Parents,Access to Education,Reading Skills,Grade 4,Mathematics Skills,Grade 8,High School Students,Family Structure,Substance Abuse,Racial Differences,Ethnicity,Geographic Location

The &quot;2017 KIDS COUNT Data Book&quot; urges policymakers not to back away from targeted investments that help U.S. children become healthier, more likely to complete high school and better positioned to contribute to the nation's economy as adults. The &quot;Data Book&quot; also shows the child poverty rate in 2015 continued to drop, landing at 21%. In addition, children experienced gains in reading proficiency and a significant increase in the number of kids with health insurance. However, the data indicate that unacceptable levels of children living in poverty and in high-poverty neighborhoods persist. In this year's report, New Hampshire ranked first among states for overall child well-being, moving up one from 2016. Massachusetts and Vermont filled out the top three. Louisiana, New Mexico, and Mississippi were the three lowest-ranked states. [Foreword by Patrick T. McCarthy. For the &quot;KIDS COUNT Data Book, 2016: State Trends in Child Well-Being,&quot; see ED566901.]
Agency into Action: Teachers as Leaders and Advocates for Public Education, Communities, and Social Justice. Teacher Leadership &amp; Advocacy
Author: Catone, Keith
Date: 2017-12-00
Type: Reports - Research
Subjects: Teacher Leadership,Advocacy,School Community Relationship,Family School Relationship,Partnerships in Education,Equal Education,Educational Change,Educational Policy,Social Justice,Teacher Role,Barriers,Faculty Development,Teacher Education,Qualitative Research,Interviews,Democratic Values,Cooperative Planning

Economic inequality across the country is growing, and its impact on students' access to educational opportunities is significant. To explore the role teachers can play (and are playing) in ensuring that public education continues to be a forceful driver of social equity and in disrupting the structures, cultures, and practices that effectively maintain this system of inequality, the Annenberg Institute for School Reform at Brown University conducted the Teacher Leadership and Advocacy (TLA) study. We examine how teachers, alongside family and community partners, are utilizing their experiences and expertise to share new ideas and evidence that can continue to build an ecology for equitable education reform. Specifically, we explore how teachers are leading and engaging in advocacy for policy change that can lead to system change and improvement. The findings and recommendations of the TLA study come from an exploration of current efforts to activate individual and collective teacher leadership and advocacy. The study partnered with six educational organizations from around the country whose leaders and members responded to three research questions: (1) Why engage teachers as leaders and advocates within policy-making? (2) How are the profiled organizations dismantling challenges and barriers to leadership and advocacy? and (3) What are the policy-oriented outcomes of teacher leadership and advocacy?
Enabling School Counselors to Focus on Postsecondary Transitions. Policy Update. Vol. 24, No. 10
Author: Lorenzo, Sarah-Jane
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: School Counselors,Counselor Role,Counselor Evaluation,State Boards of Education,School Counseling,Leadership,Higher Education,Access to Education,Educational Counseling

For students whose families and friends do not have college-going experience to share, applying to college can be challenging. School counselors can fill the gap, but in many schools--especially those serving students most in need--counselors are spread thin. This NASBE policy update explores the ways state boards of education can address the challenges school counselors face and better support student transitions after high school.
The State of American High School Graduates: What States Know (and Don&apos;t) about Student Performance
Author: Achieve, Inc.
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: High School Graduates,Educational Indicators,Statistical Data,Graduation Rate,Cohort Analysis,Student Participation,College Bound Students,Academic Persistence,Remedial Programs,College Readiness,Career Readiness,Advanced Placement Programs,School Statistics,Academic Achievement

States cannot make good policy and practice decisions--and ultimately cannot improve student performance--if they do not have basic information about how students are performing along the way. As such, Achieve focused on states' publicly reported student performance against college- and career-ready (CCR) indicators in all 50 states and the District of Columbia to inform this year's report. The goal of this work is to focus on results within each state so that state leaders can determine the extent to which their K-12 system is producing CCR graduates, whether they are satisfied with the results, and if not, what they can do to improve the readiness of all students. This year's analysis found that even when states report data, comparing student outcomes across states is difficult, if not impossible, as states take such different approaches to how they define their indicators. This year's report shows that some states have made progress in their public reporting of a number of CCR indicators. It is also encouraging that the vast majority of states that reported data last year released updated data over the past year. This suggests that collecting and reporting student performance data is becoming a routinized part of states' monitoring. State leaders, partners, advocates, and the public should continue to push for more transparency and better reporting of the information they need to understand how their students are doing--and to use that data to examine trends and whether policy and practice decisions are producing the kinds of student results desired.
The Role of State Boards in Improving Early Childhood Education. Education Leaders Report. Volume 4, No. 1
Author: Hao, Winona
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Board of Education Role,Early Childhood Education,Educational Improvement,Early Intervention,At Risk Students,Academic Standards,School Readiness,Preschool Teachers,Teacher Qualifications,Teacher Education Programs,Teacher Certification,Faculty Development,Teacher Education,Leadership Responsibility,Educational Finance,State Standards,Geographic Location

State boards of education have authority endowed by state constitutions and statutes to position them as key players in improving early education. Recognizing the importance of early childhood education (ECE), federal and state governments have been investing billions of dollars to serve the nation's youngest children. Yet many children still enter elementary school unprepared, and their K-12 schooling largely fails to close those initial gaps. State boards of education have authority that positions them to be key players in improving early education. This National Association of State Boards of Education (NASBE) Education Leaders Report discusses opportunities for state boards to use this authority to improve ECE policy in their states.
Year 1 Massachusetts Preschool Expansion Grant (PEG). Evaluation Report
Author: Checkoway, Amy
Date: 2016-12-05
Type: Reports - Research
Subjects: Preschool Education,Grants,Early Childhood Education,Access to Education,Low Income Groups,Educational Quality,Delivery Systems,School Community Programs,At Risk Students,Early Intervention,Poverty,School Readiness,Program Implementation,Preschool Teachers,Parents,Models,Surveys,Interviews,Focus Groups,Observation,Student Evaluation,Agency Cooperation,Leadership,Governance,Communication Strategies,Faculty Development,Teacher Salaries,Coaching (Performance),Planning,Time,Job Satisfaction,Self Efficacy,Teacher Attitudes,Parent Attitudes,Preschool Curriculum,Family Involvement,Disabilities,Evaluation Methods

As part of the federal Preschool Development Grant Program in late 2014, the Massachusetts Department of Early Education and Care (EEC) was awarded a Preschool Expansion Grant (referred to as the Massachusetts PEG program) to expand high-quality early childhood education to four-year-old children from low-income families. The Massachusetts PEG program has provided the Commonwealth with a unique opportunity to increase access to high quality preschool through a mixed service delivery system. The PEG model is defined by the provision of key elements perceived to be important drivers of quality. Massachusetts is concentrating its PEG resources in five underserved high need communities: Boston, Holyoke, Lawrence, Lowell, and Springfield. These communities provide full-day, full-year preschool for four-year-olds through public-private partnerships between the lead education agency (LEA) and local licensed early learning providers (ELPs). In each community, the participating ELPs, including a Head Start agency and one or more community-based agencies, provide the services with support from the LEA. For families to be eligible for PEG, their income must be below 200 percent of the federal poverty level, and four out of the five communities also targeted four-year-olds that had not previously been enrolled in licensed child care settings. Beginning in September 2015, participating LEAs and ELPs in the five communities began implementing PEG in 48 four-year-old classrooms across 24 early education centers. As part of the PEG program, EEC has invested in a rigorous external evaluation. The multi-year PEG evaluation is being conducted by Abt Associates Inc. in partnership with University of Massachusetts Boston. The first year of the PEG evaluation (2015-16) focused on the implementation of PEG. [This report was written with the assistance of Renee Lamoreau, Maureen Sarna, and Rian Watt, and in partnership with Monica Yudron and Anne Douglass.]