ethanporcaro/eric-fulltext-meta huggingface dataset:
Rebuilding the Past through Dusty Stuff: How Turkish Students Respond to Primary Source-Based Social Studies Education
Author: Akbulut, Melisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Primary Sources,Social Studies,Early Adolescents,Grade 7,Middle School Students,Middle School Teachers,Urban Schools,Teacher Attitudes,Student Attitudes,Instructional Effectiveness,Student Interests,Student Motivation,Student Participation,Empathy,Self Expression,Time Management,Group Activities,Foreign Countries

While the use of primary sources in education has long been an object of interest, their adoption is still lacking in social studies courses in Turkey. This work presents the results of a qualitative study conducted with the participation of 37 students and a social studies teacher with the aim to reveal seventh-grade students' and teachers' opinions on primary source-based activities used to teach a social studies unit. Semi-structured interviews, field observation notes, and primary source analysis handouts were used. We find that primary source-based activities helped participants to better understand the lessons, increased interest, motivation, and participation in the course, supported empathy development, and gave students the opportunity to express themselves. Some of the issues that emerged in the use of primary sources were the difficult readability of some of the sources, challenges in managing time effectively, and difficulties experienced by some of the students working in groups.
Advanced Course Enrollment and Performance among English Learner Students in Washington State. REL 2017-187
Author: Hanson, Havala
Date: 2016-11-00
Type: Reports - Research
Subjects: English Language Learners,Advanced Courses,Enrollment,Academic Achievement,High School Students,Algebra,Grades (Scholastic),Statistical Analysis,Regression (Statistics)

Taking advanced high school courses (for example, honors, Advanced Placement, and dual-credit courses that offer college credits in high school) can help prepare students for postsecondary education and careers. English learner students, however, face unique obstacles to taking advanced courses because they must divide their time between acquiring English proficiency and learning academic content. This descriptive study examines patterns in advanced coursetaking among current and former English learner students and never-English learner students in Washington state. Using state data about students enrolled in Washington public schools between 2009/10 and 2012/13, this study analyzed advanced course enrollment patterns and performance among the groups of students. It finds that where students attend school and their academic preparation account for much of the difference in advanced coursetaking. Specifically, current and former English learner students take 0.5 to 1 fewer advanced courses per school year than their never-English learner peers but enroll in advanced classes at similar rates when they are similarly prepared. The study also found that, compared to never-English learner students, current and former English learner students are 40 to 50 percent less likely to complete algebra I in middle school and students who pass this course in middle school take more than twice as many upper-level math courses as students who pass algebra I in grade 9. Current, former, and never-English learner students earn similar grades in those upper-level math courses. In addition, schools with the lowest percentages of current and former English learner students offer more advanced courses than other schools, even after accounting for school characteristics such as average standardized math and reading test scores. To improve access to advanced courses, schools, districts, and state agencies could consider investigating why current and former English learner students with high grade point averages or state math test scores are not enrolling in advanced courses as often as never-English learner students. They also might address language barriers and restrictive policies that could deter otherwise qualified students from taking advanced courses and expand advanced coursetaking opportunities at schools with high percentages of English learner students. The following are appended: (1) Data and methodology; and (2) Supplemental results.
Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results from a Cluster-Randomized Trial
Author: Kelley, Elizabeth Spencer
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocabulary Development,Early Childhood Education,Preschool Children,At Risk Students,Low Income Students,Intervention,Program Effectiveness,Story Reading,Direct Instruction,Listening,Intelligence Tests,Verbal Ability,Language Tests,Curriculum Implementation,Family Environment

Purpose: Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, &quot;Story Friends,&quot; designed to improve vocabulary knowledge of at-risk preschool children. Method: Twenty-four early-childhood classrooms were enrolled in a cluster-randomized design to evaluate the effects of a revised &quot;Story Friends&quot; curriculum. In each classroom, three to four preschoolers were identified as having poor language abilities, for a total of 84 participants. In treatment classrooms, explicit vocabulary instruction was embedded in prerecorded storybooks and opportunities for review and practice of target vocabulary were integrated into classroom and home practice activities. In comparison classrooms, prerecorded storybooks included target vocabulary, but without explicit instruction, and classroom and home strategies focused on general language enrichment strategies without specifying vocabulary targets to teach. Intervention activities took place over 13 weeks, and 36 challenging, academically relevant vocabulary words were targeted. Results: Children in the treatment classrooms learned significantly more words than children in the comparison classrooms, who learned few target words based on exposure. Large effect sizes (mean d = 1.83) were evident as the treatment group averaged 42% vocabulary knowledge versus 11% in the comparison group, despite a gradual decline in vocabulary learning by the treatment group over the school year. Conclusions: Findings indicate that a carefully designed vocabulary intervention can produce substantial gains in children's vocabulary knowledge. The &quot;Story Friends&quot; program is feasible for delivery in early childhood classrooms and effective in teaching challenging vocabulary to high-risk preschoolers. [This is the online version of an article published in &quot;Journal of Speech, Language, and Hearing Research.&quot; For the final published version of this article, see EJ1281464.]
Tribal Education Status Report Guidebook 2019-2020
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,American Indian Education,Educational Legislation,Public Education,American Indian Students,Reading Achievement,Mathematics Achievement,Science Achievement,Graduation Rate,School Safety,Attendance,Parent School Relationship,Community Involvement,Student Needs,Programs,Educational Finance,Educational Policy,School Districts,Public Schools,School Schedules,Indigenous Knowledge,Culturally Relevant Education,Racial Differences,Ethnicity,Elementary Secondary Education,Instructional Program Divisions,Socioeconomic Status,Gender Differences,Students with Disabilities,Student Behavior,At Risk Students,Student Mobility,American Indian Languages,Native Language Instruction,Tribes,Dropout Rate

The purpose of this guidebook is to provide guidance to school districts in completing their local Tribal Education Status Report (TESR). Any data that is reported in the local TESRs has to comply with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) which is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. For this purpose, the Public Education Department requires any data about students has to follow masking rules. Any data that reports less than ten students has to mask that data by indicating &lt;10 or an asterisk * and explanation that results were less than ten students. Additionally, this manual will provide templates to support school districts in the development of their local plans. The Indian Education Division (IED) will use the district reports to inform the development of an annual statewide tribal education status report which will be disseminated no later than November 15 to all New Mexico tribes. This guidebook will provide support to district staff that may be responsible for developing the local TESR, which includes but is not limited to: (1) Federal Program Directors; (2) Indian Education Directors; (3) Charter School Directors; (4) Business Managers; and (5) STARS Coordinators.
Head &amp; Heart: An Expanded Approach to Meeting Students&apos; Needs as Schools Reopen
Author: Transforming Education
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,School Districts,Child Health,Safety,Racial Bias,Social Emotional Learning,Academic Achievement,Advocacy,Access to Education,Educational Strategies,Learning Processes,Student Needs,Trauma,Equal Education,Best Practices,Educational Policy,Elementary Secondary Education

Against the backdrop of &quot;twin pandemics&quot;--racism and COVID-19--school and system leaders across the country are asking, &quot;How do we reopen schools and re-engage students, their families, and the community?&quot; There is a palpable urgency to serve students well as districts develop operations plans to ensure student health and safety for the 2020-2021 school year. In addition to addressing learning loss due to school closures and recognizing potential trauma resulting from the COVID-19 crisis, educators must take action against the deep-rooted racial injustices people of color have experienced for generations. In this brief the authors have proposed a process for school and district leaders to do the deep and adaptive work needed to learn about systems and processes that may be hindering social-emotional and academic development for all students: learn, unlearn, and advocate. By engaging in a process to learn, unlearn, and advocate with these principles, schools and systems can focus on establishing a learning environment--in-person or virtual-- in which all students and staff feel valued, respected, and connected, are held to high expectations, can access the content, coursework and strategies to optimize their learning, and see relevance in their coursework in order to allow them to thrive academically, socially, and emotionally. While the context will vary from district to district, the authors hope this framework will guide an equity-informed approach to the critical work of supporting the whole child. [This brief was co-authored by The Achievement Network (ANet).]
Rhode Island Model Evaluation &amp; Support System: Building Administrator. Edition V
Author: Rhode Island Department of Education (RIDE)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Educational Objectives,Evaluation Methods,Models,Cooperation,Academic Achievement,Evaluators,Conferences (Gatherings),Performance,Professional Development,Feedback (Response),Alignment (Education),Students with Disabilities,Administrator Evaluation,Principals,Instructional Leadership,Administrator Responsibility,Administrator Qualifications,School Based Management,English Language Learners,Administrator Effectiveness

Rhode Island educators believe that implementing a fair, accurate, and meaningful educator evaluation and support system will help improve teaching, learning, and school leadership. The primary purpose of the Rhode Island Model Building Administrator Evaluation and Support System (Rhode Island Model) is to help all building administrators improve. The goal of the Rhode Island Model is to create a culture where all building administrators have a clear understanding of what defines excellence in their work; are provided with prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been working as a building administrator. The purpose of this Guidebook is to describe the process and basic requirements for evaluating and supporting building administrators with the Rhode Island Model. For aspects of the Rhode Island Model that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor&quot; box to highlight where schools and districts have an opportunity to customize aspects of the Rhode Island Model and establish policies to meet their local needs. For the purposes of the Rhode Island Model, &quot;building administrator&quot; means any public school employee working under a Building Level Administrator certification. To help educators better understand &quot;how&quot; to best implement various aspects of the Rhode Island Model, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning Objectives. [For &quot;Rhode Island Model Evaluation &amp; Support System: Building Administrator. Edition IV,&quot; see ED594937.]
Proceedings of International Conference on Social and Education Sciences (Chicago, Illinois, October 15-18, 2020)
Author: Akerson, Valari, Ed.
Date: 2020-12-01
Type: Collected Works - Proceedings
Subjects: Conference Papers,Social Sciences,Undergraduate Students,Engineering Education,Research Skills,Technological Literacy,Teaching Methods,Hispanic American Students,Teacher Attitudes,Competency Based Teacher Education,Foreign Countries,Institutional Characteristics,Ethics,Computer Mediated Communication,Intelligence,Creative Thinking,Manufacturing,Program Development,Museums,Computer Simulation,Story Telling,Gender Differences,Majors (Students),Partnerships in Education,Workshops,Life Satisfaction,Team Sports,Recreational Activities,Student Characteristics,Vocational Education,Health,Private Sector,Employee Attitudes,Information Technology,Academic Achievement,Higher Education,Personality Traits

&quot;International Conference on Social and Education Sciences&quot; includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 1
Author: Simonson, Michael, Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Research and Development,Elementary Education,Electronic Learning,Electronic Publishing,Creativity,Problem Solving,Game Based Learning,Competition,Large Group Instruction,Online Courses,Design,Program Effectiveness,Mathematics Instruction,Individualized Instruction,Social Networks,Network Analysis,Distance Education,Artificial Intelligence,Graduate Students,Video Technology,Discussion (Teaching Technique),Printed Materials,Social Media,Principals,Data Analysis,Instructional Design,Thinking Skills,Visual Perception,Altruism,Student Motivation,Technology Integration,Teacher Education Programs,Preservice Teachers,Technological Literacy,Peer Teaching,Elementary Secondary Education,Blended Learning,Learning Activities,Evaluation,Television,Open Educational Resources,Computation,Females,Women Faculty,Foreign Countries,Teamwork,Interdisciplinary Approach,Creative Thinking,Student Attitudes,Educational Quality,Active Learning,Interpersonal Relationship,Synchronous Communication,Interaction,Cartoons,Animation,Learner Engagement,Course Descriptions,Journal Articles,Teaching Methods,Educational Research,Professional Development,Student Satisfaction,Entrepreneurship,Nonformal Education,Youth Programs,Higher Education,Womens Education

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED609417.]
Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 2
Author: Simonson, Michael, Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Electronic Learning,Technology Uses in Education,Teaching Methods,Sign Language,Progress Monitoring,Artificial Intelligence,Teacher Role,Responses,Faculty Development,College Faculty,Part Time Faculty,Elementary Secondary Education,Problem Solving,Shared Resources and Services,Student Interests,STEM Education,Social Influences,Science Fiction,Librarians,School Libraries,Middle School Students,Design,Computer Simulation,Instructional Design,Career Readiness,College Graduates,Learner Engagement,College Freshmen,Student Participation,Game Based Learning,Oral Reading,Reading Fluency,Curriculum Design,Culturally Relevant Education,Partnerships in Education,International Cooperation,Integrated Learning Systems,Students with Disabilities,Thinking Skills,Computation,Foreign Countries,Student Diversity,Inclusion,Best Practices,Online Courses,Preschool Education,Childrens Literature,Distance Education,Systems Approach,Transformative Learning,Data Collection,Entrepreneurship,Creativity,Cooperation,Notetaking,Preservice Teacher Education

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]
Implementation of a Pooled Surveillance Testing Program for Asymptomatic SARS-CoV-2 Infections on a College Campus -- Duke University, Durham, North Carolina, August 2-October 11, 2020
Author: Denny, Thomas N.
Date: 2020-11-20
Type: Reports - Research
Subjects: COVID-19,Pandemics,Screening Tests,Disease Control,Prevention,Health Behavior,College Students,Communicable Diseases,Hygiene,Proximity,Symptoms (Individual Disorders),Program Effectiveness

In fall 2020, Duke University's COVID-19 prevention strategy included risk reduction behaviors, frequent testing using pooled SARS-CoV-2 polymerase chain reaction testing, and contact tracing. Among 10,265 students who received testing 68,913 times, 84 had positive results. One half of infections were asymptomatic, and some had high viral loads. SARS-CoV-2 transmission was limited in this congregate setting by integration of prevention strategies that included identification of asymptomatic infections through frequent testing. Pooled testing reduced the need for resources while allowing high throughput with high sensitivity and rapid turnaround of results.
Fiscal Analysis of an Education Savings Account Program in New Jersey
Author: Lueken, Martin F.
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Kindergarten,Elementary Secondary Education,Money Management,Costs,Program Effectiveness,School Choice,Educational Finance,Expenditures,Taxes,Income,School Districts,Expenditure per Student,Public Schools,Private Schools

This paper discusses the potential fiscal effects of education savings accounts for K-12 in New Jersey on the state and local taxpayers. Education savings accounts are a way to expand educational opportunity for all families, particularly those in need. For parents who voluntarily elect to customize their child's education, a specified amount is annually deposited to an education savings account (ESA) at a state-selected agency. Families can then draw on this account for a variety of approved instructional expenses, including tuition and fees for independent school placements, textbooks, tutoring, online classes, transportation, and special services. This brief examines the potential fiscal effects of ESAs in New Jersey and proceeds as follows: the first section summarizes research on non-fiscal outcomes of educational choice programs that already exist in other states, followed by a discussion about how ESAs could improve New Jersey's finances. The next section explains the methodology for estimating the fiscal effects of educational choice programs. The paper then presents the results of a fiscal analysis of two hypothetical ESA programs and concludes.
Implementing a Federal Student-Level Data Network: Advice from Experts
Author: Dunlop Velez, Erin
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Data,Federal Programs,Information Networks,Higher Education,College Students,Enrollment,Graduation,Student Financial Aid,Demography,Student Characteristics,Outcomes of Education,Institutional Characteristics,Program Implementation

There is steadily growing consensus around a critical issue in our nation's higher education system: the need to modernize our postsecondary data infrastructure. Recognizing that building the Student-Level Data Network (SLDN) outlined in pending federal legislation will require the National Center for Education Statistics (NCES) to make key decisions around design, construction, and implementation, the Institute for Higher Education Policy (IHEP) partnered with RTI International (RTI), operating in an independent capacity, to gather insights to inform the network's implementation. &quot;Implementing a Student-Level Data Network: Advice from Experts,&quot; shares the insights from that conversation with 15 experts from institutions, state systems, think tanks, and higher education associations. This brief outlines the data elements and definitional options needed to meet pending legislative requirements, maximize the quality and utility of the data, and minimize the burden on institutions. The data elements fit in five categories: enrollment and completion; financial aid; demographics; post-completion outcomes; and institutional characteristics. The brief also highlights areas that need further investigation and identifies the most pressing near-term topics in order to provide NCES and the legislatively-mandated Advisory Committee a foundation from which to start.