ethanporcaro/eric-fulltext-meta huggingface dataset:
The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021
Author: Parker, Caroline E.
Date: 2014-08-00
Type: Reports - Research
Subjects: English Language Learners,Urban Schools,School Districts,Language Proficiency,English (Second Language),Mathematics Achievement,Reading Achievement,Student Characteristics,Special Education,Second Language Programs,Bilingual Education Programs,Transitional Programs,Institutional Characteristics,Grouping (Instructional Purposes),Hispanic American Students,Spanish Speaking,Elementary Secondary Education,Correlation

This &quot;Stated Briefly&quot; report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. Study authors found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores. [This report was written in collaboration with the English Language Learners Alliance. For the full report, &quot;The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020,&quot; see ED546480.]
Student Attitudes within Education: Making Self-Regulation a Practical Habit in Learning
Author: Bennett, Mark
Date: 2014-08-00
Type: Reports - Research
Subjects: Student Attitudes,Self Control,Goal Orientation,Grades (Scholastic),Progress Monitoring,Teacher Student Relationship,Elementary School Students,Questionnaires,Elementary School Teachers,Critical Thinking,Risk,Problem Solving,Student Behavior,Behavior Change,Student Surveys,Teacher Surveys,Action Research

This action research project on &quot;Self-Regulation&quot; uses the understanding of self-regulation to help students set goals through metacognition so that they may monitor their goals effectively. Being biological and cognitive beings, students are given opportunities to reflect on the process required to set effective goals so that they may actually improve their grades in school as the research supports in my writing.
The Nuances of Tutoring and Academic Performance of Undergraduate Students
Author: Hetzel, Carole J.
Date: 2014-08-21
Type: Reports - Research
Subjects: College Freshmen,Tutoring,Academic Probation,Grade Point Average,Academic Persistence,Higher Education,At Risk Students,Program Effectiveness,Correlation,Comparative Analysis,Demography,Student Characteristics,Academic Achievement

The purpose of this study was to investigate the relationship between the length of a weekly tutoring session and student GPA for the first two semesters of college. The study was conducted at a private, midsize university in the Midwest. The sample consisted of 124 students admitted with academic stipulations to the university, meaning that students needed to participate in a mandatory once-a-week tutoring session during their first semester at the university. Results indicated that the reduction in length of the tutoring sessions from 60 to 30 minutes had no effect on the college GPA of entering high school students (traditional freshman) in their first or second semester of college. Entering transfer students who received 60 minutes of tutoring had significantly higher GPAs in their first semester at the study university (in which tutoring occurred) than did their counterparts who received 30 minutes of tutoring. No difference in GPAs existed between these transfer populations in the second semester of study (in which tutoring did not occur). The majority of students in both the 60 minute and 30 minute tutoring groups were retained over the two semesters of the study. The need for future research on specific tutoring models and programs is discussed.
Creativity in Teaching Plant Production
Author: Ibrakovic, Vehid
Date: 2009-08-00
Type: Reports - Research
Subjects: Creative Teaching,Action Research,Creativity,Thinking Skills,Student Attitudes,Student Motivation,Learning Activities,Satisfaction,Brainstorming,Cognitive Mapping,Stimuli,Student Participation,Foreign Countries,Gardening,Agricultural Education,Photography,Video Technology,Diaries,Interviews,Feedback (Response),Vocational Education,Secondary School Students

Using life-affirming values as a starting point, authors conducted action research to investigate ways of enabling pupils to experience freedom of choice, and to participate creatively in class activities, thus allowing them to begin to enjoy the subject of agriculture. The research problem was: How to encourage pupils to independently and freely express creativity in the plant production classes. On the basis of the research problem they set two main aims: (1) to encourage the pupils' divergent thinking by using different creative techniques in teaching and (2) to increase pupil satisfaction with the possibility of participation in the planned activities. Teacher used creative techniques of Provocation, Mind Maps, Brainstorming, Five Ws and a H, Random Stimuli, and Freedom of Choice in order to achieve these pre-set aims. This research demonstrates that the application of creative techniques is not enough to spur pupils' creativity. There are other factors that influence pupils' creativity, including the length of the lesson, the methods used in other teachers' classes, the pupils' previous experience of creative activities, as well as the teacher's competence in encouraging creativity. Freedom to choose activities has proved to be the most inspiring for the pupils. It was only when teacher gave the pupils freedom of choice that they defined problems relevant to themselves (the construction of a compost place and the production of a spice) and found appropriate solutions for these issues.
Initiating Teachers' Action Research: Empowering Teachers' Voices
Author: Bognar, Branko
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Teacher Empowerment,Action Research,Teacher Researchers,Teacher Role,Elementary School Teachers,Reflective Teaching,Workshops,Multiple Intelligences,Faculty Development,Mentors,Educational Philosophy,Measures (Individuals)

The role of a teacher as an action researcher in Croatia is still insufficiently appreciated and promoted in initial teachers' training, school students learning and in the employed teachers' professional post-qualification development. In this country, teachers are most frequently perceived as mediators or technicians whose task is to prepare and implement the tuition based on instructions devised by out-of-school experts. Their role is more artisan-like, being less professional and creative. To change this situation in his context the author invited 18 teachers from several elementary schools to join and start an action research project with the main question: &quot;How to help teachers to become reflective practitioners and action researchers?&quot; The Project started in spring 2000 and officially finished in spring 2002. Unofficially they have never finished the project. The author divided the project into two parts. In the first part he organized ten workshops, the aim of which was teachers learning and practicing new skills. They dealt with themes such as confronting the risk of change, reflective teacher, multiple intelligences and the vision of future schools. The author's role during that period was predominant. This fact was in contradiction with his values (particularly with emancipation) but that was in tune with the expectation of a teacher. During that period teachers visited and discussed each other's lessons. The first part of the project was an easier and more appropriate way of professional development for more teachers, but they were less responsible for the preparation and realization of workshops. They participated in previously prepared activities. In the second part of the project they started with teachers' action research projects. While the role of the action researcher was impossible for most members of the community, some of them were able to conduct their action research and improve their practice.
Evaluation in Higher Education
Author: Bognar, Branko
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Action Research,College Students,College Faculty,Teacher Evaluation,Summative Evaluation,Formative Evaluation,Teacher Student Relationship,College Instruction,Feedback (Response),Video Technology,Anthropology,Electronic Publishing,Web Sites,Interviews,Student Evaluation of Teacher Performance,Higher Education

One of the means of transforming classroom experience is by conducting action research with students. This paper reports about the action research with university students. It has been carried out within a semester of the course &quot;Methods of Upbringing&quot;. Its goal has been to improve evaluation of higher education teaching. Different forms of summative and formative evaluation have been devised with an emphasis on creating critical friendship between student and professor (authors of this article). Video recordings of lessons have been utilized for realization of critical friendship. At the end of lesson students have been offered various questionnaires and evaluation sheets, and an open standardized interview has been conducted with a group of students. A workshop dedicated to evaluation of higher education teaching has been carried out as well. This research has shown that students can actively participate in evaluation, and that their comments and suggestions should stimulate teachers to improve all stages of teaching process, including evaluation. The authors believe that evaluation of higher education teaching could be brought to a higher level by educating teachers and students about the importance of evaluation for the quality of teaching process and finding ways to include students in this process.
Terms of Address in Libyan Arabic Compared to Other Arabic Varieties
Author: Abugharsa, ?Azza B.
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Semitic Languages,Pragmatics,Language Variation,Contrastive Linguistics,Language Research,Native Speakers,Foreign Countries,Social Influences,Context Effect,Power Structure,Family Relationship,Parent Child Relationship,Spouses,Teacher Student Relationship,Interpersonal Communication

This paper presents a discussion about the terms of address used mainly in Libyan Arabic, and how they are similar and/or different from the terms used in other Arabic societies. In addition, the current paper describes how the use of such terms is determined by various social factors and perceptions, and how it is emphasized that these titles must always be used in their appropriate contexts. Additionally, this paper provides a discussion regarding the situations in which these titles may vary from formal to less formal, and consequently affect levels of politeness of the whole utterance. Examples are provided on the basis of data cited in previous works of research, and on the author's own experience as a native speaker of Arabic and a citizen of the State of Libya.
Building a New Structure for School Leadership
Author: Elmore, Richard F.
Date: 2000-00-00
Type: Reports - Descriptive
Subjects: Public Education,Leadership,Administrative Organization,Best Practices,Funding Formulas,Instructional Effectiveness,Leadership Effectiveness,Effective Schools Research,Principals,Superintendents,Academic Standards,Educational Change,Models,Commercialization,Performance Factors,Educational Improvement,Leadership Role,Leadership Styles,Educational Practices,Educational Policy,Educational Strategies,Administrative Principles,Design Requirements,Accountability,Instructional Design,Elementary Secondary Education

In a major research analysis, Richard F. Elmore explores the problems with the structure and leadership of public education, while explaining the dangers of public funding for private schools. He urges educators to study the schools whose leaders and best practice are succeeding in meeting high standards. The report features successful efforts in districts where exemplary superintendents and principals are making it possible for teachers to offer excellent instruction. A bibliography is included.
21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide
Author: Afterschool Alliance
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Community Centers,After School Programs,Summer Programs,Federal Aid,State Programs,Low Income Groups,Enrichment Activities,Supplementary Education,Literacy,Family Programs,Program Descriptions,Program Effectiveness,Educational Benefits,Profiles,Attendance,Program Length,Financial Support,Reading Achievement,Mathematics Achievement,Elementary Secondary Education

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also allocated to territories and the Bureau of Indian Affairs. 21st CCLC programs provide: (1) Academic enrichment activities that help students meet state and local achievement standards; (2) A broad array of additional services designed to reinforce and complement the regular academic program; and (3) Literacy and related educational development services to the families of children who are served in the program. This brief resource describes the outcomes and benefits of the initiative, the current state of 21st CCLC funding, and ways to support the Centers.
Closing the Expectations Gap 2013. 50-State Progress Report on the Alignment of State K-12 Policies and Practice with the Demands of College and Careers
Author: Achieve, Inc.
Date: 2013-11-00
Type: Reports - Research
Subjects: Graduation Requirements,Accountability,Elementary Secondary Education,Global Approach,Academic Achievement,College Preparation,High Schools,State Standards,Academic Standards,High School Graduates,Educational Policy,Student Evaluation,Education Work Relationship,High School Students,College Entrance Examinations,State Surveys,Educational Change,Educational Improvement,Career Readiness,College Readiness,Alignment (Education),Higher Education

This eighth annual report has taken a directional change from prior years where the primary aim was preparing students to graduate from high school. The new focus is on the K-12 alignment where, at the direction of 48 states, the National Governors Association, and the Council of Chief State School Officers, the Common Core State Standards were developed. Twenty-six states and the National Research Council requested the writing of the &quot;Next Generation Science Standards&quot;; and the Partnership for Assessment of Readiness for College and Careers is developing next generation assessments. Since the first report in 2005, Achieve has worked along with state teams, governors, state education officials, postsecondary leaders, and business executives to improve postsecondary preparation by aligning key policies with the demands of the real world so that all students graduate from high school with the knowledge and skills they need to fully reach their promise in college, careers and life. This report has defined and monitored the adoption of a set of core state policies that are essential to making college and career readiness for all students the mission of the K-12 education system: academic content standards, graduation requirements, assessments, and accountability systems. &quot;Closing the Expectations Gap, 2013&quot; is the eighth annual report in this series. The report details the progress--and lack of progress--in advancing state policies to shift the U.S. public education system toward one that prepares all students to graduate from high school with the knowledge and skills they need to succeed in college, careers, and citizenship. Appendices include: (1) Achieve Resources; (2) Methodology; and (3) State-by State Tables. (Contains 20 endnotes.) [For &quot;Closing the Expectations Gap, 2012: 50-State Progress Report on the Alignment of K-12 Policies and Practice with the Demands of College and Careers,&quot; see ED535986.]
The Imperative for State Leadership. Advancing Competency-Based Pathways to College and Career Readiness Series
Author: Curl, Cory
Date: 2014-07-00
Type: Reports - Research
Subjects: Educational Objectives,College Readiness,Career Readiness,Academic Standards,State Standards,Mastery Learning,Skill Development,Competency Based Education,Graduation Requirements,Stakeholders,Accountability,Summative Evaluation,Performance Based Assessment,Goal Orientation,Educational Indicators,Risk,Equal Education

States across the nation are turning their aspirations for college and career readiness for all students into action. They are moving beyond policy and practice centered on a floor--aiming for students to attain minimal proficiency on basic academic standards--to a new focus on ensuring that all students develop the capacity to demonstrate mastery of content and skills toward and beyond college and career readiness. This report is designed to provide guidance to state leaders to ensure that their efforts translate into the right actions in districts and schools and then into solid results for students. Included are resources, four endnotes, and an appendix: States with Policies Allowing, Encouraging, or Requiring Competency-Based Graduation Requirements, Advancement or Credit.
2013 College Choice Report--Part 1: Preferences and Prospects
Author: ACT, Inc.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: College Choice,Preferences,High School Students,Course Selection (Students),Majors (Students),Enrollment Trends,Student Educational Objectives,Student Interests,Research Reports,College Entrance Examinations,Standardized Tests,High School Graduates,Gender Differences,Scores,Career Choice,Educational Counseling,Career Guidance,Performance Factors,Change Strategies

This &quot;College Choice Report&quot; is part of a report series that focuses on the ACT-tested high school graduating class of 2013. The focus of this year's &quot;College Choice Report&quot; is students' selection of a college major or program of study among the ACT-tested high school graduating class of 2013. This year's report is provided in two parts: (1) College Choice Report--Part 1: Preferences and Prospects; and (2) College Choice Report--Part 2: Enrollment Patterns. This report, which is Part 1, covers such topics as students' choice of planned major, certainty of planned major choice, request for assistance with educational and occupational plans, Interest-Major Fit, best-fitting major, and selection of major as the most important factor in choosing a college. To serve as context for this report, Part 1 also includes information about test taking among the graduating class of 2013 and information about the use of major or occupation as a search criterion when students are selected through ACT's Educational Opportunity Service (EOS). Key findings for Part 1 and a set of recommendations are located on pages 20-21. An appendix with a full listing of planned college majors grouped into the 18 college major areas as collected on the registration form for the ACT® college readiness assessment appears on page 22. [For &quot;2013 College Choice Report--Part 2: Enrollment Patterns,&quot; see ED546625.]
Afterschool Programs: Making a Difference in America's Communities by Improving Academic Achievement, Keeping Kids Safe and Helping Working Families
Author: Afterschool Alliance
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: After School Programs,Academic Achievement,Child Safety,Family Programs,Program Effectiveness,Educational Benefits,Community Benefits,Attendance,Learner Engagement,Achievement Gains,At Risk Students,Improvement Programs,Elementary Secondary Education

This 2-page resource describes the benefits of afterschool programs for children, youth, and families, including evidence of improved school attendance and engagement learning, improved test scores and grades, and students at greatest risk showing the greatest gains. Additional benefits of afterschool programs include keeping kids safe, healthy, and on track for success, and the help they provide to working families.
Afterschool Essentials: Research and Polling
Author: Afterschool Alliance
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: After School Programs,Statistical Data,Educational Needs,Educational Demand,Educational Benefits,Community Benefits,Success,Financial Needs,School Schedules,Elementary Secondary Education

This 2-page resource summarizes statistical findings highlighting the need and demand for more afterschool programs for children and youth. Focal points include: (1) The Afterschool Hours in America; (2) Afterschool Offers a Range of Benefits to Youth and their Families; (3) Afterschool Supports Student Success; (4) Afterschool Programs Are Seen as Critical and In Demand; (5) Afterschool Meets a Variety of Needs; and (6) Funding Is a Major Concern For Families and Programs.
2013 College Choice Report--Part 2: Enrollment Patterns
Author: ACT, Inc.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: College Choice,Research Reports,Enrollment Trends,High School Graduates,High School Students,Standardized Tests,College Entrance Examinations,Selection Criteria,Course Selection (Students),Majors (Students),Preferences,College Readiness,Student Interests,Vocational Interests,Enrollment Rate,Correlation,Change Strategies,College Bound Students,College Attendance,Scores,Gender Differences,Parent Background,Student Educational Objectives,Educational Attainment,Academic Persistence,Statistical Analysis

This &quot;College Choice Report&quot; is part of a report series that focuses on the ACT-tested high school graduating class of 2013. The focus of this year's &quot;College Choice Report&quot; is students' selection of a college major or program of study among the ACT-tested high school graduating class of 2013. This year's report is provided in two parts: (1) College Choice Report--Part 1: Preferences and Prospects; and (2) College Choice Report--Part 2: Enrollment Patterns. This report, which is Part 2, focuses on the college enrollment of these ACT-tested high school graduates and addresses topics such as the consistency of college major choice between ACT® college readiness assessment registration and the first year of college and changes to Interest-Major Fit among students who declared majors outside of their planned major areas. College Choice Report--Part 3: Persistence and Transfer, is scheduled to be released in the Spring of 2015. A section on the number of colleges awarding undergraduate degrees or certificates by college level and major area is appended. [For &quot;2013 College Choice Report--Part 1: Preferences and Prospects,&quot; see ED546622.]