ethanporcaro/eric-fulltext-meta huggingface dataset:
Relations between Self-Regulation and Early Writing: Domain Specific or Task Dependent?
Author: Puranik, Cynthia S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Writing,Self Control,Preschool Children,Kindergarten,Writing Skills,Writing Tests,Age Differences,Task Analysis,Scores,Naming,Alphabets,Invented Spelling,Cognitive Ability,Cognitive Tests

Research has established that self-regulation plays an important role in early academic skills such as math and reading, but has focused less on relations with other early skill domains such as writing. The purpose of the present study was to extend that line of research by assessing the relation between self-regulation and early writing. Participants for Study 1 included 161 preschool and 139 kindergarten children. Participants for Study 2 included 274 kindergarten children. Participants in both studies were assessed using a direct measure of self-regulation (Head-Toes-Knees-Shoulders task; Cameron Ponitzet al., 2009) and a variety of writing measures. Results indicated that self-regulation was significantly and positively related to aspects of early writing; however, there are grade differences in the aspects of writing to which it relates. Most importantly, the pattern of results indicated that the relation between self-regulation and early writing is dependent on the specific type of task and the nature of the task used to measure a given skill. This finding has important implications not only for examining the role of self-regulation and writing, but also for other academic skills.
Effectiveness of Differentiated Instruction in the Reading Comprehension Level of Grade-11 Senior High School Students
Author: Ocampo, Darrel M.
Date: 2018-11-00
Type: Journal Articles
Subjects: Reading Instruction,Individualized Instruction,Reading Comprehension,High School Students,Grade 11,Teaching Methods,Instructional Effectiveness,Reading Skills,Student Participation,Foreign Countries,Student Attitudes,Teacher Attitudes

This study determined the effectiveness of Differentiated Instruction in the reading comprehension level of the Grade-11 senior high school students, school year 2016-2017. Specifically, it aims to determine the reading comprehension level of the control and the experimental groups in the pre test and post-test; identify if there is a significant difference in the reading comprehension level of the control and experimental groups in the pre-test and post-test results; and identify the strengths and weaknesses in using Differentiated Instruction. Quasi-experimental method was employed in conducting the study. The respondents were the 150 Grade-11 students of a public high school grouped as control and experimental using Parallel technique. Data sources include pre-test and post-test scores, gain scores, classroom observation form, survey questionnaire, and researcher's reflective notes. The qualitative data were analysed using template analysis style and the basic approach of comprehending, synthesizing, theorizing and re-contextualizing to identify common themes and integrating thematic pieces. Based on the classroom observations, survey and researcher's reflective notes, strengths and weaknesses of Differentiated Instruction were observed. Despite the observed and encountered challenges, the statistical analysis has revealed a significant difference between pre-test and post-test results.
Teachers&apos; Levels of Classroom Management Concern and Pupil Control Ideologies
Author: Özkul, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Techniques,Measures (Individuals),Time Management,Ideology,Scores,Teacher Attitudes,Gender Differences,Teaching Experience,Tenure,Elementary School Teachers,Secondary School Teachers

The purpose of this study is to examine the relationships between teachers' classroom management concern and pupil control ideologies. In this context, research design, general survey model and relational model were preferred. The universe of the research consists of 8957 teachers working in official schools in the Malatya province. The sample of the study, on the other hand, consists of 546 teachers who were determined using the stratified sampling method. The data of the research were collected from the teachers after obtaining the necessary permissions by the researcher. In this context, a questionnaire form consisting of two parts was used. The first part is based on demographic information (gender, years of service and school level), the second part is from the &quot;Classroom Management Concern Scale&quot; and &quot;Pupil Control Ideologies Scale.&quot; As a result of the analysis, it was determined that teachers' pupil control ideologies average scores differed significantly.
Procrastination and Work Productivity of Academic Staff: Implications to the Institution
Author: Asio, John Mark R.
Date: 2021-07-00
Type: Journal Articles
Subjects: Productivity,College Faculty,Correlation,Personality Traits,Teacher Attitudes,Foreign Countries,Gender Differences,Work Environment,Faculty Workload,Measures (Individuals),Time Management

Procrastination in the academic institution is not new since it prevails from students even to staff. This might create problems, especially in the individual's output. This study analyzed the relationship, procrastination level, and the work productivity of academic staff from a tertiary education institution in Central Luzon, Philippines. Using a convenience sampling technique, 70 academic staff took part in the survey. This study used a descriptive-correlational design with an adapted questionnaire from McCloskey (2011) and Buuri (2015) as an instrument. For the statistical analysis, the study used SPSS 23 to analyze the gathered data. The study found that the academic staff &quot;often&quot; subject themselves to procrastination, and they &quot;agree&quot; that they are productive in their work. There were significant differences found in the procrastination level and work productivity of the academic staff when grouped according to sex, civil status, and years in service. In terms of relationship, the study confirmed a low direct relationship between the level of procrastination and work productivity of the academic staff. Based on the aforementioned results, the researcher provided some implications for the institution to consider.
Applying Natural Language Processing and Hierarchical Machine Learning Approaches to Text Difficulty Classification
Author: Balyan, Renu
Date: 2020-00-00
Type: Journal Articles
Subjects: Natural Language Processing,Artificial Intelligence,Man Machine Systems,Classification,Readability,Difficulty Level,Reading Comprehension,Intelligent Tutoring Systems,Readability Formulas

For decades, educators have relied on readability metrics that tend to oversimplify dimensions of text difficulty. This study examines the potential of applying advanced artificial intelligence methods to the educational problem of assessing text difficulty. The combination of hierarchical machine learning and natural language processing (NLP) is leveraged to predict the difficulty of practice texts used in a reading comprehension intelligent tutoring system, iSTART. Human raters estimated the text difficulty level of 262 texts across two text sets (Set A and Set B) in the iSTART library. NLP tools were used to identify linguistic features predictive of text difficulty and these indices were submitted to both flat and hierarchical machine learning algorithms. Results indicated that including NLP indices and machine learning increased accuracy by more than 10% as compared to classic readability metrics (e.g., Flesch-Kincaid Grade Level). Further, hierarchical outperformed non-hierarchical (flat) machine learning classification for Set B (72%) and the combined set A + B (65%), whereas the nonhierarchical approach performed slightly better than the hierarchical approach for Set A (79%). These findings demonstrate the importance of considering deeper features of language related to text difficulty as well as the potential utility of hierarchical machine learning approaches in the development of meaningful text difficulty classification. [This article was published in &quot;International Journal of Artificial Intelligence in Education&quot; (EJ1271922).]
When Schools Go Dark, School Counselors Shine: School Counseling during a Global Pandemic. Brief
Author: Strear, Molly
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Counselors,School Counseling,Mental Health,Counselor Role,Well Being,Student Needs,Family Needs,School Schedules,Counseling Techniques,Computer Mediated Communication,Leadership Responsibility,Social Justice,Student Diversity

As educational digest and newspaper headlines can attest, COVID-19 is affecting the mental health and academic achievement of students across the country. School counselors are uniquely positioned in schools and districts to provide access to many of the supports that help bolster the well-being of students and allow them to be present and succeed academically. This brief profiles efforts by two state school counseling associations, four districts, and 13 school counselors to meet the needs of students and families during these unprecedented times. With this review, we sought to understand how school counselors responded in the short term when schools were closed due to COVID-19, as well as the planning that ensued as schools prepared to open for virtual, hybrid, and in-person instruction in the fall of 2020. We also asked counselors about the practices and policies they have adopted during this crisis that they would continue to use even after schools return to consistent, in-person instruction.
Brothers, Sisters, and Autism: A Parent&apos;s Guide to Supporting Siblings
Author: Organization for Autism Research
Date: 2014-00-00
Type: Guides - General
Subjects: Autism,Pervasive Developmental Disorders,Siblings,Parent Role,Family Environment,Emotional Response,Sibling Relationship,Individual Characteristics,Family Life,Family Relationship,Peer Relationship

Having children with and without autism comes with a unique set of challenges. Parents are not only faced with doing what's best for their child with autism, but also with paying attention to the needs of any brothers or sisters. Siblings, too, feel a sense of loss, confusion, and frustration -- all at a time before they've had a chance to develop comparable coping skills. These future advocates, potential caretakers, and lifelong friends will establish the longest lasting relationship with a child on the spectrum. Therefore, they need guidance and support from the start. The topics addressed in this resource include: (1) Strategies and resources to help teach children about their sibling with autism; (2) Ways to address fairness, share attention, and recognize differences between children; (3) Complicated feelings that may come up during family outings, holidays, play dates, and other special events; (4) Difficult emotions and situations that children without autism may experience, including negative feelings and violent behavior; (5) Ways to facilitate bonding, getting along, and time apart; and (6) Testimonials from other autism parents. [This resource is the product of the hard work and creativity put in by Lauren Laverick-Brown and Jessie Stanek, OAR Interns.]
An Alignment and Coherence Guide for State Education Agencies. Serving the Whole Person
Author: Walrond, Natalie
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Alignment (Education),Articulation (Education),Elementary Secondary Education,Equal Education,Holistic Approach,Individual Development,Educational Change,Change Strategies,Educational Planning,Program Implementation,Program Evaluation

To advance equity, districts and schools must serve the whole person. Equitable outcomes are more likely to result when whole-person initiatives are implemented within an aligned and coherent system. If educators at every level of the K-12 system--from the state level to the classroom--work in aligned and coherent ways to sustain the conditions that support whole-person learning and development, every student will have experiences that support personal purpose, healthy relationships, a sense of place in community, success in school and the workplace, and engaged citizenship. This Alignment and Coherence Guide's central purpose is to help state education agency (SEA) leaders implement conditions for equitable learning and development for students, families, and educators, through their work to improve the alignment and coherence of their whole-person initiatives.
Early Childhood Workforce Index - 2020
Author: McLean, Caitlin
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Labor Force,Educational Policy,State Policy,Teacher Qualifications,Work Environment,Compensation (Remuneration),Teacher Salaries,COVID-19,Pandemics,Occupations,Income,Health,Well Being,Preschool Teachers,Racial Differences,Ethnicity,Teacher Characteristics

The &quot;Early Childhood Workforce Index&quot; provides a state-by-state look at policies and conditions affecting the early care and education workforce. This biennial report has tracked state progress since 2016. This third, 2020 edition of the Index continues to track state policies in essential areas like workforce qualifications, work environments, and compensation. The report provides updated policy recommendations and spotlights state responses to the COVID-19 pandemic. The 2020 index is divided into three sections: (1) Introduction &amp; Policy Recommendations; (2) The Early Childhood Educator Workforce; and (3) State Policies to Improve Early Childhood Educator Jobs. [For &quot;Early Childhood Workforce Index 2018,&quot; see ED585491.]
Using the Right Incentives to Link Education and Employment: Market-Based Proposals to Refocus the Higher Education Act and Higher Education Finance
Author: Brickman, Michael
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Educational Legislation,Federal Legislation,Higher Education,Educational Finance,Student Loan Programs,Student Financial Aid,Federal Aid,Grants,Educational Policy,Labor Force Development,Credentials,School Closing,COVID-19,Pandemics

The higher education system does not work well for taxpayers, students, or higher education institutions. Student loans were expected to be such a good deal for taxpayers that their projected revenues were used to offset costs associated with the Affordable Care Act and increasing the size of Pell Grants. Less than a decade ago, the federal government projected it would net 20 cents for every dollar it lent to students; today it projects a loss. Yet despite today's increasingly dire picture for taxpayers, calls for student loan forgiveness have never been louder. This report presents four ideas conservatives could offer for the next reauthorization of the Higher Education Act to ensure student aid supports those who need it the most and directs them to useful, skills-based educational pathways that will prepare them to contribute positively to society. There is a burgeoning opportunity to realign the nation's higher education laws with Americans' desire to get the education they need for a brighter future. To do this, policymakers should incentivize outcomes and recognize the blurry line between &quot;higher education&quot; and &quot;workforce development.&quot; [This report was produced by the AEI Conservative Education Reform Network (CERN).]
Breaking down Barriers, Building Relationships: Delaware&apos;s Collaborative Approach to Inventorying Whole-Child Efforts. Serving the Whole Person
Author: Buckner, Laura
Date: 2021-00-00
Type: Reports - Research
Subjects: Alignment (Education),Articulation (Education),Elementary Secondary Education,Equal Education,Holistic Approach,Individual Development,Educational Change,State Programs,Agency Cooperation

To support state education agency (SEA) leaders in establishing a statewide vision for serving the whole person, WestEd drafted and piloted the guide, &quot;Serving the Whole Person: An Alignment and Coherence Guide for State Education Agencies,&quot; in collaboration with several SEAs. This case story describes Delaware Department of Education (DOE)'s collaborative approach to inventorying whole-child efforts, using and adapting the SEA Alignment and Coherence Guide to comprehensively review their statewide initiatives. It also shares key insights that may benefit other SEAs as they consider their own efforts to improve the alignment and coherence of their whole-person or whole-child initiatives. [For the guide, see ED613595.]
Interrupting the Extended Wait-Time: Pre-Service English Teachers&apos; Practices
Author: Atar, Cihat
Date: 2020-10-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Second Language Learning,Second Language Instruction,English (Second Language),Classroom Communication,Discourse Analysis,Language Teachers,Teacher Student Relationship,Video Technology,Cues,Nonverbal Communication,Verbal Communication,Teacher Education Programs,Elementary School Students,Secondary School Students,Phrase Structure,Microteaching,Teaching Methods,Foreign Countries

This study investigates how pre-service English teachers interrupt extended wait-time in English as a foreign language classroom contexts. Utilizing extended wait-time is an indicator of Classroom Interactional Competence, and thus it is an essential skill for efficient language teachers. In the literature, there are quite a few studies on how extended wait-time works and the benefits it offers in classrooms. The current paper, on the other hand, focuses on the cases in which the pre-service teachers interrupt and cut the extended wait-time short. This study has a qualitative methodological design analyzing five video recordings via Conversation Analysis methodology. The participants are five pre-service English teachers and their students in public primary and secondary schools. A collection of interrupted extended wait-time instances was formed from the data, and the instances were analyzed considering the sequential analysis, turn-taking and repair mechanism of Conversation Analysis. The findings suggest that the pre-service teachers interrupt extended wait-time in five main ways that are rephrasing, (partial) repetition, providing candidate responses, giving verbal and non-verbal cues and giving the turn to another student. This study offers insights into how exactly extended wait-time is interrupted, which provides implications for understanding the management of classroom interaction and training preservice/in-service teachers regarding Classroom Interactional Competence.
Tenth Annual Report on Introduction of Domestic Reindeer into Alaska, with Map and Illustrations, 1900.
Author: Jackson, Sheldon
Date: 1901-00-00
Type: Historical Materials
Subjects: Animals,Animal Husbandry,State History,Rural Education,Agricultural Education,Foreign Countries,Diseases

Herein, it is stated that the Secretary of the Interior is directed to transmit to the Senate the report of Dr. Sheldon Jackson upon &quot;The introduction of domestic reindeer in the district of Alaska&quot; for 1900. Following a letter of transmittal from the Secretary of Interior to the President of the Senate, this document presents General Agent of Alaska, Sheldon Jackson's tenth annual report. Jackson's report begins by noting the influx of miners and related workers made it hard for him to engage passage from Washington, D.C. to Alaska. Reaching Siberia intending to purchase reindeer, the party found the population ill or recovering from la grippe, measles, and pneumonia. Many herders were ill, and a number had died. Only 29 head of reindeer could be purchased. The epidemic extended throughout the Aleutian Islands on both the Siberian and American sides, as well as on the Lower Yukon River. Hundreds of natives died at the Teller Reindeer station, half of the native population died, including whole families. This occurred during fishing season, diminishing the food supply as so few natives could catch or dry fish. Children from the Teller Reindeer Station and several mission stations whose lost parents went to an orphanage established by missionaries. The U.S. revenue cutter &quot;Bear&quot; was authorized to distribute provisions to central points as possible for allocation by missionaries, government teachers, and government officials. Jackson reports on the herds at Eaton Station, Golovin Bay, Teller Reindeer Station, Cape Douglas, Cape Prince of Wales, Point Hope, Point Barrow, Gambel, and St. James Episcopal Mission. He cites laws to protect reindeer and to punish those who set prairie fires which ruin reindeer pastorage and burn the moss they eat. Data on domestic reindeer number, distribution, and ownership in Alaska in 1900, population increase from 1892-1900, and expenditure of the reindeer fund from 1899-1900 are provided. Jackson goes on to note that construction has started on a military telegraph line which will be of great help in regulating the work among the reindeer stations. Jackson then details his itinerary, leaving Washington, D.C., for Alaska on April 23, 1900 to visit reindeer stations and schools, procure reindeer, and arrange for Lapps to return to their country following the end of their contracts. Jackson's 18,587 miles of travel ended on September 8, 1900. Appendices include the Eaton Reindeer Station daily journal, reports from the Golovin Bay, Cape Prince of Wales, Point Barrow, St. Lawrence Island, and Gambell reindeer stations; and correspondence and reports on Lapps' request for a pay increase, telegraph-line construction, Kotzebue Sound reindeer mail contract, hoof disease, epidemics among the natives, trouble with dogs, and military reindeer use.
An Investigation of Pre-Service English Teachers&apos; Awareness of English as a Lingua Franca and World Englishes
Author: Öztürk, Samed Yasin
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Role,Official Languages,Second Language Learning,Second Language Instruction,English (Second Language),Language Variation,Teaching Methods,Educational Change,Preservice Teachers,Student Attitudes,Knowledge Level,Teacher Education Programs,Intention,Language Teachers,Language Attitudes,State Universities,Foreign Countries

English as a Lingua Franca (ELF) and World Englishes (WE) have appeared as a reaction to the deep-rooted mentality that American and British English are the only 'proper and acceptable' type of English in terms of teaching and learning. With the world's recent position as a 'global village', English language has become the lingua franca and this situation has started heated debates on the ownership of English. The field of English language teaching has been affected by these changes and many researchers have offered drastic changes from curriculum to in-class materials in English language teaching. This study aimed to investigate pre-service teachers' awareness of ELF and WE concepts and their intention of integrating these concepts in their future teaching practices. A questionnaire was administered to 152 second, third-, and fourth-year pre-service teachers to explore their views. Results of this study differed from most of the previous studies. It was investigated that participating pre-service teachers were not only aware of the concept of ELF and WE, but also, they were conscious of the necessity of integrating the principles of ELF to teaching language in their classrooms.