ethanporcaro/eric-fulltext-meta huggingface dataset:
L2 Vocabulary Learning from Educational Media: Extending Dual-Coding Theory to Dual-Language Learners
Author: Wong, Kevin M.
Date: 2019-09-26
Type: Reports - Research
Subjects: Second Language Learning,Educational Media,English (Second Language),English Language Learners,Vocabulary Development,Preschool Children,Eye Movements,Attention,Visual Aids,Teaching Methods,Computer Assisted Instruction,Intelligence Tests,Verbal Ability,Vocabulary,Preschool Education,Bilingualism

The purpose of this study was to examine whether technology- based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children's attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed. [This is the online version of an article published in &quot;Computer Assisted Language Learning.&quot;]
Can Service-Learning Boost Science Achievement, Civic Engagement, and Social Skills? A Randomized Controlled Trial of Connect Science
Author: Rimm-Kaufman, Sara E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Service Learning,Elementary School Students,Program Effectiveness,Science Achievement,Citizenship Education,Student Participation,Interpersonal Competence,Grade 4,Science Instruction,Social Emotional Learning,Elementary School Teachers,Teaching Methods,Student Behavior,Energy Conservation,Social Problems

This randomized controlled trial examined the efficacy of an elementary school service-learning program, Connect Science (CS), on classroom practices and students' science achievement, civic engagement, and social skills. Fourth grade teachers were enrolled into intervention versus control conditions resulting in 41 classrooms (20 intervention) with 868 students (423 intervention). Intervention group teachers taught CS and control group teachers taught &quot;business-as-usual&quot; science over a 14-22 week period. CS had a positive impact on classroom practices (Next Generation Science Standards and CS practices). Analyses showed positive impact of CS on science achievement and energy attitudes and behaviors. Use of CS practices mediated the relation between CS and energy attitudes and behaviors. Improved social skills were evident in conditions of high fidelity of implementation. [This is the online version of an article published in &quot;Journal of Applied Developmental Psychology.&quot;]
Phonological Awareness and Phonics Instruction Rubric
Author: Regional Educational Laboratory Midwest (ED)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Phonological Awareness,Phonics,Reading Instruction,Scoring Rubrics,Phoneme Grapheme Correspondence,Word Recognition,Decoding (Reading),Direct Instruction,Teacher Evaluation,Observation

The What Works Clearinghouse™ is a federally funded source of scientific evidence for what works in education. The What Works Clearinghouse aims to disseminate findings from rigorous education research to the education community. One mechanism for accomplishing this aim is the production of practice guides. Panels of national content experts, including both researchers and practitioners, create practice guides by systematically reviewing existing research on a topic and making recommendations based on both the best available research and their expertise. The practice guides contain evidence-based recommendations for instructional practices. The rubric in this document--the Phonological Awareness and Phonics Instruction Rubric--focuses on two of the four recommendations (recommendations 2 and 3) from the What Works Clearinghouse practice guide, &quot;Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade.&quot; [For the practice guide, see ED566956.]
Commentary on Mentoring: The Advantages and Disadvantages for the Mentor and the Mentee in a University Setting
Author: Soiferman, L. Karen
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Mentors,College Faculty,Teacher Student Relationship,Interprofessional Relationship,College Students

It is important that professionals, especially at the university level, use their expertise and experience to become mentors to their colleagues and students. The literature on mentors focuses mainly on professional mentor-mentee relationships but there is much to be gained from fostering more informal mentoring relationships especially at the university level. These informal mentoring situations arise when colleagues are willing to discuss their own experiences, in the classroom, to help others navigate their own practices. Similarly, professors can informally assist their students to develop both professionally and personally by offering guidance where required. Eby et al. (2010) discussed the different stages of mentoring that most people go through in their lives and how the type of mentor that a mentee requires changes over time depending on the circumstances. There are, of course, both good and bad mentoring situations that arise in everyone's lives and it is important to realize that not every situation is going to be a positive one. In order for a mentor-mentee relationship to work there needs to be mutual respect on both sides.
Between Forming and Storming: Interstage Awareness in Group Formation
Author: Lail, J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,School Administration,School Personnel,Personnel Management,Communities of Practice,Group Dynamics,Personnel Evaluation,School Space,Space Utilization,Teacher Orientation,Teacher Administrator Relationship

Interstage awareness in group formation is a critical skill for leaders attempting to form any group for a specific, if limited, purpose, specifically in primary and secondary educational settings. The gathering storm is a term I have assigned to one such interstage in the process of group formation and team building. Past research combined with contemporary framework models has delved deeply into the stages of group formation and the research to this point has focused on the attributes of a group when they have already been assembled for a prescribed or even indeterminant purpose. This in-between stage is important for those leaders in organizations who seek to build effective teams by using all available data at their disposal. The gathering storm provides measures and suggestions for leaders to minimize the impacts of the destructive effects of the storming phase on group formation and anticipate interventions that will aid in normalizing group dynamics.
Improving the Predictive Validity of Reading Comprehension Using Response Times of Correct Item Responses
Author: Su, Shiyang
Date: 2019-00-00
Type: Reports - Research
Subjects: Reaction Time,Reading Comprehension,Reading Tests,Predictive Validity,Accuracy,Elementary School Students,Reading Ability,Efficiency

Response times have often been used as ancillary information to improve parameter estimation. Under the dual processing theory, assuming reading comprehension requires an automatic process, a fast, correct response is an indicator of effective automatic processing. A skilled, automatic comprehender should be high in response accuracy and low in response times. Following this argument several questions were addressed in this study. First, individuals with higher ability endorsed a correct response more quickly in the reading comprehension assessment, suggesting &quot;correct&quot; response times provide useful information in discriminating individuals of different abilities. Second, in terms of predicting an external criterion of reading proficiency, the increment of predictive validity of categorized &quot;correct&quot; response times was larger than the incremental validity of continuous response times based on both correct and incorrect response times. An index reflecting both accuracy and response time yielded higher incremental validity than indices reflecting response time only. Results support response time as manifesting a dimension of interest in its own right, over its inclusion as an ancillary dimension in a multidimensional model. [This paper was published in &quot;Applied Measurement in Education&quot; v32 n2 p166-182 2019 (EJ1208730).]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Washington. Technical Report
Author: Copeman Petig, Abby
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Program Descriptions,Course Content,Academic Degrees,Enrollment,Student Personnel Services,Required Courses,State Standards,Family Involvement,Field Experience Programs,Articulation (Education),Alignment (Education),Teacher Characteristics,Educational Attainment,Teaching Experience,Faculty Development,Expertise,Educational Resources

The state of Washington is home to more than 566,000 children under the age of six (U.S. Census Bureau, 2017). About 306,000 of these children have all available parents in the workforce and, thus, potentially need child care (Child Care Aware of America, 2017). Like many states in recent years, Washington has committed public and private resources toward multiple efforts to improve early care and education services, including early education degree and certification programs, in order to improve the preparation of their graduates to meet the complex needs of young children (Hyson, Horm, &amp; Winton, 2012; Ray, Bowman, &amp; Robbins, 2006; Swartz &amp; Johnson, 2010). Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. This Technical Report presents detailed findings from the &quot;Washington Early Childhood Higher Education Inventory&quot; and the extent to which early care and education (ECE) higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [For the narrative report, see ED614291. For the highlights, see ED614307.]
Perceptions of Indonesian Multilingual Scholars about Preparing and Publishing Research Manuscripts in International Journals
Author: Adnan, Zifirdaus
Date: 2021-00-00
Type: Journal Articles
Subjects: Multilingualism,Researchers,Periodicals,Faculty Publishing,English (Second Language),Second Language Learning,Group Discussion,Teacher Attitudes,Factor Analysis,Writing for Publication,Barriers,Research Reports,Journal Articles,Graduate Students,Masters Programs,Feedback (Response),Staff Development,Undergraduate Students,Teaching Methods,Foreign Countries

There has been a great deal of interest in issues multilingual scholars (henceforth: MLS) have in trying to gain publication in international main-stream English language journals (IEJs). However, little research has been published on the experience of MLS using their perspective, particularly how they perceive their competence (knowledge and skills) to publish their research internationally. The purpose of this study was to fill this gap by investigating what they perceived as the factors that inhibited them from publishing in IEJs. This study mainly used a quantitative method, but the results were supplemented with interviews and focus group discussion with some of the participants in the survey. Principal Component Analysis (PCA) tool of the SPSS statistical programme was used to conduct two levels of analysis: the PCA and Confirmation Factorial Analysis (CFA). The key finding was that the most critical factor for the participants was not a lack of funds as widely reported in many previous studies, but lack of competence to face the challenges of preparing and publishing research article (RA) in IEJs, which had dampened self-confidence. The low self-confidence and two solutions, suggested by the participants, implicitly confirmed the key finding. The participants were aware of the various benefits of research article publication in IEJs, but they were not strong enough to overcome the critical factor. The implication is that policymakers should consider providing regular training for staff with adequate practice and feedback and introducing the subject to undergraduate or, at least, MA students before they embark on starting their research projects.
Impact of Active Learning Strategy on the Student Engagement
Author: Munna, Afzal Sayed
Date: 2021-06-00
Type: Journal Articles
Subjects: Active Learning,Game Based Learning,Cooperative Learning,Discovery Learning,Peer Teaching,Learning Strategies,Teaching Methods,Instructional Effectiveness,Learner Engagement,Graduate Students,Undergraduate Students,Knowledge Level,Barriers,Foreign Countries

Economic development has encouraged innovation in a range of industries; however, the education industry has been following traditional modes of teaching until recently across the world. This has not only affected the capabilities of the youth but has also led to the problem of unemployment and diminished success rates at the workplace. One of the factors contributing to this situation is the lack of student engagement. In this research, we examined the factors affecting student engagement among higher education students and determining the impact of pedagogical approaches with active leaning on influencing the engagement level. Analysis of 50 higher education level 3-7 students has shown that the major hinderance in student engagement is assessing their current knowledge levels to teach lessons effectively. Hence, using practical knowledge impartation mechanisms such as gamification, collaborative and peer learning would improve the cognitive, learning, and emotional behaviour of students; thus, boosting the engagement level.
School Home Learning Clinic: An Innovative Project
Author: Ceria, Emerson T.
Date: 2021-03-00
Type: Journal Articles
Subjects: Distance Education,Elementary Schools,Elementary School Students,Foreign Countries,COVID-19,Pandemics,Home Schooling,Parents as Teachers,Academic Achievement,Program Effectiveness,Parent Workshops

This study is about an innovative project designed to address the educational process of non-face-to-face learning in school. The objective of this study is to assess the effectiveness of the school-home learning clinic project of Pandayan Elementary School in the province of Bulacan, Philippines. A descriptive research design was used in this study. The data came from the performances of the students in the first and second quarters of the school year 2020-2021. Statistical analysis of their performances was done using percentage, mean, and t-test. The study found strong evidence that the school-home learning clinic is effective based on the result of the comparison of the students' performance before the project (First Quarter) and after the administration of the project (Second Quarter). It was therefore concluded that a school-home learning clinic (SHLC) is an effective alternative way of learning for pupils especially in this time of crisis created by the COVID-19 pandemic.
Learner Variability Is the Rule, Not the Exception
Author: Pape, Barbara
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Cognitive Style,Teaching Methods,Social Emotional Learning,Educational Policy,Education Work Relationship,Educational Change,Educational Opportunities,Futures (of Society),Individual Differences,Student Characteristics,Schemata (Cognition),Program Descriptions,Educational Technology,Elementary School Students

School systems that use a one-size-fits-all model continue to under-serve nearly all of their students. These schools prepare young people for an industrial world that no longer exists. Rigid class structures are the norm. Little, if any, attention is given to the social and emotional skills that even the business community has listed as top priorities for its workforce. For decades, policy discussions have focused on the shortcomings of these factory-model schools that do not prepare students for current and future work, personalize their opportunities for learning, nor do they nurture them to reach their potential. While there are shining examples, gains have been slow to come in schools nationwide to make learning relevant, productive, and fulfilling for each learner.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Washington. Highlights
Author: Copeman Petig, Abby
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Academic Degrees,Program Descriptions,Course Content,Field Experience Programs,Articulation (Education),Teacher Characteristics,Expertise,Family Involvement,Elementary School Mathematics,Bilingual Students,Bilingual Education

The state of Washington is home to more than 566,000 children under the age of six. About 306,000 of these children have all available parents in the workforce and, thus, potentially need child care. Like many states in recent years, Washington has committed public and private resources toward multiple efforts to improve early care and education services, including early education degree and certification programs, in order to improve the preparation of their graduates to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. This report highlights findings from the &quot;Washington Early Childhood Higher Education Inventory&quot; and the extent to which early childhood higher education (ECE) programs offer course content and learning experiences that are associated with effective teacher preparation. [For the narrative report, see ED614291. For the technical report, see ED614300.]
AI and the Future of Learning: Expert Panel Report
Author: Roschelle, Jeremy, Ed.
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Artificial Intelligence,Learning,Computation,Futures (of Society),Technology Uses in Education,Educational Benefits,Educational Research,Design,Interaction,Educational Assessment,Educational Trends

This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as &quot;computational intelligence&quot; and capability can be brought to bear on educational challenges as an additional resource to an educator's abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don't exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities. [The report was also created with the Center for Integrative Research in Computing and Learning Sciences (CIRCLS), the University of Pittsburgh, and NC State University.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Tennessee. Narrative Report
Author: Edwards, Bethany
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Academic Degrees,Program Descriptions,Course Content,Field Experience Programs,Articulation (Education),Alignment (Education),Teacher Characteristics,Family Involvement,Elementary School Mathematics,Bilingual Students,Bilingual Education

This report describes the early childhood degree programs offered in Tennessee, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as the extent to which Tennessee early care and education (ECE) higher education programs are incorporating early math, family engagement, and working with dual language learners. This report is part of our Early Childhood Higher Education Inventory. The &quot;Early Childhood Higher Education Inventory,&quot; administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state's early childhood degree program offerings, at the associate, bachelor's, master's, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time. [For the Highlights, see ED614311. For the technical report, see ED614310.]