ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Phonemic Awareness and Word Reading Skills: Focusing on Explicit and Systematic Approaches
Author: Al Otaiba, Stephanie
Date: 2019-00-00
Type: Reports - Research
Subjects: Phonemic Awareness,Reading Skills,Word Recognition,Teaching Methods,Direct Instruction,Sequential Approach,Reading Difficulties,Students with Disabilities,Phonics,Word Study Skills

For the purpose of this article within this special issue on Structured Literacy™, we were asked to address the code-focused skills of phonemic awareness and word reading. Findings from research studies converge to show that explicit and systematic instruction helps most students understand how speech sounds, or phonemes, map to letters and patterns within words, which can greatly reduce the prevalence of reading problems (e.g., Brady, 2011; Lonigan &amp; Shanahan, 2009; National Reading Panel Report (NRP), 2000; Wanzek et al., 2013). However, challenges learning these skills are an indication of many reading difficulties, which limit students' understanding of grade-level academic material. Most (67%) of fourth grade students with disabilities read below a basic level (National Assessment of Educational Progress (NAEP, 2015). [This paper was published in &quot;Perspectives on Language and Literacy&quot; v45 p11-16 2019.]
Courses Taken, Credits Earned, and Time to Degree: A First Look at the Postsecondary Transcripts of 2011-12 Beginning Postsecondary Students. First Look. NCES 2020-501
Author: Chen, Xianglei
Date: 2020-04-00
Type: Reports - Research
Subjects: Courses,College Credits,Time to Degree,Undergraduate Students,Postsecondary Education,Longitudinal Studies,Grade Point Average,STEM Education,Remedial Instruction,Educational Attainment,Summer Schools,Enrollment,Bachelors Degrees

This First Look report presents selected findings from transcript data collected through the Postsecondary Education Transcript Study (PETS) for the 2011-12 cohort of the Beginning Postsecondary Students Longitudinal Study (BPS:12). The students in the 2011-12 cohort were selected during the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), a cross-sectional study focused on student financial aid. The selected students were nationally representative of undergraduates who entered postsecondary education for the first time in the 2011-12 academic year. The purpose of this report is to illustrate the range of information available in the PETS data. The selected findings present examples of the estimates that can be obtained from the data and are not intended to address any particular issue.
Ministry of Advanced Education, Skills and Training 2018/19 Annual Service Plan Report
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Budgets,Accountability,Annual Reports,Guidelines,Strategic Planning,Institutional Evaluation,Financial Audits,Postsecondary Education,Public Agencies,Foreign Countries,Canada Natives,Job Training,Educational Finance,Educational Opportunities,Work Experience Programs,Apprenticeships,Federal Legislation,Student Financial Aid,Educational Objectives,Access to Education,Conflict Resolution,American Indians,Higher Education,Program Development,College Students,Equal Education,Labor Market,Income,Universities,Expenditures

The Annual Service Plan Report (ASPR) is designed to meet the requirements of the Budget Transparency and Accountability Act (BTAA), which sets out the legislative framework for planning, reporting and accountability for Government organizations. Under the BTAA, the Minister is required to report on the actual results of the Ministry's performance related to the forecasted targets documented in the previous year's Service Plan. This year's Annual Service Plan is organized into the following sections: (1) Minister's Message and Accountability Statement; (2) Purpose of the Annual Service Plan Report; (3) Purpose of the Ministry; (4) Strategic Direction; (5) Operating Environment; (6) Report on Performance; and (7) Financial Report. [For the previous report, see ED604442.]
The Effect of Web 2.0 Educational Tools on the Success of Secondary School 5th Grade Students in Affix-Root Teaching
Author: Cin Seker, Zeynep
Date: 2020-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Morphemes,Teaching Methods,Comparative Analysis,Web 2.0 Technologies,Secondary School Students,School Districts,Achievement Tests,Multiple Choice Tests,Language Tests,Scores,Foreign Countries,Turkish,Computer Software,Technological Literacy,Instructional Effectiveness,Technology Uses in Education

In this study, it was aimed to determine the effect of Plickers, which is one of the Web 2.0 education tools, on success in affix-root teaching to 5th grade students. In the study, random design with pretest-posttest control group, which is one of the real trial models, was used. The study group of the study was determined by homogeneous sampling from the purposeful sampling methods. The study group consisted of 28 students studying in the 5th grade of a secondary school in the district of Yakutiye, Erzurum in the academic year 2019-2020. The 'Achievement Test', developed by the researcher and consisting of 20 multiple-choice questions, was used to measure the success of the students regarding the affix-root subject. The data obtained were analyzed with SPSS 22.0 package program. In the analysis phase of the data meeting the normality assumptions, t-Test for Independent Samples was used, and the non-parametric Mann Whitney U Test was used in the analysis phase of the data that did not meet the normality assumptions. As a result of the study, it was determined there was a significant difference between the pre-test scores of the control and experimental group students in the affix-root test, there was no significant difference between the post-test scores of the control and experimental group students in the affix-root achievement test, and there was a significant difference between the pretest and post-test scores of the experimental group students in the affix-root achievement test.
COVID-19: Strategies for Engaging Remote Learners in Medical Education
Author: Zayapragassarazan, Z.
Date: 2020-03-00
Type: Journal Articles
Subjects: Learner Engagement,Distance Education,Electronic Learning,Student Centered Learning,Online Courses,Medical Students,Teaching Methods,Medical Education,Crisis Management,Student Role,Communities of Practice,Computer Mediated Communication,Large Group Instruction,Hospitals,Cooperative Learning,Mentors,Mental Health,Health Services,Electronic Publishing,Web Sites,Electronic Libraries,COVID-19,Pandemics,Disease Control

The COVID-19 outbreak across the globe has forced educational institutions including medical schools to suspend campus learning in order to curb the spread of the virus. This has forced the teaching community to think of new avenues and alternate strategies for engaging our students. Many institutes of higher education including medical colleges have shifted to online-mode to ensure continuity of teaching-learning and assessment processes. Online mode or e-learning mode is not just conducting videoconferencing sessions or sharing the PowerPoint slides, videos and documents to learners. Online education can be effective only if it promotes active learning in learners by providing opportunities to read, write, discuss, think, ask questions, solve problems, analyze and create new things depending on the learning content. This document discusses about the different strategies for ensuring higher levels of online student engagement in medical education. [For an older version of this article, see ED604168.]
Postsecondary Occupational Education among Students Who Took Career and Technical Education in High School. Data Point. NCES 2020-019
Author: Hinz, Serena E.
Date: 2020-04-00
Type: Reports - Research
Subjects: Postsecondary Education,Enrollment Rate,High School Graduates,Grade 9,Public Schools,College Attendance,Occupations,Vocational Education

This Data Point examines postsecondary education enrollment rates overall and in occupational areas of study, among 2013 public high school graduates as of 2016. The report uses data from the High School Longitudinal Study of 2009 (HSLS:2009), which initially surveyed a nationally representative sample of grade 9 students in 2009, with follow-up surveys in 2012, 2013, and 2016 and a high school transcript collection in 2013. The analysis is based on approximately 11,600 HSLS:09 ninth-graders who graduated from public high schools by August 2013, had complete transcripts, and participated in the 2016 follow-up.
Guiding Students from Basic Education through College and beyond for Equitable Post-College Outcomes. Research Report
Author: Washington State Board for Community and Technical Colleges
Date: 2020-03-01
Type: Reports - Research
Subjects: Educational Change,College Readiness,Adult Basic Education,Adult Students,Educational Attainment,College Transfer Students,Two Year College Students,Outcomes of Education,Education Work Relationship,Employment,Technical Education,Academic Education,Gender Differences

Guided Pathways is a comprehensive reform model focused on student success by designing clear pathways for students, helping them to make informed decisions, and stay on their chosen path while striving to increase attainment in credentials with labor market value. The population of students that will provide colleges the best evidence of the effectiveness of their reform efforts are first-time ever in college (FTIC) students. Academic transfer and professional-technical pathways are the basis for two of three colleges' missions. Washington's colleges also have a third mission for Basic Education for Adults (BEdA). BEdA students on average are older than traditional age students and increasingly are an important population that the state will need to increase college access and success for. BEdA students who transition to college-level have been part of the first-time college cohort in earlier reports; however, their participation and results have not been disaggregated and reported separately. In this report the authors identify 10,915 basic education students who are included in an overall population of 105,720 first-time in college students who started between 2010 and 2013. This report asks and answers three important questions: (1) What is the highest educational attainment for BEdA students four years after starting in college-level courses? (2) What are the employment outcomes in their first year after leaving college for students who pursued a professional-technical pathway? and (3) What is the transfer rate to four-year college within two years after leaving college for students pursuing an academic transfer pathway to a bachelor's degree? The authors answer these questions for award-seeking students who participated in basic education anytime within a period two years before, or any time throughout the four-year period that are used to measure their college attainment. The authors call this extended period &quot;Ever&quot; basic education. Because IBEST (Integrated Basic Education and Skills Training) has become the major policy for transitioning basic education students to college, the authors distinguish between 3,901 &quot;BEdA FTIC_Ever IBEST&quot; and 7,014 &quot;BEdA FTIC_Never IBEST&quot; students. This report also looks at the population for 94,807 &quot;FTIC_Never BEdA&quot; students who started directly on their college path and comprise the largest component of our FTIC cohort during this time period.
Reading Framework for the 2019 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Reading Skills,Reading Tests,Reading Achievement,Grade 4,Grade 8,Grade 12,Standardized Tests,Fiction,Nonfiction,Poetry,Cognitive Processes,Reading Comprehension,Interpretive Skills,Student Evaluation,Vocabulary

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through &quot;The Nation's Report Card,&quot; the NAEP Reading Assessment reports how well students perform in reading various texts and responding to those texts by answering selected-response and constructed-response questions. The information NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. The 2019 NAEP Reading Assessment will measure national, regional, state, and subgroup achievement in reading but is not designed to report individual student or school performance. The assessment will measure students' reading comprehension and their ability to apply vocabulary knowledge to assist them in comprehending what they read. The reading assessment will use the same framework used in 2009. This document presents the conceptual base for and discusses the content of the assessment. [For the 2017 report, see ED604441.]
Reading Assessment and Item Specifications for the 2009 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Reading Tests,Test Items,Test Format,Testing Accommodations,Students with Disabilities,English Language Learners,Vocabulary,Scoring,Grade 4,Grade 8,Grade 12,Reading Achievement,Reading Comprehension,Test Construction

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. The information that NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. The 2009 NAEP Reading Assessment will measure national, regional, state, district, and subgroup achievement in reading but is not designed to report individual student or school performance. The assessment will measure the reading comprehension of students and their ability to apply vocabulary knowledge to assist them in comprehending what they read. This document provides information to guide passage selection, item development, and other aspects of test development. It accompanies the &quot;Reading Framework for the 2009 National Assessment of Educational Progress&quot; (ED502953), which presents the conceptual base for the assessment.
TALIS 2018: Teacher Working Conditions, Turnover and Attrition. Statistical Working Paper
Author: Sims, Sam
Date: 2020-03-00
Type: Reports - Research
Subjects: Foreign Countries,Administrator Surveys,Teacher Surveys,Teaching Conditions,Faculty Mobility,Teacher Persistence,Job Satisfaction,Elementary School Teachers,Secondary School Teachers,Career Change

England currently faces a shortage of teachers, in part due to declining retention. Research suggests that one important influence on teachers' decisions about whether to leave teaching is the quality of working conditions in their school. Understanding which specific aspects of working conditions have the strongest relationship with retention could therefore help improve the supply of teachers. This report uses data collected from a large sample of teachers in the Teaching and Learning International Survey (TALIS) 2018, linked to data from the School Workforce Census (SWC), to investigate how the quality of working conditions varies and how it influences both job satisfaction and whether teachers subsequently leave their school or the teaching profession overall. Prior analysis using the TALIS 2013 data investigated the relationships between school working conditions and teacher job satisfaction and desire to move school. The present research updates and extends that analysis. In particular, the new data affords the opportunity to compare working conditions across primary and secondary phases, model the relationship between working conditions and whether teachers are observed to actually leave their school or the profession, investigate the importance of school discipline, and compare changes in working conditions for lower secondary teachers over time. [For the 2013 report, &quot;TALIS 2013: Working Conditions, Teacher Job Satisfaction and Retention. Statistical Working Paper,&quot; see ED604491.]
Public School Principals&apos; Top Three Most Important Education Goals, by Charter Status and School Level. Data Point. NCES 2020-201
Author: Yanez, Christina
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Public Schools,Principals,Administrator Attitudes,Administrator Surveys,National Surveys,Educational Objectives,Charter Schools,Elementary Secondary Education,Kindergarten,Comparative Analysis,Institutional Characteristics

The data used in this report come from the Principal Questionnaire of the 2015-16 National Teacher and Principal Survey (NTPS), a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. In the 2015-16 NTPS, public school principals were asked to identify their top three most important education goals from a list of academic and social-emotional priorities. In this report, principals' priorities are compared between traditional public and public charter schools, both overall and by school level. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in supplementary tables.
TALIS 2013: Working Conditions, Teacher Job Satisfaction and Retention. Statistical Working Paper
Author: Sims, Sam
Date: 2017-11-00
Type: Reports - Research
Subjects: Administrator Surveys,Teacher Surveys,Teaching Conditions,Job Satisfaction,Teacher Persistence,Faculty Mobility,Foreign Countries,Secondary School Teachers

High teacher turnover in schools is associated with reduced pupil attainment. High turnover also has an effect on equity, since it tends to be concentrated in schools with deprived intakes. A good deal of research has attributed higher levels of teacher turnover in such schools to the challenges involved in teaching disadvantaged pupils. However, a recent review of the literature suggests that working conditions in schools may be a more important reason for high turnover. This research provides new evidence on this point by using the 2013 Teaching and Learning International Survey (TALIS) to test for and quantify the relationships between different aspects of working conditions in schools, and both teachers' job satisfaction and desire to move to another school. The research shows that job satisfaction among teachers in England is below that of comparable TALIS nations. Using data on over 50,000 teachers from 34 different countries, and controlling for the effects of teacher age, gender, qualifications and experience, the research shows that more cooperation between teachers and more effective professional development is associated with increased teacher job satisfaction. The findings of this report highlight the importance of the more interpersonal aspects of working conditions, such as school leadership and teacher cooperation, for helping to reduce turnover. [For the 2018 report, &quot;TALIS 2018: Teacher Working Conditions, Turnover and Attrition. Statistical Working Paper&quot;, see ED604489.]
Mathematics Framework for the 2019 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Mathematics Achievement,Grade 4,Grade 8,Grade 12,Educational Assessment,Test Items,Difficulty Level,Test Format,Test Construction,Mathematics Skills,Test Content

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. The NAEP assessment in mathematics has two components that differ in purpose. One assessment measures long-term trends in achievement among 9-, 13-, and 17-year-old students by using the same basic design each time. The main NAEP assessment is based on a framework (such as this one) that can be updated periodically. The &quot;2019 Mathematics Framework&quot; reflects changes from 2005 in grade 12 only; mathematics content objectives for grades 4 and 8 have not changed. Therefore, main NAEP trend lines from the early 1990s can continue at fourth and eighth grades for the 2019 assessment. Special analyses have also determined that main NAEP trend lines from 2005 can continue at 12th grade for the 2019 assessment. Taken together, the NAEP assessments provide a rich, broad, and deep picture of student mathematics achievement in the U.S. An assessment framework is like a blueprint. It lays out the basic design of the assessment by describing the mathematics content that should be tested and the types of assessment questions that should be included. It also describes how the various design factors should be balanced across the assessment. A companion document to this framework, &quot;Assessment and Item Specifications for the NAEP Mathematics Assessment,&quot; gives more detail about development of the items and conditions for the 2019 NAEP Mathematics Assessment. This is an assessment framework, not a curriculum framework. In broad terms, this framework attempts to answer the question: What mathematics skills should be assessed on NAEP at grades 4, 8, and 12? The answer to this question must necessarily take into account the constraints of a large-scale assessment such as NAEP with its limitations on time and resources. Of critical importance is the fact that this document does not attempt to answer the question: What (or how) mathematics should be taught? The framework was developed with the understanding that some concepts, skills, and activities in school mathematics are not suitable to be assessed on NAEP, although they may well be important components of a school curriculum. This framework describes a design for the main NAEP assessments at the national, state, and district levels, but it is not the framework for the long-term trend NAEP Assessment. [The following individuals authored the introductions to the content areas: Roger Howe, Richard Scheaffer, and Mary Lindquist.]
Subject Matter Knowledge: It Matters!
Author: Mae, Christine
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Elementary School Teachers,Pedagogical Content Knowledge,Mathematical Concepts,Knowledge Level,Problem Solving,Elementary School Students,Attention,Foreign Countries

In mathematics education, subject matter knowledge matters! This paper reports findings from a study of relationships between teachers' understandings of content, the tasks they design and their interpretations of student thinking. A combined methods approach was used to gather multiple data sets from 64 upper primary teachers. The study found that differences in teachers' understandings of area, perimeter and volume accounted for approximately half of the variance in two aspects of pedagogical knowledge, when the content remained constant and subject matter knowledge was probed through problem solving.