ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Fluency: A Brief History, the Importance of Supporting Processes, and the Role of Assessment
Author: Paige, David D.
Date: 2020-07-30
Type: Reports - Descriptive
Subjects: Reading Fluency,Educational History,Reading Processes,Reading Tests,Reading Research,Reading Comprehension,Reading Skills,Reading Achievement,Phonemic Awareness,Elementary Secondary Education

This article begins by defining the construct of reading fluency, and then traces the roots of reading fluency instruction back to the nineteenth century including the common classification of text difficulty as offered by Emmett Betts (1943). The article then reviews selected aspects of the research supporting reading fluency instruction. Many researchers have reported on a significant relationship between fluent reading and comprehension. The manuscript discusses these findings along with new research suggesting the importance of foundational skills in achieving proficiency on state-wide reading assessments. We then discuss the various reading processes necessary for rapid word identification which is a prime ingredient for fluent reading. The review concludes with a discussion of fluency assessment and a call to assess phonemic awareness, letter-sound correspondence, word reading, and fluency for proper development.
Best Practices for Building Educator Capacity and Competency in Early Language and Literacy Development: Birth to Third-Grade
Author: Paige, David D.
Date: 2017-08-00
Type: Reports - Research
Subjects: Best Practices,Capacity Building,Literacy,Primary Education,Socioeconomic Status,Alphabets,Child Development,Language Acquisition,Preschool Children,Visualization,Object Permanence,Phoneme Grapheme Correspondence,Reading Processes,Speech Communication,Language Impairments,Scientific Research,Coaching (Performance),Elementary School Students,Infants,Interpersonal Communication,Prenatal Influences,Cognitive Processes,Faculty Development,Preschool Teachers,Elementary School Teachers,Reading Fluency,Phonemic Awareness,Mentors,Teaching Methods,Self Efficacy,Vocabulary Development,Literacy Education

The following manuscript is a review of research surrounding best practices for language and literacy development in children birth to age three. Part 1 of the review begins with the research on language acquisition beginning in utero, continuing through infancy and onto the emergence of speech. The review discusses the importance of language interaction with others in the development of volubility or fluent speaking. To develop meaning, the importance of concrete referents, three-dimensional visualization, object permanence, and mental imaging are reviewed. The effects of socio-economic status, school, and language impairment are discussed in terms of their effect on child development. Reading development is addressed, including letter identification, phonological awareness, letter-sound correspondence, word reading, reading fluency, and comprehension. Part II of the reviews the research and implications for teaching language and early literacy skills. The review includes a review of recommendations for instruction by reading process and the strength of the scientific research compiled by What Works Clearinghouse. Part III discusses the efficacy of various professional learning models including micro-credentialing, literacy coaching, web-based delivery, and sustaining at-scale change.
Instructional Design
Author: Redding, Sam
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Teacher Student Relationship,Parent Teacher Cooperation,Individualized Instruction,Instructional Design,Teaching Methods,Scaffolding (Teaching Technique),Planning,Lesson Plans

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Personalization refers to a teacher's relationships with students and their families and the use of multiple instructional modes to scaffold each student's learning and enhance the student's personal competencies. Personalized learning varies the time, place, and pace of learning for each student, enlists the student in the creation of learning pathways, and utilizes technology to manage and document the learning process and access rich sources of information. On the Center on Innovation in Learning (CIL)'s graphic model of personalized learning, instructional design forms the foundation of a house, and the floors, walls, and roof depict other elements of the CIL's conceptual model. Why is &quot;instructional design&quot; pictured as the foundation of personalization? For this simple reason: Learning cannot be personalized without being explicitly planned by the teacher and thoughtfully integrated into the teacher's instructional scheme. This report discusses how instructional design relates to personalized learning.
Increasing Metacognition through Learning Pictures. A Big 4 Strategy
Author: Twyman, Janet S.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Metacognition,Visual Aids,Thinking Skills,Decision Making,Reflection,Self Evaluation (Individuals),Individualized Instruction,School Culture,Computer Uses in Education

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Metacognition is one of the four essential personal competencies emphasized by the Center on Innovations in Learning. Simply stated, metacognition is the process of thinking about thinking. It involves self-reflection: on one's current state, history, future goals, possible actions, and potential results and hence is critical in all aspects of school and in life. Learning pictures support visual thinking. They help students clarify and organize their thoughts about how they are doing and think analytically, for example, whether it is time to celebrate, keep on going, or try something different. Thinking and talking about their learning pictures provides critical practice in self-reflection, self-evaluation, and other social emotional competences. It supports thinking about presenting information in visual or graphical ways--how well the information is communicated to oneself and to others. This report presents how metacognition can be increased through learning pictures.
Out-of-Field Teaching among Beginning Teachers Trained and Teaching in Rhode Island
Author: Regional Educational Laboratory Northeast & Islands (ED)
Date: 2020-00-00
Type: Reports - Research
Subjects: Beginning Teachers,Teacher Education Programs,Teacher Selection,Teacher Qualifications,Teacher Certification,Intellectual Disciplines,Elementary Secondary Education,Disadvantaged Schools,Public Schools

The REL Northeast &amp; Islands studied rates of out-of-field teaching among beginning teachers who completed a teacher preparation program in Rhode Island. This brief is intended to support state stakeholders and teacher preparation program providers who are interested in understanding staffing patterns of new teachers trained in public, private, or alternative programs.
Portraits and Possibilities
Author: Layland, Allison
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Portfolios (Background Materials),Educational Research,Educational Practices,Self Evaluation (Individuals),Student Evaluation,Competence

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. It seems logical that students would be more successful in learning if instruction is tailored, including the environment, pace, and presentation of concepts, to each student's needs, interests, and aspirations. However, personalizing learning is a complex process that begins with the student-teacher relationship, uses various methods and technologies to personalize the student learning experience, and involves alternative means for students to demonstrate mastery of knowledge and skills. Many have turned to student portfolios as an alternative to formal assessments to document student learning. Student portfolios are not new; however, to truly personalize learning, it is necessary to push beyond portfolios to facilitate students developing a learning portrait of their personal competencies and learning journey. In this brief, the authors summarize the research related to learning and student portfolios, current practices, suggest possibilities in using use of student portraits as an opportunity to engage students in owning, reflecting on, and sharing their application of learned personal competencies to further their own learning and realize their aspirations.
Learning Habits
Author: Redding, Sam
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Student Behavior,Behavior Patterns,Learning,Individualized Instruction,Cognitive Ability,Metacognition,Student Motivation,Interpersonal Competence,Emotional Intelligence

Teachers are accustomed to gathering and analyzing data that show what a student knows, has learned, and has not yet learned. With this information, aggregated for the class, the teacher may alter her lesson plans to accelerate her pace or slow down to reteach. She may make notes to alter the lesson design for the next time she teaches the lesson. A teacher intent upon personalizing her instruction uses the data to adjust the assignments, supports, and expectations for each student based on that student's individual data. But without appropriate measures and careful analysis, data that show what a student knows do not tell much about how a student learns. To build more capable learners, the teacher must examine her students' learning habits and know how they learn and why they invest effort in learning. The learning challenge (goal, objective, task) is to achieve mastery of specified knowledge and skill under given conditions. To gauge the learner's capacity to achieve mastery, the strength of the learning habits is key, and the learning habits' strength is derived from the depth and vitality of the personal competencies and their repertoires. Fluency comes from the relative ease and quickness--the automaticity--upon which learning habits are exercised. In this brief, when considering of learning habits, the authors stress that the traces of how the student learns are also important as the teacher personalizes learning and creates opportunities for each student to personalize her or his own learning. [This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018.]
Kids&apos; Share 2016: Federal Expenditures on Children through 2015 and Future Projections
Author: Edelstein, Sara
Date: 2016-00-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Lunch Programs,Breakfast Programs,Disabilities,Equal Education

&quot;Kids' Share 2016: Federal Expenditures on Children through 2015,&quot; a 10th annual report, looks comprehensively at federal spending and tax expenditures on children. Federal spending on children has remained fairly flat over the past four years, in real dollars. Broader budgetary forces will restrict spending on children over the next 10 years, despite an overall projected growth of over $1.5 trillion in federal spending. Over the next decade, outlays on children are projected to decline from 10 to 8 percent of the federal budget.
Kids&apos; Share 2018: Report on Federal Expenditures on Children through 2017 and Future Projections
Author: Isaacs, Julia B.
Date: 2018-07-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Lunch Programs,Breakfast Programs,Disabilities,Equal Education

Public spending on children aims to support their healthy development, helping them fulfill their human potential. As such, federal spending on children is an investment in the nation's future. To inform policymakers, children's advocates, and the general public about how public funds are spent on children, this 12th edition of the annual &quot;Kids' Share&quot; report provides an updated analysis of federal expenditures on children from 1960 to 2017. It also projects federal expenditures on children through 2028 to give a sense of how budget priorities may unfold absent changes to current law. A few highlights of the chartbook: (1) In 2017, 9 percent of the federal budget (or $375 billion of $3.9 trillion) was spent on children younger than 19; (2) An additional $106 billion in tax reductions was targeted to families with children. Combining budget outlays and tax reductions, federal expenditures on children totaled $481 billion; (3) More than three-fifths of expenditures on children are from tax provisions or health programs. Medicaid is the largest source of federal support for children, followed by the earned income tax credit and the child tax credit; (4) The share of federal expenditures for children that is targeted to low-income families has grown over time, reaching 61 percent in 2017; (5) Looking forward, children's programs are projected to receive just one cent of every dollar of the projected $1.6 trillion increase in federal spending over the next decade; (6) Under current law, the children's share of the budget is projected to drop from 9.4 percent to 6.9 percent over the next decade, as spending on Social Security, Medicare, Medicaid, and interest payments on the debt consume a growing share of the budget; (7) By 2020, the federal government is projected to spend more on interest payments on the debt than on children; and (8) Over the next decade, every major category of spending on children (health, education, income security, and so on) is projected to decline relative to GDP. [The Peter G. Peterson Foundation helped sponsor this research. For the 2017 report, see ED607635.]
50-State Comparison: Statewide Apprenticeships
Author: Education Commission of the States
Date: 2019-09-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,State Policy,Educational Policy,Educational Legislation,State Legislation,Public Agencies,Vocational Education,Community Colleges,Technical Institutes

This resource provides a national comparison of state policies and programs related to statewide apprenticeships. It focuses on state-level policies regarding apprenticeships, apprenticeship registration agencies, statewide programs, coordinating entities, and intentional connections between apprenticeships and postsecondary education. This 50-State Comparison does not include information on youth apprenticeships and industry-specific apprenticeships.
Awareness of Coed Students in the 21st Century Skills
Author: Padrigano, Harvey R.
Date: 2016-10-00
Type: Dissertations/Theses
Subjects: Foreign Countries,Coeducation,21st Century Skills,Preservice Teachers,Undergraduate Students,Knowledge Level,Student Characteristics,Elementary Education

This investigation explored the awareness of COEd students in the 21st century skills. The respondents were one hundred twenty-eight third year Bachelor of Elementary Education students of the College of Education of Eastern Samar State University--Salcedo Campus. The descriptive method of research was used and questionnaires were employed to determine the awareness of COEd students in the 21st century skills. Descriptive statistics such as frequency and percentage were used to treat the data. Based on the information and outcomes presented and discussed, the study revealed the following: The profile of the student respondents showed that the greatest percentage of third year BEEd students of the College of Education of ESSU-Salcedo were mostly females and most of them belonged to age ranging from 18-19 years old. Meanwhile, on the level of awareness of the respondents in the 21st century skills, it was found out that majority of them were extremely aware in the following 21st century skills--collaboration skills, communication skills, self-direction skills and using technology as a tool for learning; while the following were the 21st century skills where majority of the respondents were found to be moderately aware--critical thinking skills and creativity and innovation skills. In the light of the findings which were revealed in this study, the authors recommend the following: A continuous effort on engaging students in different activities such as peer tutoring, group works and projects, speech festivals, introspective and reflective activities, and hands-on learning on the different technologies available in the university must be undertaken; a constant integration of HOTS question must be given by the instructors and subject professors in every lesson; for specific practical lessons, project method, problem-solving and authentic assessment tools should be appropriately and constantly used by the instructors and subject professors; instructors and subject professors must engage students in activities wherein they could enhance their awareness on the 21st century skills and concretize and apply those skills to specific situations. [In Partial Fulfillment of the Requirements in Education 412 (Research and Statistics 2), Eastern Samar State University--Salcedo Campus.]
Norming: A Practice That Encourages Social/Emotional Competency. A Big 4 Strategy
Author: Bisson, Stephanie
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Expectation,Student Behavior,Teacher Behavior,Educational Environment,Cooperation,Competence,School Culture,Standards,Interpersonal Relationship,Classroom Techniques,Caring,Modeling (Psychology),Teacher Collaboration

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Norming is an important factor in developing positive classroom and school culture. Norms are specific expectations that teachers and students establish to manage behavior toward one another and the school environment. They are part of what makes students feel safe, brings students together as a cohesive group, and helps students build connections to one another. When students participate in creating norms, they are more likely to participate in instruction and engage in cooperative relationships with one another. They also better understand the classroom expectations and begin to monitor and change their own behaviors. Norming is one of the four essential personal competencies emphasized by the Center on Innovations in Learning. This brief discusses how norming relates to personalized learning, why norming should be included in planning, and how to create norms in classroom or school.
A Computer Adaptive Measure of Reading Motivation
Author: Davis, Marcia H.
Date: 2020-00-00
Type: Reports - Research
Subjects: Reading Motivation,Computer Assisted Testing,Adaptive Testing,Measures (Individuals),Adolescents,Test Construction,Test Validity,Gender Differences,Age Differences,Test Reliability,Public Schools,Elementary School Students,Secondary School Students,Achievement Tests,Reading Achievement,Reading Habits,Mathematics Achievement

Background: The importance of reading motivation has led to the development of a large number of self-report reading motivation measures; however, there is still a need for a usable measure of adolescent reading motivation that captures a large number of theoretically and empirically distinct constructs. Methods: The current paper details the development and validation of a computer adapted measure of reading motivation, the Adaptive Reading Motivation Measure (ARMM), which assesses constructs of curiosity, involvement, interest, value, challenge, grades, recognition, competition, avoidance, self-efficacy, perceived difficulty, preference for autonomy, social motivation, prosocial goals, and antisocial goals for reading. Results: Model fit indicated that hierarchical multidimensional models fit better than models without a hierarchical structure. The validation results indicate that females scored higher than males and younger students scored higher than older students on most ARMM scores when scores were derived using a higher-order model. In addition, these scores correlated significantly to reading behavior, engagement, and achievement and indicated high reliability. Conclusions: The findings suggest that the ARMM would be a valid measure to assess a large number of reading motivation constructs in a short period of time within a classroom setting. [The paper will be published in &quot;Journal of Research in Reading.&quot;]
Strategies Employed by Ohio Community Colleges to Improve Labor Market Outcomes for Older Students
Author: Dikhtyar, Oksana
Date: 2020-00-00
Type: Reports - Research
Subjects: Community Colleges,Educational Strategies,Outcomes of Education,Labor Market,Two Year College Students,Adult Students,Older Adults,Job Training,Employment Potential,Retraining,Nontraditional Students,Academic Advising,Career Counseling,Internship Programs,Employment Services

To remain competitive in the labor market, many middle-aged and older adults need to upgrade existing or learn new skills through occupational training and education. Furthermore, as compared with the past, employers now are more willing to hire older workers after completing a credential due to a low unemployment rate. Moreover, employers often collaborate with community colleges to provide workforce training for their employees. Community colleges are the preferred choice for older students due to affordability, open-access admission, a greater number of credential options including short-term credentials, and convenient locations. However, little is known about challenges and opportunities for improving labor market outcomes at community colleges for adults ages 40 and older. Based on thematic analysis of student and faculty focus groups and individual interviews with staff and administrators at 23 Ohio community colleges, this paper identifies strategies community colleges employ to improve labor market outcomes for middle-aged and older adults (age 40 and older) and to meet the needs of employers. Additionally, challenges faced by older community college students during training, retraining, and finding employment are discussed. [The paper will be published in &quot;Community College Journal of Research and Practice&quot; (ISSN 1066-8926).]
Social Media Age: Where Is the Spirit of Ubuntu in the Educational System?
Author: Chukwuere, Joshua
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,African Culture,Philosophy,Caring,Technology Uses in Education,Teacher Attendance,Educational Theories

Ubuntu promotes the caring spirit of humanity. In the presence of Ubuntu, the growing rate of teachers' absenteeism in their duty post is alarming across schools and subject lines. Social media platforms promote continuous presence and limiting physical presence. At the same time, Ubuntu promotes caring for one another irrespective of gender, age, race, status, background, and many more. Notwithstanding the benefits attached to African philosophy, Ubuntu, and social media, teachers' presence in schools keeps dropping physically and virtually. This study used secondary data in seeking to understand how African philosophy, Ubuntu, and social media can be applied in closing or eliminating the growing teacher absenteeism in schools in this social media age.