ethanporcaro/eric-fulltext-meta huggingface dataset:
Annual Report of the Committee on Accreditation to the Commission on Teacher Credentialing, 2019-20
Author: California Commission on Teacher Credentialing
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Teacher Certification,Credentials,State Standards,Teacher Education Programs,Accountability,Program Effectiveness,Peer Evaluation,Technical Assistance,Educational Quality,Educational Improvement,Standards,School Personnel

The 2019-20 year continued the important work of refining and improving the new accreditation system. Significant progress was made by the Commission, the Committee on Accreditation (COA), and the Commission staff with respect to implementation of the revised accreditation system. The accreditation system is the primary means by which the Commission ensures quality in educator preparation in California. Following a multi-year effort to strengthen and streamline accreditation, including the development of new or revised activities and requirements envisioned by the Commission, and a year of substantial technical assistance to the field in 2016-17, the Commission resumed full accreditation activities, including site visits in 2017-18, and this work continued in 2019-20. The major objectives of the revised accreditation system, as outlined in the Accreditation Framework, include the following: (1) Accreditation assures that programs meet state standards for professional preparation programs, and, in so doing, are allowed to recommend candidates for state licensure; (2) Accreditation assures candidates and the public that educator preparation programs are of high quality and effective in preparing candidates to meet licensure requirements; (3) Accreditation assures candidates and the public that programs are accountable for the quality and effectiveness of the preparation they provide to candidates; (4) Accreditation assures that peers determine each program's quality and effectiveness in order to retain their accreditation status; and (5) Accreditation provides the means for programs to continuously improve based on evidence of candidate outcomes, program effectiveness, and on feedback from ongoing peer review processes. This report presents information about the major activities of the accreditation system, the COA decisions that were made, and some of the major areas of focus for academic year 2019-20. [For the previous report, &quot;Annual Report of the Committee on Accreditation to the Commission on Teacher Credentialing, 2018-19,&quot; see ED610430.]
No Model and No Mandate: BC&apos;s Flawed Funding Model Review for Public Education. BCTF Research Report
Author: Rozworski, Michal
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Public Education,Financial Support,Educational Finance,Foreign Countries,Elementary Secondary Education,Accountability,Teacher Attitudes,Inclusion,Incidence,Funding Formulas

British Columbia's review of the funding model for public education has produced a flawed result via a flawed process. The only reasonable next step is for the government to immediately halt the implementation of a new funding model and return to the drawing board. Consultation with education system stakeholders has ended without the Ministry of Education revealing a concrete model of the proposed changes and their impacts on students and school districts. The lack of a model made genuine consultation impossible. Even in its absence, teachers and other stakeholders repeatedly shared deep concerns, well-grounded in research, around aspects of the proposed funding changes. This report summarizes teacher concerns around the funding model review process and the substance of several key funding review proposals, in particular prevalence funding for inclusive education and narrow, outcomes-based accountability.
Foreign Language Pre-Service Teachers&apos; Attitudes towards Integrated Technology
Author: Garcia Laborda, Jesus
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Integration,Language Teachers,Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Student Needs,Educational Technology,Technological Literacy,Pedagogical Content Knowledge,Computer Software,Likert Scales,Computer Literacy,Computer Use,Telecommunications,Handheld Devices,Educational Change,Social Media,Electronic Publishing,Web 2.0 Technologies

The COVID-19 pandemic worldwide evidenced the need to revise and strengthen the current perspective of the role of technology in nontechnology- based classes. The current situation requires the revision of practices and basic knowledge of computer literacy and use. Traditionally, technology in the process of language learning has been considered anecdotal. As a result, many teachers do not have the necessary skills to implement proper technology-supported classes. Being that the case at Universidad de Alcalá (Spain), we looked at the students' needs in integrating a number of different applications in the classroom in order to provide them with additional technological skills. Twenty-two pre-service teachers enrolled in the College of Education prepared a whole package of applications for computer and mobile phones by working cooperatively. This paper looks at their attitudes towards technology learning and implementation. A Likert-scale questionnaire was developed to assess their attitudes. Results indicated that students do not evidence as much interest as expected despite their limited ability to implement the package.
Pedagogies and Practice: Online Teaching during COVID-19
Author: Munna, Afzal Sayed
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Web Based Instruction,Distance Education,COVID-19,Pandemics,Technology Uses in Education,Foreign Countries,Educational Environment,Computer Mediated Communication

At this pandemic situation worldwide, most of the Universities are offering online teaching as an alternative of face-to-face study through Technology-enhanced learning (TEL). To ensure pedagogies and practice for online teaching, we have chosen and critically analyzed the theory &quot;Seven principles for good practice in undergraduate education&quot; by Chickering and Gamson for effective online teaching that researchers highly appreciated. Based on two case studies of two different UK universities and research review, we have also proposed recommendations to implement these seven good practices for online teaching. We have realized that there should be different group discussion forums like café, forums, a conference to engage students to share their ideas, justify their ideas with reliable sources, and finally, reflective thinking and writing, which is essential for learning. Wiki is a good example for group working where everybody shares their ideas about Seven Principles of good practices, then we moderated poster contents and finally prepared the poster the product of knowledge.
Block Transfer and Degree Partnerships in the BC Transfer System
Author: Merner, Paul
Date: 2020-10-00
Type: Reports - Research
Subjects: Foreign Countries,Transfer Policy,Partnerships in Education,Academic Degrees,College Transfer Students,College Credits,Information Management,Coding,Dual Enrollment,Postsecondary Education,Business Administration,Improvement

The main purposes of this research are to describe the volume, features and trends characterizing block transfer and degree partnership pathways in the British Columbia (BC) Transfer System (BCTS); to determine existing business practices that may impact data on degree pathways; and to identify successful practices that may assist institutions in collecting useful data on how well these pathways are serving their students. The first part of the analysis utilized the Central Data Warehouse (CDW) transfer credits data covering the period 2009-10 to 2018-19. The analysis focused on block type credit and student transfer and discussed both in relation to other types of credit transfer, including assigned and unassigned credit types. The sending and receiving institutions identified in the CDW data were compared to similar information in 1,424 block transfer or degree partnership agreements drawn from the BC Transfer Guide (BCTG). The study then examined data management practices in the context of block and other types of transfer through analysis of CDW data and survey responses. &quot;Credit Assignment&quot; coding was discussed, which is a key element in analyzing transfer information on the CDW. The study concludes with a discussion of possible strategies for improving institutional and system-level data. Institutional data and information support are discussed, as well as the possibility of creating a comparative base for system reporting. Main recommendations include changing Credit Assignment Type coding conventions and expanding the options for the Transfer Type element to provide an overarching identifier of block transfer for analysis and reporting. Two final recommendations call for the addition of course and transfer-related data to the Student Transitions Project (STP) to facilitate system-level views of transfer, and the invitation of currently non-participating BCTS members to join and contribute their data and perspectives to this initiative.
National VET Data Policy: December 2020
Author: Australian Government Department of Education, Skills and Employment
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Data,Data Collection,Access to Information,Disclosure,Information Policy,Administration

Comprehensive and timely data on vocational education and training (VET) is important for increasing the efficiency and transparency of Australia's VET sector, in order to improve understanding of Australia's VET market and management of the national VET system. The National VET Data Policy (the Policy) brings together requirements for collecting nationally consistent data about VET activity and processes, and for using data in statistical collections and national surveys. The first part of this report outlines why VET Data is collected. The second part, the &quot;National VET Provider Collection Data Requirements Policy,&quot; outlines the requirements on all Registered Training Organisations (RTOs) to collect and submit comprehensive data on their delivery of Nationally Recognised Training. The third part deals with the use of the VET Data held by the National Centre for Vocational Education Research (NCVER) and outlines arrangements for disclosing and accessing VET Activity Data, VET Outcome Data and VET Funding Data, as defined in the Glossary of Terms. Part three also sets out the requirements for disclosure of Unique Student Identifiers (USIs) by the Student Identifiers Registrar for the purposes of research. The fourth part deals with statistical and definitional content including the Glossary of Terms and links to further information.
The Effectiveness of Using Corpora on Lexical Revision in L2 Writing
Author: Tokdemir Demirel, Elif
Date: 2015-07-00
Type: Journal Articles
Subjects: Computational Linguistics,Second Language Learning,Second Language Instruction,Teaching Methods,Writing Instruction,Revision (Written Composition),Instructional Effectiveness,Taxonomy,Error Patterns,Error Correction,Semantics,Task Analysis,Turkish,Native Language,College Students,English (Second Language),Comparative Analysis,Foreign Countries,Language Variation

This study reports on the results of classroom research investigating the effects of using data-driven learning methods by students in revising their writing errors. The main purpose of the study is to examine to what extent is consulting a corpus effective in correcting lexical errors in their writing. It has been found in previous research that data-driven learning can benefit students in the revision process and that it works better for certain error types (Tono et al, 2014). The targeted error category was lexical errors including formal errors or semantic errors. For the study, a small corpus of 44 student paragraphs written in a timed writing task was used. The corpus of student paragraphs was analyzed for the common lexical errors. The error classification used in the study was drawn from the lexical error taxonomy of James (1998). All lexical errors were hand tagged according to the taxonomy. From among the common errors, certain errors were chosen for revision activities. Students were given hand-on instruction on using an online corpus and its concordancing tools and were asked to revise the selected errors by referring to the corpus. The effectiveness of consulting a corpus while revising errors was compared for different lexical error types.
Sources Instructional Effectiveness of Mathematics Teachers
Author: Kouli, Stavroula
Date: 2021-01-28
Type: Journal Articles
Subjects: Instructional Effectiveness,Teacher Effectiveness,Mathematics Teachers,Self Efficacy,Teacher Characteristics,Personality Traits,Secondary School Teachers,Public School Teachers,Foreign Countries

Tracing the didactic self-efficacy of mathematics teachers, the factors that affect it and the existing correlations between them are a key issue of the present work. The relationship between self-efficacy and teaching strategies, student involvement and class management was studied. The sources of didactic effectiveness were sought, which was according to the teachers themselves to shape their training needs. A quantitative survey of population characteristics has been carried out and the first conclusions are reflected in this paper. The sources of didactic effectiveness were carried out with the performance of the scale of Teachers' Efficacy Sources Inventory in a sample of N = 990 teachers of mathematics, who work in public and private educational structures. In the present work, the aim of the work is mentioned in relation to the emergence of sources of didactic effectiveness that shapes the training needs of educational mathematics. The analysis of the initial data reveals that the personality traits of the teacher are a key source of effectiveness. Training programs show less correlation and this is an incentive for them to be shaped in order to enhance the effectiveness of teachers. It is very important that these views come from the practicing educational mathematicians themselves and should be studied in order to lead to a better organization and improvement of educational programs.
Refocusing the Priorities of Accountability. Making Next Year Count: Summer 2020 Accountability Series
Author: Spurrier, Alex
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Accountability,Equal Education,Racial Bias,Ethnicity,Educational Improvement,Educational Policy,Parent Participation,Access to Information,School Closing,Distance Education,Policy Formation,State Government,Government Role,School Districts

This brief is part of a four-part series examining the past, present, and future of modern school accountability systems. With the dual forces of the COVID-19 pandemic and the national call to action on racial inequity, the question of how we should measure and hold schools accountable for the impact they have on students is more urgent than ever. This brief builds on the lessons learned from the past 20 years of school accountability and examines what it would look like for a state to prioritize three different purposes that accountability systems have been asked to serve historically: (1) as a means for policymakers to intervene in schools; (2) as a tool for schools to improve instruction; and (3) as a platform to inform parents as they engage with their school communities and/or make school choice decisions.
A Second Grade Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills. REL 2021-053
Author: Kosanovich, Marcia
Date: 2021-02-00
Type: Guides - Classroom - Teacher
Subjects: Elementary School Teachers,Elementary School Students,Grade 2,Family Involvement,Parent Participation,Emergent Literacy,Reading Skills,Teaching Guides,Reading Instruction,Teaching Methods,Vocabulary Development,Phonological Awareness,Phoneme Grapheme Correspondence,Decoding (Reading),Writing Skills,Word Recognition,Reading Fluency,Reading Comprehension,Parents as Teachers,Reading Aloud to Others,Oral Reading,Story Reading,Spelling,Reading Strategies,Pronunciation,Vowels,Syllables

This is a companion to the What Works Clearinghouse (WWC) practice guide, &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot; (ED566956). This guide is organized according to the four recommendations and how-to steps from the WWC practice guide. The activities follow the typical developmental progression through which students learn to read. While teachers may use the guide sequentially, the activities are designed to be used flexibly. Teachers can select activities to share with families based on each student's instructional needs. Some language is repeated throughout a few of the Teacher Scaffolds to ensure ready access to all necessary information and materials.
Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts. REL 2021-058
Author: Lewis Presser, Ashley
Date: 2021-02-00
Type: Reports - Research
Subjects: Educational Trends,Reading Achievement,Kindergarten,Grade 1,School Districts,Achievement Gap,Racial Differences,Lunch Programs,English Language Learners,Special Education,Gender Differences,Equal Education,Reading Skills,Achievement Tests,Reading Tests,Scores

To assess education progress in the early grades and identify achievement gaps, this study examined reading achievement data for kindergarten and grade 1 students in two districts in Illinois: District U-46 (Elgin Area Schools) and District 186 (Springfield Public Schools). Drawing on a different reading assessment in each district, the study team documented reading achievement in these two early grades for two kindergarten cohorts (2016/17 for District U-46 and 2017/18 for District 186) and examined disparities in achievement for several student demographic groups. In particular, the study identified gaps in reading achievement at different time points in kindergarten and grade 1 by students' race/ethnicity, eligibility for the national school lunch program (an indicator of poverty), English learner status, participation in special education, and gender. The findings can enhance alliance members' understanding of reading achievement trends and gaps and can inform district administrators', policymakers', and educators' decisions about which students could benefit from additional reading supports. In addition, the findings can motivate conversations about the root causes of inequities in reading achievement and how to resolve them. [For the appendixes, see ED610446; for the study brief, see ED610448; for the study snapshot, see ED610449.]
Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts. Appendixes. REL 2021-058
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Reports - Research
Subjects: Educational Trends,Achievement Gap,Reading Achievement,Kindergarten,Grade 1,School Districts,Benchmarking,Reading Tests,Formative Evaluation,Scores,Achievement Tests

These are the appendixes for the report, &quot;Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts.&quot; This study examined reading achievement data for kindergarten and grade 1 students in two districts in Illinois: District U-46 (Elgin Area Schools) and District 186 (Springfield Public Schools). Drawing on a different reading assessment in each district, the study team documented reading achievement in these two early grades for two kindergarten cohorts (2016/17 for District U-46 and 2017/18 for District 186) and examined disparities in achievement for several student demographic groups. Appendixes in this document include: (1) About the reading achievement assessments; (2) Methods; (3) Supporting analyses; and (4) Other analyses. [For the full report, see ED610445; for the study brief, see ED610448; for the study snapshot, see ED610449.]
Florida Polytechnic University Accountability Plan, 2020
Author: State University System of Florida, Board of Governors
Date: 2020-04-13
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Polytechnic University Accountability Plan, 2019. Revised,&quot; see ED602599.]
Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts. Study Brief. REL 2021-058
Author: Lewis Presser, A.
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Educational Trends,Achievement Gap,Reading Achievement,Kindergarten,Grade 1,School Districts,Racial Differences,Lunch Programs,English Language Learners,Special Education,Gender Differences,Equal Education,Reading Skills,Achievement Tests,Reading Tests,Scores

To assess education progress in the early grades and identify achievement gaps, this study examined reading achievement data for kindergarten and grade 1 students in two districts in Illinois: District U-46 (Elgin Area Schools) and District 186 (Springfield Public Schools). Drawing on a different reading assessment in each district, the study team documented reading achievement in these two early grades for two kindergarten cohorts (2016/17 for District U-46 and 2017/18 for District 186) and examined disparities in achievement for several student demographic groups. In particular, the study identified gaps in reading achievement at different time points in kindergarten and grade 1 by students' race/ethnicity, eligibility for the national school lunch program (an indicator of poverty), English learner status, participation in special education, and gender. The findings can enhance alliance members' understanding of reading achievement trends and gaps and can inform district administrators', policymakers', and educators' decisions about which students could benefit from additional reading supports. In addition, the findings can motivate conversations about the root causes of inequities in reading achievement and how to resolve them. [For the full report, see ED610445; for the appendixes, see ED610446; for the study snapshot, see ED610449.]