ethanporcaro/eric-fulltext-meta huggingface dataset:
Content Proximity Spring 2022 Pilot Study. Research Brief
Author: Meyer, J. Patrick
Date: 2023-06-00
Type: Reports - Research
Subjects: Achievement Tests,Mathematics Achievement,Content Validity,Mathematics Tests,Test Items,Algorithms,Pilot Projects,Test Validity,Test Reliability,Scores,Goodness of Fit,Reading Tests,Reading Achievement

The Content Proximity Project was designed to improve the content validity of the MAP® Growth™ assessments while retaining the ability for the test to adapt off-grade and meet students wherever they are in their learning. Two main features of the project were the development of an enhanced item selection algorithm, and a spring pilot study conducted in volunteer school districts. The purpose of the pilot study was to evaluate the new algorithm during live testing, study the comparability of scores with traditional MAP Growth assessments, and produce evidence of test content validity and score reliability. The pilot study began in spring 2022 with a group of NWEA Partners who volunteered to participate. The Content Proximity Project was initiated with several benefits in mind. The primary benefits are enhanced content validity, improved perceptions of test quality, and greater test taking engagement. The test will continue to adapt off grade when needed to deliver items of suitable difficulty for a student. However, this adaptation will be done in such a way that test events will be more closely aligned with grade-level content, especially for students exhibiting typical performance for a grade. The stronger preference for grade-level content means that the test more closely matches the subject matter students have an opportunity to learn in school. Subsequently, MAP Growth scores should allow for better connections to curriculum materials and resources, and produce scores that are more highly correlated with end-of-year summative tests.
Alternative Approaches to Making a Down Payment on Education Equity
Author: Stier, Marc
Date: 2023-03-22
Type: Reports - Evaluative
Subjects: Educational Finance,Budgets,Elementary Schools,Secondary Schools,Educational Equity (Finance),School Districts,Social Class,Race,Ethnicity,Hispanic Americans,Expenditures,Equal Education,State Government

In this paper the author compares the impact of two proposals: one in the Shapiro administration's budget plan and one by the PA Schools Work (PASW) campaign for a down payment on fair and full funding of K-12 schools regarding how far they go in reducing the state's inequitable and inadequate school funding for school districts on the basis of class, race, and Hispanic ethnicity. The author shows that the PASW proposal, by spending more money and distributing some of that money through the Level Up program, takes a larger step forward in pursuit of the goal of giving every child the &quot;thorough and efficient&quot; public education required not only by basic notions of fairness and equity but by the Pennsylvania Constitution.
Classroom Teachers&apos; Metaphorical Perceptions Regarding the Concepts of Independence and Struggle
Author: Akman, Özkan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Figurative Language,Cognitive Processes,Phenomenology,Language Usage,Content Analysis,Classification,Difficulty Level,Barriers,Definitions,Social Studies,Foreign Countries,Freedom,Word Lists

Metaphor is a tool that helps us perceive the world by expressing more than word art. Metaphors are used in certain areas of education. It appears in different ways in the fields of literature, philosophy, sociology, educational sciences, social studies. Teachers also tell concrete and abstract data through metaphors to make it easier to keep in mind and to make it more understandable. The purpose of this study is to perceive the metaphor perceptions of the concepts of &quot;independence&quot; and &quot;struggle&quot; that reveal the mental perceptions of classroom teachers. The method of this research is designed with one of the qualitative research methods, phenomenology. The research was conducted in the fall semester of the 2020-2021 academic year. The working group of the study 33 classroom teachers serving in various provinces and districts of Turkey (28 women, 5 man) was performed. &quot;Independence is like ………; because ……&quot; and &quot;Struggle is like ………; because ………&quot; questions were asked. The data were interpreted through content analysis. The metaphors obtained according to the content analysis were categorized according to their common features in terms of meaning, and tables were created and interpreted. The metaphors about the concept of &quot;independence&quot; are divided into 7 conceptual categories, and the metaphors about the concept of &quot;struggle&quot; are divided into 5 conceptual categories. According to the results obtained in this study, a metaphor has been explained mostly in the category of freedom with 57.4% about the concept of &quot;independence&quot;. In this category, the metaphor of &quot;bird&quot; was formed at the most with 15.2%. With 45.2% regarding the concept of &quot;struggle&quot;, it is mostly explained in the category of overcoming difficulties. In this category, the metaphor of &quot;life&quot; was formed at most with 12.1%. The metaphors created by the classroom teachers participating in the study reveal that they perceive them in a way that is equivalent to the definitions used in the Social Studies course. In the light of the findings, the research group can be changed, more different research can be done using qualitative and quantitative methods, and comparative studies with demographic information can be made. [For the full proceedings, see ED630893.]
Diversity and Inclusion: Incorporating History into the Mathematics Classroom
Author: Serhan, Derar
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Diversity,Inclusion,Mathematics Instruction,Teaching Methods,Calculus,Undergraduate Students,Student Attitudes,History,Mathematical Aptitude,Race,State Universities,Relevance (Education)

Math classes do not usually offer students an opportunity to learn about the diversity within the field of mathematics. As a result, students tend to hold inaccurate, negative perspectives about diversity in the world of mathematics and many may not feel a sense of belonging in the classroom when they do not see themselves reflected in the curriculum. The relationship between history and mathematics should be explored as one way to correct inaccurate views about what defines a mathematician and what the benefits are of studying mathematics and its relevance in daily life. One of the teaching practices that can support diversity and inclusion in the mathematics classroom is exposing students to a diverse group of mathematicians. In this study, we investigated the effects of using this teaching practice on creating an inclusive classroom. The participants in this study were 36 undergraduate students enrolled in a Precalculus course. Data were collected using a pre- and post-test tool and analyzed both quantitatively and qualitatively. An in-depth analysis through close comparisons between students' responses in the pre and post-tests. The results indicated that participants gained a new knowledge from the treatment (the historical projects) that expanded their horizons about mathematics diversity. [For the full proceedings, see ED630893.]
Examination of Text-Based Questions in Secondary School Turkish Textbooks According to the Renovated Bloom Taxonomy
Author: Erkek, Gülten
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Turkish,Textbooks,Foreign Countries,Taxonomy,Content Analysis,Questioning Techniques,Thinking Skills,Instructional Program Divisions,Teaching Methods,Comparative Analysis

In this study, it is aimed to examine the text-based questions in the secondary school Turkish textbooks according to the revised Bloom's Taxonomy and to evaluate these questions according to the cognitive domain steps. In the research, the text-based questions in the Turkish textbooks approved by the Ministry of National Education were examined by document analysis method, and a separate analysis was made for each grade level. As a result of the study, it was seen that the text-based questions in Turkish textbooks concentrated on the steps of remembering and understanding. It is noteworthy that in the fifth, sixth and seventh grade Turkish textbooks, the questions that serve high-level thinking skills have lower rates than the questions of other skills. This situation differs only in the textbook for the eighth-grade level. The variation in the number of questions at all grade levels and in all themes at these levels reveals the unplannedness in the textbooks. The research reveals that it is necessary to develop high-level thinking skills of students at the secondary school level and to support this goal with textbooks, which are the most used teaching materials in education. [For the full proceedings, see ED630893.]
Building a Statewide Network of Literacy Leaders: The Idaho Reading Coach Academy
Author: Region 17 Comprehensive Center
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Literacy Education,Coaching (Performance),Faculty Development,Elementary School Students,Reading Instruction,Program Development,Instructional Improvement,Program Evaluation,Program Effectiveness

This paper describes the Idaho Reading Coach Academy, which is part of the Idaho State Department of Education's (ISDE) K-3 literacy project, Striving to Meet Achievement in Reading Together (SMART). SMART is a multiyear cohort project that developed a statewide network of reading coaches who could provide direct support to participants. ISDE collaborated with the Region 17 Comprehensive Center (R17CC) to co-develop the Idaho Reading Coach Academy, which includes three in-person training sessions each year, as well as regular virtual meetings. The training is focused on evidence-based coaching skills and strategies, including topics such as building trust, modeling best practice, conducting side-by-side coaching in the classroom, building teachers' capacity to use data to drive decision making, and engaging in autonomous coaching in which teachers set the goals for their own practice. While focused specifically on coaching, all training activities, examples, and resources are grounded in the practical implementation of science of reading principles.
The State of Things: Tracking BPS&apos;s Road to Improvement, 2022-23. White Paper No. 261
Author: Candal, Cara Stillings
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Elementary Secondary Education,School Districts,Educational Change,Urban Schools,National Competency Tests,Academic Achievement,Graduation Rate,Gender Differences,Racial Differences,Social Differences,Low Income Students,Students with Disabilities,Accountability,Student Transportation,Discipline

In Spring 2022, Pioneer Institute published &quot;The Boston Publics Schools' Road to Receivership,&quot; which detailed the findings of the 2019 state-commissioned, third-party report evaluating outcomes and operations in the Boston Public Schools (BPS). The report was scathing, citing years of declining enrollment, low test scores, financial mismanagement, and poor oversight and support of schools. When schools reopened in 2022 following the pandemic, the Massachusetts Department of Elementary and Secondary Education (DESE) and other advocates for change publicly revisited the report's findings and opted to strengthen and renew an agreement with BPS that details the improvements the district needs to make and how the state will support its efforts. This article details aspects of the 2022 report in the context of news reports about the BPS and uncovers progress that has been made and has yet to be made on key issues. It concludes with broad recommendations for state and district action pertaining to some of the report's key findings. [For related report, &quot;The Boston Public Schools' Road to Receivership. White Paper No. 247,&quot; see ED617699.]
Every Student Is Not Succeeding: ESSA, Titles I-IV, &amp; Religious School Students. White Paper No. 262
Author: Olson, Tom
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Educational History,Government Role,Private Schools,Equal Education,Educational Benefits,Barriers,Educational Equity (Finance),Resource Allocation,Religious Schools,Religious Education,Academic Achievement

As the most recent reauthorization of the Elementary and Secondary Education Act (ESEA), the Every Student Succeeds Act (ESSA) provides to public and private school students and schools wide-ranging academic and educational supports. This paper provides a historical review of: (1) the federal government's role in education; (2) the creation and passage of ESEA; and (3) ESEA's subsequent development and reauthorizations. The authors next describe ESEA's application to parentally placed private school students. The law makes it clear that private school students are to participate equitably in the benefits that ESEA confers. Upon identifying and describing the challenges to this equitable participation that private school students and stakeholders have faced under ESEA's most recent reauthorization (ESSA), the authors conclude by offering concrete recommendations on how ESEA's next reauthorization can effectively address these challenges.
Class of 2022 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Addison, Kecia L.
Date: 2023-06-15
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,Advanced Placement,Placement Tests,High School Graduates,Achievement Tests,Public Schools,Scores,Hispanic American Students,Asian American Students,White Students,African American Students,Low Income Students,High Schools,College Readiness,Limited English Speaking,Special Education

This memorandum provides information pertinent to the participation and performance of Advanced Placement (AP) and International Baccalaureate (IB) examinations for 2022 graduates in Montgomery County Public Schools (MCPS). In 2022, 63.2% of MCPS graduates took one or more AP exams--21.9 percentage points more than public school graduates in Maryland and 28.6 percentage points more than those in the Nation. Districtwide, 48.5 % of 2022 MCPS graduates earned at least one AP exam score of 3 or higher, while 27.4% of public school graduates in Maryland and 21.6% of graduates in the Nation. [For &quot;Class of 2021 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum,&quot; see ED623568.]
The Effect of Using Blended Content-Based Instruction (BCBI) to Enhance EFL University Students&apos; Oral Communication Skills
Author: Abdulhamid Ismael, Israa Ismael
Date: 2023-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: English (Second Language),Second Language Instruction,College Students,Oral Language,Communication Skills,Second Language Learning,Foreign Countries,Student Attitudes,Skill Development

The study aimed to examine the effect of using Blended Content-Based Instruction (BCBI) to enhance EFL university students' oral communication skills. The study begins with a review of literature and previous studies dealing with blended content-based instruction (BCBI) and oral communication skills. The researcher prepared a list of oral performance components as a guide for the design of the instruments. The researcher also designed a pre/post oral communication test, a rubric as well as the proposed program. Then, she nominated a random group of the EFL university students (intermediate level) at Faculty of Business Technology (n= 30), Canadian International College (CIC) to participate in the study and get involved in its activities. The participants were submitted to a pre and posttest. Then, the results were analyzed both quantitatively and qualitatively. The results showed that blended content-based instruction (BCBI) was highly effective in enhancing EFL university students' oral communication skills.
Overcoming Gender Differences in Education
Author: Limaj, Elona
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,Sex Fairness,Access to Education,Equal Education,Females,Womens Education,Economic Development,Standards,Educational Improvement,Teacher Education,Faculty Development,Educational Environment,Teacher Student Relationship,Inclusion,Foreign Countries,Dropouts,Enrollment Trends,Poverty,Immigration,Minority Groups,Geographic Isolation,Early Parenthood,Marriage,Elementary Secondary Education,Socioeconomic Influences

Gender equity in education is a global priority aiming to promote the right to education for everyone. It is necessary to ensure equal access to girls and boys for completion of their education cycles, as well as empower equity all through the education education process. Lack of equity between boys and girls schools is not a special specific of one country, but a global problem. Annual reports show that a considerable number of children, mainly girls, have interrupted their education in various levels of Albanian education system, due to a number of reasons. Lack of gender equity in the education system is a big obstacle for dynamic development of the society. The education of girls and women in Albania is important, not only as a matter of respecting a basic human right for half of the population, but also as a powerful force for economic development and achieving other social goals such as improved health and civic involvement. This work will focus on gender disparity in Albanian education system, where number of boys and girls is not the same in all education cycles -- primary, elementary, secondary, according to data in the largest region in the country. A coordination of the qualitative and quantitative analysis is provided to indicate the reasons for this disparity and compare data according to random chosen schools. This work shall offer suggestions and recommendations to improve school curricula and determine the role of teachers in this aspect in order to create a favourable environment for both genders as well as making the education system more inclusive for all children includes improving standards, curricula and a focus on teacher training and development in Albania. [For the full proceedings, see ED630893.]
Opinions of Secondary School Eighth Grade Students upon Distance Education and Preparation Process for High School Entrance Exam during the Pandemic
Author: Erkek, Gülten
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Turkish,Test Preparation,Technological Literacy,Pedagogical Content Knowledge,Distance Education,Communication Problems,COVID-19,Pandemics,High Schools,Admission (School),High Stakes Tests,Grade 8,Case Studies,Student Motivation,Foreign Countries

With the COVID-19 pandemic, the need for examining the effect of distance education process, where millions of students have been caught unprepared, on Turkish education has arisen. It is rather important to reveal the strengths and weaknesses of the education in this process and to give the right direction to the process by overcoming the existing problems. In accordance with this purpose, the opinions of the students in secondary school eighth grade during the pandemic have been taken regarding the Turkish education and preparation process for high school entrance exam in this period. Case study, one of the qualitative research methods, have been used in this research. The data has been collected by using an interview form. The findings of the research have been examined by being categorized in line with the questions in the interview form and presented respectively. Distance education has some shortcomings due to certain reasons in terms of Turkish lesson. Many reasons such as the lack of technological knowledge of the students and teachers, the difficulty to access technological tools, communication difficulties in distance education, have reduced the students' interest in the Turkish lessons and negatively affected the preparation process for the high school entrance exam. It has been observed that the most important effect of the current situation is the loss of motivation of the students. [For the full proceedings, see ED630893.]
Representations of Qualifying Secondary Teachers Regarding the Investigative Approach in Morocco
Author: Kouchou, Ihsane
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Secondary School Teachers,Teacher Surveys,Teacher Attitudes,Teaching Methods,Learning Processes,Barriers,Science Instruction,Physics,Chemistry,Earth Science,Foreign Countries,Active Learning

The innovation calls insist on the fact to identify new forms and models of learning and teaching. Actually, the educational approaches that encourage effective learning among student, is the Investigative Approach, which demonstrates more and more its potential in teaching. It is a scientific approach based on questioning and investigation where the learner is placed at the center of the action of learning questions himself, acts in a reasoned manner and communicates to build his learning while by being an actor in scientific activities. In this research, we aim to highlight the representations of secondary school teachers about the concept of investigative approach and determine the constraints and the obstacles to its implementation in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry). In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 100 teachers of experimental sciences practicing in different secondary schools in Marrakech city. The results of this survey reveal, firstly, that the teachers questioned seem have confusions and misconceptions about the investigation process and secondly, they highlight the presence of constraints and difficulties that prevent its application in the classroom. [For the full proceedings, see ED630893.]
Research Anxiety Levels of Education Faculty Students
Author: Kocaman Karoglu, Aslihan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Scientific Research,Anxiety,Teacher Education Programs,Foreign Countries,Measures (Individuals),Student Attitudes,Student Research,Research Skills,Universities,Student Characteristics,Preservice Teachers

Scientific research is the process of collecting, analyzing, interpreting, evaluating, and reporting data in a planned and systematic way in order to find reliable and valid solutions to problems. Anxiety about scientific research directs the research behavior of the individual and causes feelings such as reluctance to do research, insecurity, discomfort, and restlessness. Universities are important institutions where research culture should be introduced to students. In this study it is aimed to determine the research anxiety levels of education faculty students. The participants were 615 students (289 females and 326 males) who are the students at different departments of education faculties from ten universities in Turkey. The data were gathered by using &quot;Research Anxiety Scale&quot;. The findings showed that the research anxiety levels of education faculty students are not very high almost moderate level. Also, research anxiety levels of the students explored in some variables. It is found that education faculty students' research anxiety levels did not change according to gender, whether they took a research course, their studying department or grade levels. [For the full proceedings, see ED630893.]