ethanporcaro/eric-fulltext-meta huggingface dataset:
Issues in Interactive Translation Practice on Twitter
Author: Al-Jarf, Reima
Date: 2020-04-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Internet,Semitic Languages,Translation,Error Analysis (Language),Feedback (Response),Error Patterns,Learning Activities,Technology Uses in Education,Second Language Learning,English (Second Language),Content Analysis

I used my Twitter account to tweet images of English and Arabic texts to be translated by my student followers who are translation major. In addition, I tweeted translation common translation errors, Arabic meaning of selected prefixes, suffixes and roots with examples, translation tips on stylistic, syntactic, semantic and cultural issues encountered in the translation process, meanings of technical terms in several fields and others. My student followers translated the texts and corrected the translation errors, tweeted and re-tweeted their translations and corrections for feedback. Some asked questions about words and phrases that they have difficulty translating. I did not provide direct corrections. Rather, I gave feedback on the location and types of translation errors, tweeted prompts, translation tips and resources while followers were thinking and working on their answers. Each translation was subjected to several revisions and re-tweets before it reached an acceptable level. Words of encouragement, likes and smileys were given when a correct answer was reached. Responses to a questionnaire-survey showed that followers benefited from the variety of translation tips, feedback and dictionaries tweeted. They found the hashtags I used helpful in locating the tweets. Although the process was fun, it was also tedious and time consuming. It was difficult to keep up with the speed and amount of tweets and retweets on the part of the followers, especially when they were involved in correcting translation errors. Some students were hesitant and shy to participate. Some asked for help in homework. Followers suggested the integration of other technologies to help make up for the limitation in tweet length. Further pedagogical issues, reflections and recommendations on interactive translation practice via Twitter will be given.
Examining Teaming and Tier 2 and 3 Practices within a PBIS Framework
Author: Nese, Rhonda N. T.
Date: 2021-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Evidence Based Practice,Systems Approach,Program Implementation,Teamwork,Intervention,Meetings,Fidelity,School Personnel,Elementary Schools,Charter Schools,Middle Schools,High Schools,Institutional Characteristics

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS, and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implementations of those results for future research and practice in applied settings. [This is the online first version of an article published in &quot;Journal of Positive Behavior Interventions.&quot;]
Listen to the Students: Exploring Undergraduates&apos; Reasons for Science Persistence Using E-V Theory
Author: Gao, Yannan
Date: 2020-09-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Attitudes,Majors (Students),Science Education,Academic Persistence,Introductory Courses,Expectation,Decision Making,Value Judgment

As the first impressions, introductory courses in college play an influential role in students' decision to persist in science majors. We use students' open-ended explanations to understand how students make persistence decisions at the end of their introductory courses, based on Eccles' Expectancy-Value (E-V) Theory. Participants (N = 2737; 45.6% women; 16.4% European American, 22.6% Latino, 46.5% Asian, 14.5% other racial/ethnic groups) indicated the change in their certainty about their original major. In addition, a subset of the students (n=361) provided explanations for why their certainty in their major changed. Overall, the introductory course changed students' certainty about their major in nearly half of the cases. In the open-ended explanations, E-V constructs were frequently identified in students' responses, along with other themes. Overall, values were mentioned more frequently than expectancy in students' explanations. Students who became less certain about their major plan attributed the change to values more often than expectancy, whereas students who became more certain about their major plan did not cite E-V constructs differentially. The findings provide direct evidence for the prevalence of E-V beliefs in achievement choices and the effectiveness of the E-V theory. The result also indicates the need to understand students' experience and reasoning for the intention to leave science majors.
Resource Management Practices of a Public Higher Institution in the Philippines
Author: Acido, Josephine V.
Date: 2022-03-28
Type: Reports - Research
Subjects: Human Resources,Resource Allocation,Budgeting,Information Technology,Technology Integration,Educational Finance,Educational Quality,Foreign Countries,Administrator Attitudes,Teacher Attitudes,College Faculty,Standards,School Policy,Professional Personnel,State Universities,Economic Factors,COVID-19,Pandemics,Strategic Planning

The Philippines is grappling to effectively finance school education resulting in serious consequences for the provision of quality education amidst the backdrop of the pandemic. In this paper, resource management practices of a Public Higher Institution in the Philippines using these dimensions as planning, budgeting, allocation and control were assessed. Descriptive research design was used. Only 72 out of 253 respondents were randomly chosen from administrators, teaching and non-teaching staffs had participated in this study using a validated researched-made questionnaire. Findings revealed that budgeting and allocation were manifested all the time while planning and control practices were implemented most of the time. In order to actualize the resource management rationalization and improvement plan, it is recommended that following projects must have management support and implement in terms of Standardization of Policies and Procedure as well as the Information and Communication Technology Utilization for Resource Management Improvement. The institution must set aside funds to ensure the anticipated development program's success.
UNICEF Strategic Plan 2018-2021: COVID-19 Special Evidence Brief. Evidence and Gap Map Research Brief. Innocenti Research Brief 2021-01
Author: Saran, Ashrita
Date: 2021-01-00
Type: Information Analyses
Subjects: COVID-19,Pandemics,Well Being,International Organizations,Intervention,Low Income Groups,Program Effectiveness,Economic Impact,Social Influences,Maps,Natural Disasters,World Problems,Public Health,Disease Control,Children,Adolescents,Child Welfare,Access to Health Care

This research brief is a new addition to an annual series of five briefs that provide an overview of available evidence shown in the Campbell-UNICEF Mega-Map of the effectiveness of interventions to improve child well-being in low- and middle-income countries (LMICs). This brief provides an overview of available evidence syntheses that may inform COVID-19-specific or other pandemic-specific and epidemic-specific responses to improve the well-being of children and the socioeconomic impacts emerging as a result of it.
Empowering Youth to Prevent Suicide. Policy Update. Vol. 28, No. 6
Author: Blanco, Megan
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Suicide,Prevention,Student Needs,State Boards of Education,Board of Education Role,At Risk Students,Agency Cooperation,School Community Relationship,State Legislation,Wellness,Public Policy,Adolescents,Federal Aid,Federal Legislation,COVID-19,Pandemics,Social Emotional Learning,Peer Influence,Mental Health,Substance Abuse,Health Education,Government Role,Federal Government

Emergency room (ER) visits for 12- to 17-year-olds suspected of attempting suicide increased 31 percent during the pandemic, according to the U.S. Centers for Disease Control and Prevention (CDC). This trend was especially pronounced for girls, whose ER visits after suspected attempts were 50.6 percent higher in the winter of 2021 than during the same period in 2019. Several states are using the federal Coronavirus Aid, Relief, and Economic Security Act and the Elementary and Secondary School Emergency Relief Fund to address the mental health impacts of the pandemic. And many state boards of education were already addressing youth suicide prevention through a range of strategies. To increase the impact of state and local strategies, state leaders may also consider policies directed at equipping students to help peers struggling with suicidal thoughts. Students also need to know when and how to seek help when they themselves are struggling or in crisis. [For the 2020 NASBE report, &quot;Developing Policy to Prevent Youth Suicide,&quot; see ED605771.]
Continuing Learning for the Most Vulnerable during COVID-19: Lessons from Let Us Learn in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. Innocenti Research Brief 2021-02
Author: Chávez, Cirenia
Date: 2021-02-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,At Risk Students,Equal Education,Access to Education,Community Programs,Educational Technology,Technology Uses in Education,Television,Radio,Printed Materials,Computer Uses in Education,Distance Education,Socioeconomic Status,Well Being,Family Needs,Family Role,Clubs,Remedial Instruction,School Schedules,Access to Health Care,Financial Support,After School Programs,Preschool Education,Elementary Secondary Education

The COVID-19 pandemic has disrupted every aspect of society. In mid-April 2020, 192 countries had closed their schools, putting 9 out of 10 enrolled children out of school. These closures disproportionately affected marginalized children, worsening existing inequities across education systems worldwide. This brief draws on the experience of five UNICEF education country programmes supported by the Let Us Learn (LUL) initiative, to document tangible lessons in adapting education programmes to support the most marginalized children during school and learning centre closures. The evidence in this brief stems from a series of semi-structured interviews with Education and Child Protection specialists, as well as a document review of available COVID-19 response studies, in the five LUL-supported UNICEF Country Offices.
2021 Annual Disability Statistics Compendium
Author: Paul, S.
Date: 2021-00-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Institutionalized Persons,Residential Programs,Educational Attainment,Wages,Poverty,Health Insurance,Transportation,Place of Residence,High School Graduates,College Graduates,Occupations,Family Environment,Veterans,Rural Areas,Health Behavior,Health,Public Policy,Federal Programs,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities,Vocational Rehabilitation,Voting

The &quot;Annual Disability Statistics Compendium&quot; and its complement, the &quot;Annual Disability Statistics Supplement&quot; (ED620436), are summaries of statistics about people with disabilities and about the government programs which serve them. The Compendium, presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. The &quot;2021 Annual Disability Statistics Compendium&quot; includes a new section on Voting and Registration, which presents summarized statistics on voting and registration of people with and without disabilities in the 2020 presidential elections. Additionally: (1) The tables presenting change in employment and poverty gaps between people with disability and no disability have been removed this year; (2) The source of all statistics previously reported from the American Community Survey 1-year estimates has changed to the American Community Survey public use microdata sample; and (3) Most statistics based on the American Community Survey public use microdata sample are reported for the age group 18-64 years. A companion &quot;Annual Report&quot; (ED620438) is available, providing graphic representations of key findings. [For the 2020 Compendium, see ED613086.]
Worlds of Influence: Understanding What Shapes Child Well-Being in Rich Countries. Innocenti Report Card 16
Author: Gromada, Anna
Date: 2020-09-00
Type: Reports - Research
Subjects: Child Health,Well Being,Socioeconomic Status,Social Influences,Economic Factors,Environmental Influences,Barriers,Poverty,Access to Education,Mental Health,Physical Health,Access to Health Care,Public Policy,Disease Control,Immunization Programs,COVID-19,Pandemics,Resources,Child Welfare,Interpersonal Relationship,Social Networks,Academic Achievement,Foreign Countries,Health Behavior

A new look at children from the world's richest countries offers a mixed picture of their health, skills and happiness. For far too many, issues such as poverty, exclusion and pollution threaten their mental well-being, physical health and opportunities to develop skills. Even countries with good social, economic and environmental conditions are a long way from meeting the targets set in the 2030 Agenda for Sustainable Development. Focused and accelerated action is needed if these goals are to be met. The evidence from 41 Organisation for Economic Co-operation and Development (OECD) and European Union (EU) countries tells its own story: from children's chances of survival, growth and protection, to whether they are learning and feel listened to, to whether their parents have the support and resources to give their children the best chance for a healthy, happy childhood. This report reveals children's experiences against the backdrop of their country's policies and social, educational, economic and environmental contexts. [This report was written with contributions from Dominic Richardson, Céline Little, and David Anthony.]
2021 Annual Disability Statistics Supplement
Author: Paul, S.
Date: 2021-00-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Institutionalized Persons,Residential Programs,Wages,Poverty,Health Insurance,Transportation,Place of Residence,Occupations,Family Environment,Veterans,Rural Areas,Health Behavior,Health,Public Policy,Federal Programs,Vocational Rehabilitation,Voting,Age Differences,Gender Differences,Racial Differences,Ethnicity

The &quot;Annual Disability Statistics Supplement&quot; is a companion report to the &quot;Annual Disability Statistics Compendium&quot; (ED620434). The &quot;Supplement&quot; presents statistics on the same topics as the Compendium with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the Supplement, a companion &quot;Annual Report&quot; (ED620438) is available, providing graphic representations of key findings. [For the 2020 Supplement, see ED613090.]
State Policy Levers to Address Teacher Shortages. Policy Guide
Author: McDole, Tiffany
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Teacher Shortage,Minority Group Teachers,Teacher Salaries,Teacher Recruitment,Teacher Persistence,Teacher Education,Faculty Development,Teacher Certification

Teacher shortages continue to be a challenge for state policymakers, and while national media coverage paints a picture of widespread shortages, a closer examination reveals that shortages tend to be concentrated in specific subjects and schools. The primary policy response to shortages is often to recruit more teachers, but research demonstrates a need to balance recruitment with retention via a strategic, specific, and comprehensive approach. This Policy Guide highlights factors that impact teacher shortages across the country and provides key state policy levers to strengthen teacher retention, from interest in the field through career advancement.
Annual Report on People with Disabilities in America, 2021
Author: Houtenville, A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Institutionalized Persons,Residential Programs,Educational Attainment,Wages,Poverty,Health Insurance,Transportation,Place of Residence,High School Graduates,College Graduates

The &quot;2021 Annual Report on People with Disabilities in America&quot; is a companion volume to the &quot;2021 Annual Disability Statistics Compendium&quot; (ED620434) and &quot;Supplement&quot; (ED620434). Indicators were in the following areas of interest: employment, educational attainment, health and health care, financial status and security, leisure recreation, personal relationships, and crime/safety. Due to the COVID-19 Pandemic, data collection activities were interrupted. In 2020, for each of these indicators, a &quot;statistically significant&quot; gap was detected, meaning there is a certainty that each of these gaps is greater than zero. Unfortunately, due to the data collection issues, there is no way to determine whether the gaps between people with and without disabilities increased. It is unknown whether 2021 estimates will be comparable to 2020 estimates or 2019 estimates. [For the 2020 Annual Report, see ED613092.]
Research and Policy Implications of STEAM Education for Young Students. Policy Brief
Author: Weyer, Matt
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Art Education,STEM Education,State Policy,Educational Policy,Educational Trends,Academic Achievement,Cognitive Ability,Social Emotional Learning,Outcomes of Education,Professional Development,Preschool Education,Elementary Education

In collaboration with the Arts Education Partnership, Education Commission of the States is turning its attention to STEAM education (adding the &quot;A&quot; for arts), which can promote a more comprehensive approach and provide state policymakers with more policy levers. Several states have already begun implementing STEAM education and are making progress. Yet more can be done to capitalize on the early years to build strong foundational skills. To explore the positive impacts of STEAM education for young learners in pre-K through fifth grade, this Policy Brief highlights four trends from arts integration and STEAM research over the past 20 years. It includes examples, along with implications for each trend, and closes with considerations for state policymakers.
Peabody Picture Vocabulary Test Results, by Vertical Team, Fall 2012. DRE Publication 12.14 a RB
Author: Brunner, Josie
Date: 2012-11-00
Type: Reports - Research
Subjects: Verbal Ability,Intelligence Tests,Vocabulary,Preschool Children,School Districts,English Language Learners,Spanish,English,Scores,Preschool Education

On average, Austin Independent School District prekindergarten students scored below the national average range on a test for receptive vocabulary ability in Fall 2012. English language learner students (ELLs) scored lower, on average, than did non-ELLs.
Prekindergarten Program, 2013-2014 Student Academic Performance. DRE Publication 13.55 RB
Author: Bell, Christian M.
Date: 2014-07-00
Type: Reports - Research
Subjects: Vocabulary,Verbal Ability,Preschool Education,School Districts,School Readiness,At Risk Students,Language Skills,Receptive Language,English,Spanish,Scores,English Language Learners,Program Effectiveness

This report evaluates a sample of students' achievement in the Austin Independent School District pre-K program during the 2013-2014 school year, based on Peabody Picture Vocabulary Test-IV (PPVT) and Test de Vocabularío en Imagenes Peabody (TVIP) results.
Did States&apos; Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform
Author: Song, Mengli
Date: 2022-06-00
Type: Reports - Research
Subjects: Academic Achievement,Educational Change,Academic Standards,National Competency Tests,Comparative Analysis,Mathematics Achievement,Reading Achievement,State Standards,Elementary Secondary Education,Kindergarten,Scores,Correlation,College Readiness,Career Readiness

This study was designed to assess the effects of states' adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students' mathematics achievement were generally small and not significant. The effects on students' reading achievement were also generally small, but negative and statistically significant for Grade 4. The study also revealed that the effects of states' adoption of more rigorous standards varied across NAEP subscales and student subgroups. [This paper was published in &quot;American Educational Research Journal&quot; v59 n3 p610-647 Jun 2022 (EJ1338213).]
Getting It Right: The Conversation Guide for Preparing the Next Generation of ECE Practitioners
Author: Foundation for Child Development
Date: 2022-00-00
Type: Collected Works - General
Subjects: Early Childhood Education,Child Care,Preservice Teacher Education,Early Childhood Teachers,Caregivers,School Administration,Instructional Effectiveness,Educational Policy,Child Development,Educational Research,Program Implementation,Program Effectiveness,Research Needs,Knowledge Level

This conversation guide is the second companion piece to the Foundation for Child Development's &quot;Getting it Right: Using Implementation Research to Improve Outcomes in Early Care and Education&quot; (ED606115) and &quot;Getting it Right: The Conversation Guide for Preparing the Next Generation of Implementation Researchers&quot; (ED615900) which both provide insights into the value of implementation research in the study of early care and education (ECE). This guide aims to help faculty in institutions of higher education use the &quot;Getting it Right&quot; publication in the preparation of future ECE practitioners -- early educators working directly with children; early education leaders administering programs; and those who support them (e.g., coaches) working in school, center-based, and home-based settings. As a resource, this guide supports higher education faculty to initiate and sustain conversations with students about effective ECE practices and policies, what still needs to be learned, and how to deepen the understanding of young children's development and learning. By understanding and participating in implementation research, practitioners can help shape research agendas in ways that help fill in the existing gaps in knowledge, especially knowledge relevant to instructional practice. The guide can be used when working with senior-level undergraduate students or master's and doctoral graduate students at any point in their degree programs.