ethanporcaro/eric-fulltext-meta huggingface dataset:
Disproportionality in School Discipline: An Assessment in Maryland through 2018. Study Snapshot
Author: Lacoe, Johanna
Date: 2019-09-00
Type: Reports - Research
Subjects: Disproportionate Representation,Discipline,Suspension,Expulsion,Minority Group Students,Special Education,Public Schools,Students with Disabilities,African American Students,Hispanic American Students,White Students,Multiracial Persons,American Indian Students,Asian American Students,Pacific Americans,Incidence,Behavior Problems,Violence,Institutional Characteristics,Elementary Schools,Middle Schools,High Schools

The purpose of this report was to describe trends in disciplinary removals in Maryland from the 2009/10 to 2017/18 school years and apply the Maryland State Department of Education's (MSDE) definition of discipline disproportionality to identify and describe disproportionate schools. The report presents an analysis of administrative data from Maryland to identify trends in school removals (out of school suspensions and expulsions) from 2009/10 to 2017/18, and determine whether schools with and without discipline disproportionalities differ in significant ways. The analysis used school discipline, school enrollment, and student demographic data provided by Maryland, as well as enrollment and demographic data provided by the National Center for Education Statistics Common Core of Data. The study found that exclusionary discipline rates declined for all subgroups of students in Maryland over the past decade; however, Black students and students with disabilities continued to be suspended and expelled from school at more than twice the rates of other students. Even when they were involved in the same types of infractions, Black students and students with disabilities were significantly more likely to receive out-of-school suspensions than other subgroups. These findings indicate a need to identify and address the root causes of these discipline disparities. Inequitable punishment for the same offenses suggests the possibility that implicit bias against Black students and students with disabilities plays a role. The following are appended: (1) background on the study; (2) a description of methods; and (3) supporting analyses.
Relationships, Resources, Resilience: Professional Learning Communities to Improve Teacher Retention
Author: Waters, Patricia
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Teacher Persistence,Web Sites,Teaching Methods,Teacher Attitudes,Faculty Development,Public School Teachers,Mentors,Case Studies,Intervention,Outcomes of Education,Educational Improvement,Beginning Teachers,Reflection,Group Discussion,Well Being,Resilience (Psychology),Meetings,Experienced Teachers,Teacher Characteristics,Universities,Data Analysis

This study used mixed methods to explore the impact of a university-hosted professional learning community (PLC) on teacher retention in public schools. Recent graduates (1-3 years) and mentor teachers were invited to participate. Via a case study approach, participants were challenged to look critically at their teaching and use data to investigate interventions that would improve outcomes for children. A web-based platform allowed for posed questions, discussion, and reflection between sessions. Project directors monitored discussions to offer further guidance and support as needed. Findings from this study provide insight into participant experience in PLCs. Relationships and practical resources shared within the PLC resulted in improved teacher performance, confidence, and feelings of well-being.
Improving Working Memory in Science Learning through Effective Multisensory Integration Approach
Author: Kumar, S. Prasanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Sensory Integration,Teaching Methods,Short Term Memory,Correlation,Learning Processes,Tests,Prior Learning,Brain Hemisphere Functions,Models,Comparative Analysis,Pretests Posttests,Scores,Males,Single Sex Schools,Secondary School Students,Recall (Psychology),Visual Learning,Instructional Effectiveness,Foreign Countries

Sensory integration takes place in the central nervous system where complex interactions such as co-ordination, attention, arousal levels, autonomic functioning, emotions, memory and higher level cognitive functions are carried out. Sensory integration gets information through the senses, puts it together with prior knowledge, information and memories already stored in the brain to make a meaningful response. Multi-sensory learning, as the name implies, is the process of learning a new subject matter through the use of two or more senses. This may include combining visual, auditory, tactile or kinaesthetic, olfactory and gustatory sensation. By activating brain regions associated with touch, flavour, audition and vision, they indicate a direct relationship between perceptual knowledge and sensory brain mechanisms. The investigator developed content based working memory test and pre assessment of the working memory of the students. Then researcher has developed multisensory integration model and taught though this model of science subject and find out post assessment of working memory in science. Finally investigator evaluated multisensory integration model on enhancing working memory in Science among the students.
An Examination of the Thesis Prepared for the Preschool Period between the Years 2010-2018
Author: Kesicioglu, Oguz Serdar
Date: 2019-09-00
Type: Journal Articles
Subjects: Preschool Education,Graduate Study,Graduate Students,Masters Theses,Doctoral Dissertations,Incidence,Foreign Countries,Medicine,Dentistry,Student Research,Educational Research,Research Methodology

The research aimed to reveal through classification the graduate thesis written in the field of preschool education between the years of 2010-2018. This study was qualitative research, and the data were collected through the document examination method. The sampling for the research was determined with criterion sampling, a purposeful sampling strategy. Based on this, a total of 984 graduate thesis were examined with 787 master's thesis, 120 doctoral thesis, and 27 Medical/Dentistry thesis, that were written in the field of preschool education. In line with the specified criteria, the full texts of the thesis were recorded and studied based on the subheadings determined in the scope of the research. Frequency was utilized in the analysis of the data. It was determined as a result of the research that there was an increase in the number of graduate thesis in 2015 and afterwards and that this increase was especially prevalent in the master's field. The research determined that, with regard to types of research, a quantitative research method and experimental and survey research models were used more frequently. According to the results of the research, it is recommended that research groups aimed at the field of preschool education in Turkey be diversified and that different research models be used.
Examination of Student Opinions on the Use of Social Media in Educational Environments
Author: Bilgici, Bahar Gümrükçü
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Information Technology,Student Attitudes,Content Analysis,Foreign Countries,Educational Environment,Nursing Education,Child Development,Program Descriptions,College Students,Social Networks,Criticism,Teacher Attitudes,Course Descriptions,Classroom Communication,Sharing Behavior,Educational Benefits,Computer Mediated Communication,Technology Uses in Education

This study aimed to determine the use of social networks in educational environments from a student' s perspective, for which 57 students at Kastamonu University, Kastamonu Vocational School, Department of Nursing and Care Services, Child Development Programme and taking Educational Tools and Development course were interrogated. The students were asked to use Facebook, which was among the most used social networking sites in Turkey. A group of administrators were selected based on volunteerism among the students enrolled in the course. A closed Facebook group was created for these students. Each week, the students posted the images of the materials and their ideas of the new course material in this closed group. Other fellow students shared positive or negative criticisms about these posts by stating their reasons. The course instructor commented on students' new ideas. At the end of the 15-week course, students' opinions were gathered via semi-structured interview form and evaluated using a content analysis method. A total of 724 statements of opinion were obtained according to the research results. These expressions were collected under Technological Advantages, Negativities, Influencing Classroom Communication, Factors Considered in Commenting, idea and Project Sharing. [This paper was published in the INTE - ITICAM - IDEC 2018, Paris-France proceedings, Volume 1, (p.636-347).]
Literacy in the Middle (LIM): Implementation and Effect on Middle School Literacy Performance and Growth, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-09-13
Type: Reports - Research
Subjects: Literacy,Middle School Students,Program Effectiveness,Program Implementation,Reading Achievement,Mathematics Achievement,School Districts,Reading Aloud to Others,Small Group Instruction,Independent Reading,Writing Instruction,Faculty Development,Teacher Attitudes,Middle School Teachers,Standardized Tests,At Risk Students,Potential Dropouts,Gifted,Interdisciplinary Approach,Screening Tests,Grade 6,Grade 7,Grade 8

Literacy in the Middle (LIM) is a sixth- through eighth-grade literacy initiative being implemented in the Houston Independent School District (HISD). The initiative is an extension of the Literacy by 3 initiative being implemented at the elementary school level, district-wide. LIM focuses on literacy across the curriculum, including the core content areas of science, math, and social studies using reading, writing, speaking/listening, and thinking domains. This report highlights the implementation of LIM and its effect on reading and math performance and growth of middle school students. The implementation involved summer and year-long professional development for teachers. A teacher survey, repeated-measures design, regression, and descriptive analyses were used to evaluate the implementation and effects of LIM.
The Literacy Empowered Initiative: Impacts on HISD High School Students&apos; Performance in Core Courses, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-10-31
Type: Reports - Research
Subjects: High Schools,Individualized Instruction,Academic Achievement,Literacy Education,Program Effectiveness,Faculty Development,Achievement Gains,Teaching Methods,Science Achievement,Mathematics Achievement,History Instruction,Language Arts,Predictor Variables,At Risk Students,Students with Disabilities,English (Second Language),Academically Gifted,High School Students,High School Teachers,Gender Differences,Racial Differences,Ethnicity

The purpose of this evaluation was to determine the impact of the Houston Independent School District (HISD) Literacy Empowered (LE) initiative on the reading, literacy, and performance in core courses among high school students. Literacy Empowered is a districtwide initiative that provides support for high school students through the expansion of &quot;personalized instruction through the proficient use of PowerUP tools and authentic literacy practices across all core foundation classes in preparation for postsecondary education and/or careers.&quot; Students who constituted the study sample were linked to their teachers who completed the LE professional development (PD) by using unique identifiers. The evaluation was guided by four questions and surveyed teachers who completed the professional development (PD) associated with the LE initiative. Students' test data were analyzed, and treatment effect with regression adjustment was used to determine the impact of the initiative on students' performance. Multiple regression was used to predict the performance of LE students in the four core subjects assessed using the State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) exams and regressed on key demographic and educational variables.
Preschoolers with Developmental Speech and/or Language Impairment: Efficacy of the Teaching Early Literacy and Language (TELL) Curriculum
Author: Wilcox, M. Jeanne
Date: 2019-10-01
Type: Reports - Research
Subjects: Preschool Children,Speech Impairments,Language Impairments,Language Skills,Program Effectiveness,Curriculum,Oral Language,Emergent Literacy,Language Tests,Developmental Disabilities,At Risk Students,Teaching Methods,Vocabulary,Students with Disabilities,Children,Intelligence Tests,Conventional Instruction,Receptive Language,Vocabulary Development,Expressive Language

Problem/Purpose: Young children with developmental speech and/or language impairment (DSLI) often fail to develop important oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the TELL curriculum and associated evidence-based teaching practices in promoting the acquisition of oral language and early literacy skills for preschool children with DSLI. Participants: Participants included 202 male and 87 female preschoolers with DSLI in the absence of other developmental impairment. Children ranged in age from 43 to 63 months. They were enrolled in 91 inclusive preschool classes and their corresponding classroom teachers were all female. Method: In this cluster RCT, classroom teachers were randomly assigned to implement the TELL curriculum or to continue with their business-as-usual (BAU) curriculum. Proximal outcomes were assessed with investigator-developed curriculum-based measures (CBM) administered six times over the school year and an investigator-developed assessment of vocabulary targeted in TELL. Standardized tests of oral language (&quot;Clinical Evaluation of Language Fundamentals Preschool - 2nd Edition&quot;), and early literacy skills (&quot;Test of Preschool Early Literacy&quot;), and a benchmarked early literacy assessment (&quot;Phonological Awareness and Literacy Screening PreK&quot;) were administered at the beginning and end of the school year to determine impact on more distal outcomes. Results: Results indicated a significant TELL effect for all CBMs at later measurement points with Cohen's &quot;ds&quot; in the medium (0.43) to very large (1.25) range. TELL effects were also noted for the vocabulary measures with small to medium between-group effect sizes (Cohen's f^2 range from 0.02 to 0.44). There were no significant TELL effects for the more distal measures. Conclusion: Based on progress measures, the TELL curriculum was effective for improving the oral language and early literacy skills of young children with DSLI. [This paper will be published in &quot;Early Childhood Research Quarterly.&quot;]
(No) Money in the Bank: Which Retirement Systems Penalize New Teachers?
Author: Lueken, Martin F.
Date: 2017-01-00
Type: Reports - Research
Subjects: Retirement Benefits,Beginning Teachers,Public School Teachers,School Districts,Tenure,Cost Effectiveness

Pensions are a promise made today of benefits to be received tomorrow. They reward employees, including public school teachers, who remain working in a system for extended periods, often for their entire careers. And they impose large costs on those who leave before reaching retirement eligibility--all in the hopes of encouraging them to stay. Today, however, few Americans remain at one job for their entire working lives, and teachers are no exception. Nationally, 17 percent of all teachers who started in 2007-08 were no longer in the classroom in 2011, and about 72 percent will leave before twenty years of service. The reality is that the traditional retirement systems currently in place for most public school teachers favor only a small number of them and penalize many others. Teachers provide an invaluable service educating children. Thus, an important policy goal is to ensure that teacher compensation, including pensions, works for all teachers. In this study, the author examines the timing of the crossover point for a new teacher from the largest public school district in each state as well as the District of Columbia. These fifty-one districts employ approximately 11 percent of the nation's teachers. The primary research question is: How long must a new teacher work until her retirement benefits are worth more than her contributions (the crossover point)? The results of this analysis can give new teachers in the districts that were studied a clearer sense of their contribution obligations as well as the return they might expect. It also provides useful information about whether teacher retirement systems work for all employees, their employers, and taxpayers. This report proceeds as follows: Section I explains the data and methods used for this analysis. Section II presents the findings. Section III discusses implications and policy recommendations. Three appendices are included. [Foreword by Dara Zeehandelaar and Amber M. Northern.]
Initial Development of Multi-Item Direct Behavior Rating Measures of Academic Enablers
Author: Volpe, Robert J.
Date: 2019-00-00
Type: Reports - Research
Subjects: Behavior Rating Scales,Test Construction,Student Behavior,Academic Achievement,Learner Engagement,Interpersonal Competence,Study Skills,Elementary School Teachers,Content Validity,Formative Evaluation,Elementary School Students,Primary Education

Although there is a growing body of evidence to support the use of direct behavior rating (DBR) as a formative behavioral assessment method in school-based problem-solving models, this work has centered largely on the assessment of attending and problem behaviors and on the use of single-item DBR scales. The primary purpose of the current study was to report on the development and initial validation of teacher-completed multi-item DBR scales (DBR-MIS) designed to assess three constructs that represent behaviors that are widely considered to support student academic achievement (Academic Engagement, Interpersonal Skills, and Study Skills). Development of the scales involved a content validity study utilizing feedback from a panel of consumers (teachers, parents, and school administrators) and a panel of researchers with expertise in school-based behavioral assessment. Results of an exploratory factor analysis of ratings completed by teachers in Grades K through 3 (N = 307) supported a one-factor solution for each of the aforementioned constructs. Favorable internal consistency was found for each scale. [This paper will be published in &quot;School Mental Health.&quot;]
The Effect of Utilizing Digital Storytelling on Developing Oral Communication Skills for 5th Grade Students at Rafah Primary Schools
Author: Abu Elenein, Ayman Hassan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Computer Assisted Instruction,Story Telling,Teaching Methods,Skill Development,Communication Skills,Oral Language,Grade 5,Outcomes of Education,Second Language Instruction,Second Language Learning,English (Second Language),Student Educational Objectives,Vocabulary Development,Learning Motivation,Sentences,Experimental Groups,Control Groups,Scores

The study aimed at identifying the effect of utilizing digital storytelling on developing oral communication skills for 5th grade students at Rafah Primary schools. It adopted quasi-experimental approach. Two tools are used to collect data; a checklist of oral communication skills and a pre-post achievement test. To analyse data, the researcher used many statistical means such as, means, standard deviation, t-test and anova. The study revealed many findings that there was a positive effect of digital storytelling on developing oral communication skills. The study also recommended that digital storytelling should be used to develop students' oral performance at primary and secondary schools.
The Relationship between Language Learning Strategies and Achievement among EFL University Students in Yemen
Author: Khaleel Mohammad Abdul-Ghafa, Abdul-Qader
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Learning Strategies,Second Language Learning,Second Language Instruction,English (Second Language),College Students,Memory,Foreign Countries,Academic Achievement,High Achievement,Low Achievement,Scores,Metacognition,Cognitive Processes,Student Attitudes,Classification

This study investigated the relationship between language learning strategies and achievement among Yemeni EFL university students. It also identified the differences between high and low achievers in using language learning strategies. Seventy students were randomly selected from the fourth level on the basis of their university scores as high and low achievers. The study adopted the SILL questionnaire developed by Oxford (1990) to collect the data of the study. The obtained data were statistically analyzed through SPSS software. The results of the study showed that the most frequently used strategies of high achievers were meta-cognitive, compensation and cognitive strategies while the least frequently used strategies were affective, memory and social Strategies. On the other hand, the most frequently used strategies of low achievers were meta-cognitive strategies, the strategies entitled &quot;Others&quot; and affective strategies whereas the least frequently used strategies were cognitive, social and memory strategies. The findings also revealed that there was a statistically significant difference between high and low achievers in the overall use of LLSs in favor of high achievers, there were significant differences between high and low achievers in using meta-cognitive, compensation and cognitive strategies in favor of high achievers and there was a positive relationship between the overall use of language learning strategies and students' academic achievement. It was also found that the meta-cognitive and compensation strategies positively correlate with the students' academic achievement. The findings have significant implications for research on LLSs, classroom instruction, materials design, and teacher preparation.