ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Word Learning Strategies: A Program for Upper-Elementary School Students
Author: Li, Linlin
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Vocabulary Development,Reading Comprehension,Program Effectiveness,Language Arts,Grade 4,Teaching Methods,Program Implementation,Fidelity

This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program designed to develop upper-elementary students' vocabulary skills in order to improve reading comprehension. The study used a true, group-randomized, experimental design, which randomly assigned 46 4th grade classrooms (n=1324 students) from 12 districts to a treatment or control group. The results from the first cohort indicate that the program was positively associated with gains in students' vocabulary learning as measured by Word Learning Strategies Test and in students' reading comprehension as measured by Gates-MacGinitie Reading Test, after accounting for differences in baseline test scores. The use of the WLS program also led to increases in teachers' awareness of strategies to support their students' vocabulary and reading comprehension. [This paper was published in the Proceedings of the 2016 American Evaluation Association (AEA) Annual Conference. Atlanta, GA.]
National Colleges Process Evaluation. Research Report
Author: Buzzeo, Jonathan
Date: 2020-02-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Finance,Financial Support,Federal Aid,Postsecondary Education,Vocational Education,Apprenticeships,Program Evaluation,Program Effectiveness,Program Implementation,Barriers,Delivery Systems,Educational Policy,Governance,Recruitment,School Buildings,Employers,Employees,Student Experience,Attitudes

In May 2016, Government funding of £80 million was awarded to establish five employer-led National Colleges in key growth sectors -- Creative and Cultural (NCCI), Digital Skills (Ada), Nuclear (NCfN), High Speed Rail (NCHSR) and Oil and Gas. This was alongside substantial investment from Local Authorities (LAs), Local Enterprise Partnerships (LEPs), industry bodies and businesses. The Colleges opened between 2016 and 2018 (Ada and NCCI in 2016, NCHSR in 2017 and NCfN in 2018). At the end-point of the initial phase of delivery, in December 2018, the Department for Education (DfE) commissioned the Institute for Employment Studies (IES) to carry out a process evaluation. Its aims were to: (1) Explore the implementation and delivery of National Colleges to date from the perspectives of key stakeholders; (2) Identify factors that have helped or hindered effective implementation of National College policy; and (3) Identify lessons learned about how delivery can be improved or refined, and more broadly, applied across DfE's programmes, particularly the Institutes of Technology. The research was primarily qualitative in nature and took place from February-April 2019. It involved an initial scoping phase, which incorporated a review of National College policy documentation as well as the original and revised business plans of the four National Colleges that had opened at this time. This provided further detail on how the policy had been implemented by government as well as the National Colleges' delivery plans and how these had evolved over time. This phase of research was followed by in-depth case studies of each of the four National Colleges. The case studies incorporated day visits to the different National College campuses to interview staff and conduct focus groups with learners. Telephone interviews with other stakeholders engaged in delivery were also completed, including employers, National College board members, sector/trade bodies, and representatives of LAs and LEPs that provided co-funding.
Using Data from Randomized Trials to Assess the Likely Generalizability of Educational Treatment-Effect Estimates from Regression Discontinuity Designs
Author: Bloom, Howard
Date: 2020-01-24
Type: Reports - Research
Subjects: Data Use,Randomized Controlled Trials,Research Design,Regression (Statistics),Outcomes of Education,Pretests Posttests,Effect Size,Statistical Bias,Preschool Children,Elementary School Students,High School Students,Generalization

This article assesses the likely generalizability of educational treatment-effect estimates from regression discontinuity designs (RDDs) when treatment assignment is based on academic pretest scores. Our assessment uses data on outcome and pretest measures from six educational experiments, ranging from preschool through high school, to estimate RDD generalization bias. We then compare those estimates (reported as standardized effect sizes) with the What Works Clearinghouse (WWC) standard for acceptable bias size ([less than or equal] to 0.05[delta]) for two target populations, one spanning a half-standard deviation pretest-score range and another spanning a full-standard deviation pretest-score range. Our results meet this standard for all 18 study/outcome/pretest scenarios examined given the narrower target population, and for 15 scenarios given the broader target population. Fortunately, two of the three exceptions represent pronounced &quot;ceiling effects&quot; that can be identified empirically, making it possible to avoid unwarranted RDD generalizations, and the third exception is very close to the WWC standard. [This is the online version of an article published in &quot;Journal of Research on Educational Effectiveness&quot; (ISSN 1934-5747).]
Treasuring and Preserving Languages: How the Inclusive Design in MOOCs Might Help
Author: Borthwick, Kate
Date: 2020-04-20
Type: Speeches/Meeting Papers
Subjects: Online Courses,Inclusion,Language of Instruction,Faculty Development,Foreign Countries,Instructional Design,Access to Education,English (Second Language),Second Language Learning

This paper reflects on the inclusive design features of Massive Open Online Courses (MOOCs) and how these might support and encourage language learning. It considers what inclusivity in the context of MOOCs means, and some of the features of MOOCs which might be inherently inclusive and of value in supporting languages. It presents an example of inclusive design from a MOOC created at the University of Southampton: English as a Medium of Instruction (EMI) for Academics, a professional development course for teachers. It shows how this course was particularly designed to appeal to the broadest audience possible, and indicates how this might be relevant in language learning contexts. It considers the challenges of creating inclusive open content, and how MOOC design encourages the treasuring and preserving of languages through global reach and low barriers to access. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
&quot;Upset the Set-Up&quot;: A Path towards Self-Determination Rooted in Conscious Hip-Hop, Pin@y, and Panethnic Communities
Author: Chang, Benji
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Music,Self Determination,Authors,Immigrants,Chinese Americans,Asian Americans,Musicians,Minority Groups,Youth,Chinese,Social Change,Personal Narratives,Music Teachers,Educational Experience,Self Concept,Teaching Methods,Social Justice,Ethnic Groups,Mentors,Dance,Doctoral Degrees,Career Change,College Faculty,Teacher Attitudes,Educational Finance,Activism,Political Attitudes

Beginning in the early 1990s, this article describes the influences of the California Pilipinx American hip-hop scenes on the author's development as a youth and son of immigrants from China, Hong Kong, Vietnam and Taiwan, and as a hip-hop artist, organizer, educator, and scholar. This essay highlights a few historical moments and lessons learned for doing youth, cultural, and educational work towards self-determination in communities of color. [This paper was published in: M. R. Villegas, K. Kandi, and R. N. Labrador (Eds.), Empire of funk: Hip-Hop and representation in Filipina/o America (pp. 55-62). San Diego: Cognella.]
You&apos;re Asian, How Could You Fail Math? Unmasking the Myth of the Model Minority
Author: Chang, Benji
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Asian Americans,Ethnic Stereotypes,Minority Group Students,Ethnic Diversity,Social Class,Immigrants,Economic Factors,Racial Bias,Student Diversity,Equal Education

This article addresses educational issues related to the diverse communities that comprise the racialized category of &quot;Asian Americans&quot; in the US. Topics include curriculum, pedagogy, teacher education, and policy. [This paper was published in: &quot;Rethinking Multicultural Education: Teaching for Racial and Cultural Justice,&quot; p. 207-216.]
The Landscape of Computing Education in Utah
Author: Rich, Peter Jacob
Date: 2019-00-00
Type: Reports - Research
Subjects: Computer Science Education,Public Schools,Teacher Attitudes,Enrollment Trends,Economic Impact,Females,Student Interests,Disproportionate Representation,Minority Group Students,Introductory Courses,Administrator Attitudes,Program Content,Programming Languages,Professional Development,Time Management,Educational Finance,Educational Resources,Advanced Placement,Student Characteristics,Academic Degrees,Postsecondary Education,Policy Formation,Elementary School Teachers,Middle School Teachers,Junior High School Teachers,High School Teachers,School Districts

This report provides a comprehensive look at computer science (CS) education across Utah elementary, middle/jr. high, and high schools as of 2018. The Utah Expanding Computing Education Pathways (ECEP) team sent out a survey to all public schools in the state of Utah. The survey presented targeted questions depending on whether it was completed for an elementary, middle/jr. high, or high school. The primary method of analysis involved the use of descriptive statistics. These are manifest in counts, percentages, and averages. Qualitative data were analyzed using an emergent open-coding scheme. Results revealed key successes, such as: (a) widespread support of CS education at all educational levels, (b) increased enrollments in CS-related courses by female students, (c) a fifth of all high school graduates having completed at least 1 CS course, and (d) an increasing number of teachers with CS endorsements. Despite these successes, several challenges remain. For example, while enrollments in CS courses have increased, this increase has only occurred in newer, more introductory CS courses. Likewise, there are even fewer CS college graduates than previously thought. These findings, success and challenges are discussed in relation to their potential impact on Utah's educational endeavors to promote computer science education. [The report was produced by CS4Utah.org.]
Issues of Educational Equity, Curriculum, and Pedagogy in Hong Kong
Author: Chang, Benjamin
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Social Change,Teaching Methods,Foreign Countries,Social Justice,Curriculum Development,College Students,Student Diversity,Popular Culture,Teacher Attitudes,Student Attitudes,Personal Autonomy,Professional Autonomy,College Faculty,Futures (of Society),Problems

In an effort to address some of the issues of justice and equity within Hong Kong, this chapter looks at developments with curriculum and pedagogy in the SAR with an emphasis on the years after the 'handover' of Hong Kong from the United Kingdom (UK) to mainland China in 1997. Not meant to be an exhaustive study, this chapter focuses on specific issues identified in discussions with a diverse group of tertiary students in Hong Kong who are studying to be teachers in the SAR. Utilizing an analysis informed by critical education scholarship, this chapter's analysis of curricular and pedagogical issues puts forth implications that are of relevance to international contexts connected to Asia and China, as well as educational issues of diversity, social change, and equity. [This chapter was published in K. J. Kennedy and J. C.-K. Lee (Eds.), &quot;The Routledge Handbook on School and Schooling in Asia&quot; (p110-122). London: Routledge.]
Repurposing Virtual Reality Assets: From Health Sciences to Italian Language Learning
Author: Plutino, Alessia
Date: 2020-04-20
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Health Sciences,Italian,Second Language Learning,Second Language Instruction,Curriculum Development,Modern Language Curriculum,Foreign Countries,Educational Games,Instructional Effectiveness,Emotional Response,Undergraduate Students,Vignettes

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
Transforming the World through Science
Author: Reiss, Susan
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Science Education,Engineering Education,Educational Innovation,Scientific Research,Social Change,Industry,Grants,Biological Sciences,Computer Science,Information Science,Human Resources,Education,Earth Science,Mathematics Education,Physical Sciences,Social Sciences,Behavioral Sciences,Economics,STEM Education

The National Science Foundation's (NSF) decades-long investment in science and engineering (S&amp;E) research helped build the backbone of the U.S. scientific enterprise and transformed universities and colleges into centers of scientific innovation, creativity, knowledge and discovery. It also brought about the benefits of scientific discovery--new technologies, products and knowledge--that have fueled the economy, strengthened national security, enhanced the well-being of millions of Americans and shaped the nation as a world leader in science and technology. Today, NSF-funded research continues to advance the nation's prosperity, welfare and leadership. As these pages reflect, outcomes from basic research across multiple scientific disciplines are transforming entire industries, from transportation to computing to manufacturing and agriculture. Across--and among--its seven directorates, each one representing a broad field of science, engineering and education, NSF funds ideas that push the boundaries of innovation and productivity. With the power to transform daily life, from increasing crop yields to high-speed communication networks, these ideas are critical to moving the nation forward. Grants span all parts of the research and innovation pipeline, from fundamental research to transition to practice of research innovations. Researchers are encouraged to apply at all levels of their careers. Specific awards can assist young researchers with establishing their scientific and teaching trajectory--cementing research pathways that can transfer to commercial arenas.
Family Math Nights: A Tool for Fostering Home, School, and University Connections
Author: Nantais, Michael
Date: 2020-00-00
Type: Reports - Research
Subjects: Numeracy,Mathematics Instruction,Mathematics Skills,Family Programs,Grade 4,Grade 5,Grade 6,Foreign Countries,Program Effectiveness,Educational Games,Family School Relationship,Preservice Teachers,Outreach Programs,School Community Programs,Elementary School Mathematics

Numeracy has increasingly become a topic of importance and concern in our contemporary society. Student success in numeracy is influenced by the positive attitudes and values they hold about mathematics. This outreach project sought to foster the development of such attitudes and values through the design, implementation, and evaluation of a Family Math Night. A school division numeracy specialist, school staff, local university professors, and teacher candidates worked collaboratively on the project to hold a Family Math Night at one school in an urban community in southwestern Manitoba, Canada. Just over 20 families of grades 4-6 students attended the event, enjoying a meal together, and learning a variety of mathematics games from a professional mathematics educator, speaker, and author. Data was collected at the end of the event through the use of qualitative parent/family surveys (N=24) that included open-ended questions (available in three languages). Observations were also recorded by members of the collaborative research team at a meeting following the event. Two months after the Family Math Night, qualitative surveys were again distributed to both the parents/families who had attended the event and the teachers of the grades 4-6 students in attendance. Survey responses were received from ten parents/families and five teachers. Thematic and iterative analysis of data from the study suggested that the Family Math Night was successful in terms of: engaging parents and students in numeracy games in a non-threatening, fun atmosphere; promoting numeracy development at home; fostering positive relationships between school, university, and community; and providing teacher candidates with authentic opportunities to plan for and engage with curriculum and community. These findings have implications for practice, suggesting that Family Math Nights are a worthwhile strategy for improving attitudes and values towards mathematics, and for fostering academic and social connections between families, schools and universities. The research article contains four figures, an appendix with survey questions, and seven cited references.
2020 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2020-03-12
Type: Reports - Descriptive
Subjects: Higher Education,Enrollment Trends,Public Colleges,Private Colleges,College Freshmen,Academic Degrees,High School Graduates,Graduation Rate,Racial Differences,Ethnicity,Public Schools,Geographic Regions,Gender Differences,College Readiness,College Entrance Examinations,Core Curriculum,Academic Persistence,In State Students,Out of State Students,College Attendance,Migration,Student Financial Aid,Grants,Educational Legislation,Federal Legislation,Socioeconomic Status,Scholarships,College Transfer Students,Age Differences,Educational Attainment,Adult Students,Hispanic American Students,White Students,African American Students,Asian American Students,American Indian Students,Pacific Islanders

This report provides a detailed analysis of Nebraska's progress toward increasing its educational attainment. This report presents the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who persist and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This summary highlights the comparative analysis used to measure and evaluate performance with respect to each priority. Throughout this analysis, the latest available statistics are analyzed in the context of 10-year trends. [For the &quot;2019 Nebraska Higher Education Progress Report,&quot; see ED594366.]
The Virginia Plan for Higher Education: Annual Report for 2019
Author: State Council of Higher Education for Virginia
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Access to Education,Academic Achievement,Paying for College,State Aid,Educational Planning,Outcomes of Education,Graduation Rate,Tuition,Alignment (Education),Educational Quality,Economic Development,Educational Indicators,Success,Economic Factors,Innovation,Geographic Regions,Racial Differences,Ethnicity,Academic Degrees,Educational Certificates,Credentials,Disproportionate Representation,Costs,Wages,Student Financial Aid,Secondary School Students,Access to Information,Technological Literacy,Equal Education,School Business Relationship,Grants,Two Year Colleges

The Virginia Plan for Higher Education, now in its sixth year, charts a course to make Virginia the best-educated state by 2030. The State Council of Higher Education for Virginia developed The Virginia Plan as part of its statutory role to &quot;advocate for and promote the development and operation of an educationally and economically sound, vigorous, progressive, and coordinated system of higher education in the Commonwealth.&quot; This annual report is the final one of this six-year strategic plan. The Council reviewed The Virginia Plan's goals, strategies, measures and priority initiatives, and will make adjustments in early 2020. This report identifies past progress and future trends that the Commonwealth must address if it is to prosper and succeed in the next decade. [For &quot;The Virginia Plan for Higher Education: Annual Report for 2018,&quot; see ED594501.]
Academic Supply and Occupational Demand Report, 2019-2020
Author: Tennessee Higher Education Commission
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Tables (Data),Academic Degrees

The Academic Supply and Occupational Demand report highlights the connections between degrees that are being produced in Tennessee and the jobs that are available in the state. This report is divided into four sections: (1) Expected Degrees presents projections of postsecondary credentials to be awarded by public, private, and proprietary institutions in Tennessee through 2021; (2) State Workforce Needs identifies the top 25 high-demand occupations with the highest number of annual openings in Tennessee through 2026. This section also lists the most oversupplied programs of study in Tennessee, for which there are substantially more postsecondary graduates than job opportunities; (3) Institutions Offering Programs in High-Demand Occupations lists the public, private, and proprietary institutions across Tennessee that offer programs in the 25 highest-demand occupations; and (4) Limitations and Conclusions describes the caveats in these analyses and summarizes the key takeaways of the report.
How to Grow Teacher Wellbeing in Your Schools
Author: Regional Educational Laboratory Pacific (ED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Teaching Conditions,Well Being,Collegiality,Interpersonal Relationship,Self Efficacy,Stress Management,Classroom Techniques,Caring,Administrator Role,Principals,Evaluation Methods,Faculty Development,School Culture,Equal Opportunities (Jobs),Teacher Participation

Teacher wellbeing is reflected in a positive attitude toward teaching that stems from supportive relationships with colleagues and students, the belief that one has the ability to teach effectively, and the feeling that one's personal and professional needs and expectations are met. This report looks at: (1) Why is teacher wellbeing important?; (2) How can you gain insights into teacher wellbeing?; (3) Tips for selecting and using tools to gain insight into teacher wellbeing; and (4) How can you support teacher wellbeing? [This infographic was created by REL Pacific in collaboration with the Cross-REL Working Group on Social and Emotional Learning and the Social and Behavioral Context for Academic Learning portfolio at the National Center for Education Research.]