ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching English as a Foreign Language to Students with Learning Disabilities at the Intermediate and Advanced Levels: A Multiple-Strategies Approach. Revised Edition
Author: El-Koumy, Abdel Salam A.
Date: 2020-02-00
Type: Books
Subjects: English (Second Language),Second Language Instruction,Learning Disabilities,Teaching Methods,Learning Strategies,Communication Disorders,Intervention,Models,Language Skills,Oral Language,Reading Strategies,Reading Comprehension,Students with Disabilities,Writing Strategies,Writing Instruction,Expressive Language,Reading Difficulties,Writing Difficulties,Adolescents,Adults,Metacognition,Foreign Countries

This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one covers the different definitions of learning disabilities to reach a consensus with respect to the meaning of this term. Chapter two discusses learning strategies as a general instructional intervention for students with learning disabilities at the intermediate level and beyond. Each of the other three chapters in this book presents detailed theoretical and experimental information on a specific type of learning strategies and introduces an innovative multiple-strategies model for teaching a specific language skill to those students. Chapter three addresses the teaching of communication strategies to students with oral communication disabilities. Chapter four deals with the teaching of reading strategies to students with comprehension disabilities. The last chapter is concerned with the teaching of writing strategies to students with written expression disabilities. The book also contains a list of references and a subject index. [For the 2016 edition of this book, see ED568128.]
How to Amplify Digital Engagement of High School Students during the College Search Process. 2019 E-Expectations® Trend Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Student Recruitment,College Choice,Search Strategies,Artificial Intelligence,Online Searching,Student Attitudes,Visual Aids,Video Technology,Communication (Thought Transfer),Preferences,Parent Participation,Information Sources,Electronic Mail,Handheld Devices,Telecommunications,Synchronous Communication,Social Media,Advertising,Web Sites,Admissions Counseling

Digital engagement is the most important strategy for engaging Generation Z, but what are the right solutions and strategies to maximize engagement with this crucial target market? Which approaches align with the expectations of the students colleges are trying to reach? And more importantly, how can a college make its institution's unique brand stand out in a technological sea of messages? The &quot;2019 E Expectations® Trend Report&quot; helps answer these questions with insightful data about the digital habits of high school sophomores, juniors, and seniors. This extensive report identifies new preferences related to college search and answers key questions such as: (1) What search terms do students use when looking for colleges online? (2) How do teens feel about artificial intelligence (AI) on websites such as automated chats? (3) Do teens conduct voice-activated online search--and how? (4) What are teens' attitudes about images and videos on college websites? (5) What are the preferred methods of communication for sophomores, juniors, and seniors? and (6) How involved do parents continue to be in the college search process? [PLEXUSS, a survey sponsor, provided the survey list for this study. For &quot;How Digital Engagement Shapes the Way High School Juniors and Seniors Choose a College. 2018 E-Expectations Trend Report,&quot; see ED608183.]
Success Boston Coaching. Intervention Report. Supporting Postsecondary Success. WWC 2021-001
Author: What Works Clearinghouse (ED)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Intervention,Coaching (Performance),At Risk Students,Transitional Programs,High School Seniors,Undergraduate Students,College Readiness,Mentors,Academic Support Services,Program Effectiveness,Success,Academic Achievement,Graduation,College Bound Students,Low Income Students,First Generation College Students,Minority Group Students,Disproportionate Representation,Access to Information,Student Financial Aid,Tutoring,Professional Development,School Community Programs,Costs,Educational Facilities,Educational Resources,Academic Persistence,Grade Point Average,Special Education,English Language Learners

&quot;Success Boston Coaching&quot; is a coaching intervention for students who are traditionally underrepresented in college to help them transition from high school to college and progress in college. Students are paired with a dedicated coach starting as early as the spring of their senior year of high school and receive coaching through their first two years in college. As Boston's citywide college completion initiative, Success Boston partners with existing nonprofit organizations focused on coaching and mentoring to deliver these one-on-one coaching services. Nonprofit coaching partners may also provide students with other direct services such as tutoring and career readiness support, and financial support that includes scholarships, transportation subsidies, and funding for school-related materials and supplies. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Success Boston Coaching&quot; on progressing in college and academic achievement. The WWC identified seven studies of &quot;Success Boston Coaching.&quot; Two of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Success Boston Coaching&quot; on high school and postsecondary students-- including Asian, African-American, Hispanic, and White students--in a variety of school settings, including urban and suburban areas. [For the Intervention Brief, see ED608189. For the Intervention Snapshot, see ED608190.]
Success Boston Coaching. Intervention Brief. Supporting Postsecondary Success. WWC 2021-001
Author: What Works Clearinghouse (ED)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Intervention,Coaching (Performance),At Risk Students,Transitional Programs,High School Seniors,Undergraduate Students,College Readiness,Mentors,Academic Support Services,Program Effectiveness,Success,Academic Achievement,Graduation,College Bound Students,Low Income Students,First Generation College Students,Minority Group Students,Access to Information,Student Financial Aid,Tutoring,Professional Development,School Community Programs,Costs,Educational Facilities,Educational Resources,Academic Persistence,Grade Point Average,Special Education,English Language Learners

&quot;Success Boston Coaching&quot; is a coaching intervention for students who are traditionally underrepresented in college to help them transition from high school to college and progress in college. Students are paired with a dedicated coach starting as early as the spring of their senior year of high school and receive coaching through their first two years in college. As Boston's citywide college completion initiative, Success Boston partners with existing nonprofit organizations focused on coaching and mentoring to deliver these one-on-one coaching services. Nonprofit coaching partners may also provide students with other direct services such as tutoring and career readiness support, and financial support that includes scholarships, transportation subsidies, and funding for school-related materials and supplies. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Success Boston Coaching&quot; on progressing in college and academic achievement. The WWC identified seven studies of &quot;Success Boston Coaching.&quot; Two of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Success Boston Coaching&quot; on high school and postsecondary students-- including Asian, African-American, Hispanic, and White students--in a variety of school settings, including urban and suburban areas. This intervention brief provides an overview of the full report. [For the Intervention Report, see ED608188. For the Intervention Snapshot, see ED608190.]
Success Boston Coaching. Intervention Snapshot. Supporting Postsecondary Success. WWC 2021-001
Author: What Works Clearinghouse (ED)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Intervention,Coaching (Performance),At Risk Students,Transitional Programs,High School Seniors,Undergraduate Students,College Readiness,Mentors,Academic Support Services,Program Effectiveness,Success,Academic Achievement,Graduation,College Bound Students,Low Income Students,Minority Group Students,Student Financial Aid,Tutoring,School Community Programs,Costs,Grade Point Average

&quot;Success Boston Coaching&quot; is a coaching intervention for students who are traditionally underrepresented in college to help them transition from high school to college and progress in college. Students are paired with a dedicated coach starting as early as the spring of their senior year of high school and receive coaching through their first two years in college. As Boston's citywide college completion initiative, Success Boston partners with existing nonprofit organizations focused on coaching and mentoring to deliver these one-on-one coaching services. Nonprofit coaching partners may also provide students with other direct services such as tutoring and career readiness support, and financial support that includes scholarships, transportation subsidies, and funding for school-related materials and supplies. Findings on &quot;Success Boston Coaching&quot; from two studies that meet What Works Clearinghouse (WWC) standards are shown in this report. This intervention snapshot provides a brief summary of the full report. [For the Intervention Report, see ED608188. For the Intervention Brief, see ED608189.]
The Impact of Nudge Letters on Improving Attendance in an Urban District
Author: Mac Iver, Martha Abele
Date: 2020-04-00
Type: Reports - Research
Subjects: Intervention,Letters (Correspondence),Parent Participation,Attendance,Urban Schools,School Districts,Middle School Students,Program Effectiveness,Outcomes of Education,Elementary School Students,High School Students

This study evaluates a &quot;nudge letter&quot; to parents intervention designed to reduce chronic absenteeism among students in one urban district. Using a regression discontinuity design (RDD), it estimates the impact of the intervention on improving student attendance. The forcing variable for the RDD was 2016-17 attendance rate, with a &quot;threshold&quot; of a 0.90 attendance rate (missing 10% of days). Analyses established demographic equivalence of students in the 0.88 to 0.92 baseline attendance bandwidth. Although the overall impact of the intervention on attendance change between Fall 2016 and Fall 2017 (first-quarter attendance) was small and non-significant (ES 0.09, p=0.20), the effect size for middle school students (0.34, p=0.044) was &quot;substantively important&quot; by What Works Clearinghouse standards. The effect of the intervention on the full year's attendance rate was not significant. [This paper will be published in &quot;Education and Urban Society.&quot;]
How Central Office Leaders Influence School Leaders&apos; Decision-Making: Unpacking Power Dynamics in Two School-Based Decision-Making Systems
Author: Wong, Lok-Sze
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Decision Making,Power Structure,School Based Management,Institutional Autonomy,Elementary Schools,Educational Policy,Central Office Administrators,Instructional Leadership,Standards,Language Arts,Administrative Organization,Relationship,Administrator Role,School Districts,Persuasive Discourse

While past studies on school district decentralization found that central office leaders can limit school leaders' decision-making power, the studies did not examine how they do so. We investigated this in eight elementary schools in two large urban school systems with official policies of school site-based decision-making. We found that even though school leaders had legal authority over most instructional decisions, they overwhelmingly made decisions consistent with central office preferences. The question is why. By examining the micro process of interaction between central office and school leaders, we found that central office leaders in both districts used a range of persuasive strategies to influence school-level decisions. Specifically, they linked their suggestions to institutionalized norms, rules, and shared understandings in the district and profession. By doing so, central office leaders pushed against their decentralization policies. Differences in the combination of strategies that central office leaders used and the amount of interaction they had with school leaders led to: (1) greater variability in the degree to which school leaders in one district made decisions aligned with central office preferences; and (2) greater feelings of coercion among school leaders in the second. These findings unpack the dynamics among local education leaders as they implement and sometimes alter the rules within policies through their daily practice. [This article was published in &quot;Peabody Journal of Education&quot; (EJ1270327).]
Difficulties and Barriers in the Education of Deaf and Hard of Hearing Individuals in the Era of COVID-19: The Case of Greece -- A Viewpoint Article
Author: Mantzikos, Constantinos N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Deafness,Hearing Impairments,Barriers,Access to Education,COVID-19,Pandemics,Special Needs Students,Special Education,Educational Legislation,Elementary Secondary Education,Postsecondary Education,Student Rights,School Closing,At Risk Students,Equal Education,Accessibility (for Disabled),Distance Education,Online Courses,Educational Technology

This article provides an analysis of the difficulties and barriers deaf and hard of hearing individuals face during the period of the COVID-19 pandemic. In a pandemic situation, apart from the economy, education is also largely affected. In the past few months, many disabled and non-disabled pupils and university students were taken by complete surprise by the immense changes in the education sector and mainly by the innovations introduced, especially in the lower education grades, which resulted in considerable implications, despite the positive response they received. In these trying times humanity is experiencing, the difficulties that deaf and hard of hearing individuals have to face were exacerbated, perpetuating their marginalisation.
Evaluation of the Correlation between Time Management Perceptions and Time Management Behaviors of Sport Management Students
Author: Ekenci, Güner
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Time Management,Student Attitudes,Student Behavior,Physical Education,Athletics,Student Characteristics,Goal Orientation,Gender Differences,Universities,Undergraduate Students,Time Perspective,Foreign Countries

The aim of this study is to examine the correlation between the future perceptions of the students of the sports management department and their time management behavior. For this purpose, Gazi, Selçuk, Mugla and Firat University Sports Sciences Faculty, Sports Management students (n = 770) participated in the questionnaire voluntarily. The socio-demographic information form of the volunteers was applied to the future time perception scale developed by Husman and Shell (1996) and the Time Management Behavior Scale developed by Britton and Tesser (1991). The obtained data was recorded with the package program &quot;IBM SPSS 22&quot;. Mann Whitney U, Kruskal Wallis, Spearman Correlation Analysis for the Correlation between future time sense and time management behavior were applied as a statistical process. As a result, there was a significant Correlation between gender, university and class, time management behaviors, gender, university and class variables. Furthermore, a too weak Correlation was found between the future time sense and the time management behavior on the positive side. This may be due to the students' personal development, social circles, socioeconomic status difference and the missions and visions of the students differ.
From &apos;Illmatic&apos; to &apos;Kung Flu&apos;: Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era
Author: Chang, Benjamin
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Social Media,Activism,Minority Groups,Group Unity,African Americans,Asian Americans,Hispanic Americans,Racial Bias,COVID-19,Pandemics,Stereotypes,Intergroup Relations,Labeling (of Persons),Social Justice,Physical Activities,Capacity Building,African American Culture

Trending social media has indicated that there are currently two pandemics: Covid-19 and racism. While this typology and terminology can be critiqued, it is rather clear that the virus and white supremacy are key concerns of social movements in various parts of the world, particularly in nation-states that experienced European colonisation and imperialism. The wake of Covid-19 has perhaps brought greater attention and support to #BlackLivesMatter-oriented protest movements, including by those labelled people of colour (POC) or 'minorities' in the North American context, such as Latinx and Asian communities. But with the amplified protest movement have come deeper calls for systemic change, from policy to ideology to everyday practice. Some of these critiques have been directed at the privilege, positionality, and participation of Asian communities not only with #BLM-oriented activism, but in education and general society as well. This paper seeks to contribute to this critical discourse through a brief discussion of historical solidarity between Black and Asian activists and social movements, and how these practices might help inform activism within North America as well as other protest movements. Going beyond one-dimensional 'but we experience racism too' discourse of Asian communities that has recently increased due to anti-Asian hate crimes and scapegoating regarding 'The Chinese Flu,' this paper explores some of the ways that historical Black-Asian solidarity can inform more intersectional and transnational analyses and pedagogies of Asian students, educators and activists.
Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R
Author: Nese, Joseph F. T.
Date: 2020-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Oral Reading,Reading Fluency,Error of Measurement,Progress Monitoring,Scores,Elementary School Students

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but has several practical and technical inadequacies, including a large standard error of measurement (SEM). Reducing the SEM of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the SEM of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional SEM (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found: (1) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile; and (2) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems. [This is the online first version of an article published in &quot;Assessment for Effective Intervention.&quot;]
The Use of Participles and Gerunds
Author: Gu, Wenyuan
Date: 2020-07-03
Type: Reports - Descriptive
Subjects: Grammar,Form Classes (Languages),Verbs,Nouns,Morphemes,Sentence Structure,English

The use of present and past participles and gerunds was summarized and illustrated from various examples cited or given, on the basis of the writer's teaching experience, and extensive review of different English grammar books, reference books, magazines, newspapers, books, English dictionaries, and online articles, in order for English language learners to further understand how to use them appropriately. The goal of this article is that it will serve as a guide for English language learners and their teachers.
Projecting the Potential Impacts of COVID-19 School Closures on Academic Achievement. EdWorkingPaper No. 20-226
Author: Kuhfeld, Megan
Date: 2020-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Academic Achievement,Reading Achievement,Mathematics Achievement,Achievement Gains,Student Needs,Elementary Secondary Education,Attendance,Online Courses,At Risk Students,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7

With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction.
Promoting Effective Mathematics Teaching: Analyzing Teacher Enactment of Grade 8 Mathematics Curricula Using TIMSS Data. IEA Compass: Briefs in Education. Number 6
Author: Benavot, Aaron
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Instructional Effectiveness,Elementary Secondary Education,Achievement Tests,Foreign Countries,International Assessment,Mathematics Tests,Mathematics Achievement,Grade 8,Mathematics Curriculum

Trends in International Mathematics and Science Study (TIMSS) data reveal that setting high standards for the overall mathematics curriculum and ensuring teachers adhere to these standards may not necessarily lead to better learning outcomes for students. There are significant gaps between the intended and implemented grade 8 mathematics curricula in many TIMSS education systems, regardless of performance. Education systems should foster conditions that enable teachers to better enact the intended mathematics curriculum, taking into account students' previous knowledge and current needs. Policies regarding teacher supervision, mentoring, accountability, and evaluation should support teacher enactment of the curriculum.