ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality of High-School Programs for Students with Autism Spectrum Disorder
Author: Kraemer, Bonnie R.
Date: 2020-00-00
Type: Reports - Research
Subjects: High School Students,Program Effectiveness,Educational Quality,Students with Disabilities,Autism,Pervasive Developmental Disorders,Suburban Schools,Intervention,Student Characteristics,Institutional Characteristics,Educational Environment,Family Environment,Individualized Transition Plans,Public Schools

The purpose of the study was to examine the quality of high school programs for students with Autism Spectrum Disorder (ASD) in the United States. The Autism Program Environment Rating Scale-Middle/High School (APERS-MHS) was used to rate the quality of programs for students with ASD in 60 high schools located in three geographic locations in the US (CA, NC, WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of ASD (e.g., communication, social, independence, functional behavior, transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and title 1 eligibility status. Implications for working with teachers and school teams that support high-school students with ASD should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains. [This paper is published in &quot;Autism&quot; v24 n3 p707-717 2020 (EJ1250643).]
Difficulties and Challenges of Library and Information Science Students in Thesis Writing during the Pandemic
Author: Natividad-Franco, Virginia
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Science,Information Science Education,Foreign Countries,Academic Language,Theses,Undergraduate Students,Student Attitudes,Writing Attitudes,Barriers,Access to Computers,Electronic Learning

The study aimed to determine the difficulties and challenges experienced by the Library and Information Science students from Bulacan State University, Philippines, during the Pandemic. The respondents of the study are 92 students from the first batch of graduates. The study was done in the 2nd Semester of S.Y. 2020-2021. The study utilized a mixed-methods type of research. A validated survey questionnaire was sent to the respective students via messenger, and a focus group discussion was implemented via google meet. Descriptive statistical tools like frequency, percentage, and weighted mean were utilized. For the qualitative data, thematic analysis was applied. The study's results regarding the personal factors difficulties stated that all the respondents found difficulty in deciding the title of their thesis. Regarding socio-cultural, they are neutral; perhaps these students knew how to socialize with others. The linguistic indicators were found to have a low weighted mean. In terms of the challenges experienced by students, a lot of issues were raised. Furthermore, recommendations were submitted to the administrators to address further the problems.
Summary of 2020-2021 Graduates by Diploma Type. Research Brief. Volume 2103
Author: Gonzalez Hernandez, Vanessa
Date: 2021-12-00
Type: Reports - Research
Subjects: Public Schools,High School Graduates,Graduation Requirements,Advanced Placement Programs,Academic Achievement,Bilingualism,Recognition (Achievement),Certification

M-DCPS had 21,638 graduates in the 2020-2021 academic year. Most students, 92%, achieved a standard diploma (24 credits). Some students chose an alternative curriculum where 854 (4%) achieved an Advanced International Certificate of Education (AICE) diploma and 447 (2%) achieved an International Baccalaureate (IB) diploma. An additional 384 (2%) students earned an Academically Challenging Curriculum to Enhance Learning (ACCEL) 18-credit diploma. Over a quarter of graduates (29%) earned the Superintendent's Diploma of Distinction for outstanding academics and community service. Florida's Scholar and Merit diploma designations were awarded to 6,632 (31%) graduates demonstrating academic strength and career industry certification. Over 3,125 (14%) students also earned the Florida Seal of Biliteracy, in Gold or Silver, demonstrating mastery of a foreign language. The rate of Gold State-level designations in Biliteracy increased from the 2018-2019 academic year, while Silver designations decreased.
EFL Students&apos; Difficulties with Lexical and Syntactic Features of News Headlines and News Stories
Author: Al-Jarf, Reima
Date: 2021-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Translation,Second Language Learning,Second Language Instruction,English (Second Language),News Reporting,Punctuation,Language Processing,Language Usage,Vocabulary,Semantics,Current Events,Knowledge Level,Teaching Methods,Verbs,Form Classes (Languages),Error Analysis (Language),Identification,Written Language,Direct Instruction,Females,Arabs,Foreign Countries

Sixty-eight undergraduate translation students received direct instruction in the features of news headlines and news stories. A week later, they took a test that required them to identify the syntactic and lexical features of a sample of news headlines and news stories, supply deleted word, and substitute punctuation marks, infinitives, and block language by their meanings. Results showed that 75% of the subjects could identify initials, 72% recognized surnames and infinitives used instead of the &quot;future&quot;, 51% recognized deleted articles, 49% identified block language, 21% identified passive without agent, 19% recognized instances were verb &quot;to be&quot; was deleted, and 6% identified ellipted words. Incorrect responses revealed syntactic and semantic/lexical problems, lack of knowledge of current world events, and insufficient ability to apply features of newspaper language to news headlines and news stories unseen before. To help students read and comprehend news headlines and news stories, pedagogical implications are given.
Individual Learning Accounts: A Comparison of Implemented and Proposed Initiatives
Author: Cummins, Phyllis A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Adult Education,Lifelong Learning,Financial Support,Educational Vouchers,Foreign Countries,Educational Finance,Adult Literacy,Adult Students,Student Participation,Money Management,Low Income Groups,Unskilled Workers

Access to lifelong learning opportunities has long been discussed in terms of the economic benefits conferred by access to and engagement in further education by members of the labor force, particularly within the global knowledge economy. However, equitable access to lifelong education opportunities, particularly for low-skilled adults in the labor force, has been lacking. The Organisation for Economic Cooperation and Development (OECD) identified three models for funding adult learning: (1) individual learning accounts; (2) individual savings accounts; and (3) training vouchers. The current study discusses examples of these models, either proposed or implemented, across four countries or economic blocks - France, Canada, the United Kingdom, and the United States. In addition, to understand the importance of providing funding for education and training to adults with low levels literacy skills, we use data from the Program for the International Assessment for Adult Competencies (PIAAC) to compare participation in adult education and training (AET) by literacy skill levels. In all countries examined, adults with low literacy skills participated in AET at lower rates than those with middle and high levels of literacy skills. To be successful in reaching adults most in need of skill upgrading, financing models need to provide adequate funds for meaningful skill upgrades, have well-structured information sources (e.g., websites) that are easily navigated by the target population, and include policies to screen educational providers for program quality. [This paper will be published in &quot;Adult Learning.&quot;]
Concordance between a U.S. Educational Autism Classification and the Autism Diagnostic Observation Schedule
Author: Maddox, Brenna B.
Date: 2020-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Observation,Diagnostic Tests,Special Education,Eligibility,Children,Preadolescents,Classification,Cognitive Ability,Geographic Location,Intelligence Quotient

Objective: States in the United States differ in how they determine special education eligibility for autism services. Few states include an autism-specific diagnostic tool in their evaluation. In research, the Autism Diagnostic Observation Schedule (ADOS for first edition, ADOS-2 for second edition) is considered the gold-standard autism assessment. The purpose of this study was to estimate the proportion of children with an educational classification of autism who exceed the ADOS/ADOS-2 threshold for autism spectrum (concordance rate). Method: Data were drawn from four school-based studies across two sites (Philadelphia, Pennsylvania and San Diego, California). Participants comprised 627 children (ages 2-12 years; 83% male) with an autism educational classification. Analyses included 1) calculating the concordance rate between educational and ADOS/ADOS-2 classifications, and 2) estimating the associations between concordance and child's cognitive ability, study site, and ADOS/ADOS-2 administration year using logistic regression. Results: More (97.5%) San Diego participants (all assessed with the ADOS-2) met ADOS/ADOS-2 classification than did Philadelphia participants assessed with the ADOS-2 (92.2%) or ADOS (82.9%). Children assessed more recently were assessed with the ADOS-2; this group was more likely to meet ADOS/ADOS-2 classification than the group assessed a longer time ago with the ADOS. Children with higher IQ were less likely to meet ADOS/ADOS-2 classification. Conclusions: Most children with an educational classification of autism meet ADOS/ADOS-2 criteria, but results differ by site and also by ADOS version and/or recency of assessment. Educational classification may be a reasonable but imperfect measure to include children in community-based trials. [This paper was published in &quot;Journal of Clinical Child &amp; Adolescent Psychology&quot; v49 n4 p469-475 2020.]
Habits of Success: Helping Students Develop Essential Skills for Learning, Work, and Life
Author: Levine, Eliot
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Success,Habit Formation,Cooperation,Communication Skills,Self Management,Skill Development,Learning Strategies,Transfer of Training,Foreign Countries,Equal Education,Individual Development,Evaluation

Building academic knowledge is still essential, but success in most professional and personal pursuits demands an additional set of skills and dispositions such as self-direction, collaboration, communication, and a growth mindset. These &quot;habits of success&quot; can be developed--they are not fixed, innate traits--but traditional approaches to K-12 education invest minimal effort in helping students develop them in explicit and deliberate ways. Fortunately a notable shift is underway, with a growing number of schools, districts, and states acting on their vital responsibility to help students build habits of success. By sharing guiding principles, practical strategies, and lessons learned from the field and the literature, this report is intended to support schools, districts, states, and community settings that are seeking to build habits of success into the structures and routines of schooling, whether they are just getting started or already actively engaged. The goal is to help all students be better prepared for success in learning, work, and life. The report discusses what habits of success are, why they are important, how to promote and monitor growth, and recommendations for further development.
Improving a Universal Intervention for Reducing Exclusionary Discipline Practices Using Student and Teacher Guidance
Author: Nese, Rhonda N. T.
Date: 2021-00-00
Type: Reports - Research
Subjects: Discipline,Student Behavior,Context Effect,Inclusion,Skill Development,Student Attitudes,Teacher Attitudes,Program Effectiveness,Middle School Students,Middle School Teachers,Prevention,Suspension,Expulsion,Positive Behavior Supports,Behavior Modification,Teacher Student Relationship,Educational Environment,Student Diversity,Feedback (Response)

Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional responses for educators and office staff. Additionally, an iterative approach to inform changes was used as part of the development process of ISLA. This paper aims to capture and incorporate the voices of students and staff using multiple methods to seek feedback for refining the quality, feasibility, and contextual fit of the ISLA intervention in middle schools. A total of 53 school staff provided feedback on the ISLA intervention. Further, Design Team members (n = 26) participated in semi-structured interview meetings to inform changes to ISLA. Lastly, student participants (n = 23) engaged in focus groups that were transcribed and coded via an independent co-coding strategy. The findings provide support for preventative school-based interventions that use alternatives to exclusionary discipline, as well as strategies for improving the ISLA intervention. [This paper will be published in &quot;Psychology in the Schools.&quot;]
Understanding the Impacts of Social Media Platforms on Students&apos; Academic Learning Progress
Author: Chukwuere, Joshua Ebere
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Academic Achievement,Teaching Methods,College Freshmen,Foreign Countries,Instructional Effectiveness,Learner Engagement,Interpersonal Communication

Can social media platforms positively impact students' academic learning progress? This question and many more are issues confronting students and scholars in developing countries, and this study aims to address it. Social media platforms provide students with continuous opportunities in their learning progress. Students in developing countries are beginning to use social media platforms to positively impact their learning process because of its ability to positively change their learning process and performance. Students use it to improve their academic learning progress and performance effectively. However, the impact of social media platforms on students' academic learning progress is sometimes misinterpreted because of the distractive nature of the platforms to students. Many scholars believe that social media platforms have no positive impacts on student's academic progress. This study aims to investigate the impact of social media platforms on students' academic learning process. A quantitative research methodology was adopted in using online questionnaires among first-year university students at the North-West University, South Africa. The study found that social media platforms improve students' academic learning performance, communication, interaction, engagement, and self-directed learning (SDL). These findings provide positive impacts of social media platforms on students learning progress.
Exploring the Indigenous Language of Gujjar and Bakerwal Communities
Author: Bhat, Zahoor Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Tribes,Native Language,Indians,Ethnic Groups,Interviews,Language Attitudes,Multilingualism,Language Variation,Intonation,Semantics,Pragmatics,Language Usage,Urdu,Intercultural Communication,Semitic Languages,Religion,English (Second Language),Second Language Learning,Educational Environment,Language Maintenance,Language Skill Attrition,Financial Support,Translation,Curriculum,Native Language Instruction,Teaching Methods,Foreign Countries,Indo European Languages

The study aimed to explore the indigenous language of Gujjar and Bakerwal tribal communities of district Ganderbal of Jammu and Kashmir, India. The design of the study is qualitative in nature. The researcher employs purposive sampling in selecting the sample. The researcher surveyed 81 Gujjar and Bakerwal households and interviewed 22 (19 Male and 3 Female) members of both the communities chosen from villages of Hayan Palpora, Ganwan, Harignawan, Jara Pati, Thune, Syed Basti (Surfraw), Chount Waliwar, and Yechihama of Ganderbal district. The researcher employed semi-structured questionnaire, interview schedule, focused group discussion and observation methods to collect data pertaining to the study. Qualitative content analysis was used to analyse the collected data. The study concluded that the Gujjar and Bakerwal communities are multi-lingual and, their mother tongue is gojri. Variation in mother tongue with respect to mannerism, tone and symbolic meaning of things has been observed between two communities. In intra community settings, mother tongue primarily used and in inter community settings, they mostly interact in Urdu language. Furthermore, in religious observances, both Arabic and Gojri is used. Gojri language has a close resemblance with Mewari and Urdu languages. The speakers of gojri language are declining as dominant languages like English and Urdu are much preferred in school and other settings. The school going children of both the communities learn and speak these dominant language instead of their own mother tongue that becomes a threat for the survival of the gojri language. The development of content in gojri language and financial support to the writers of gojri literature will be helpful in promoting gojri. The translation of school curriculum in gojri and the inclusion of gojri as a separate language subject besides, the usage of gojri as pedagogical method in educational settings will save the language form extinction.
Process Matters: Teachers Benefit Their Classrooms and Students When They Deliver an Identity-Based Motivation Intervention with Fidelity
Author: Oyserman, Daphna
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Self Control,At Risk Students,Intervention,Fidelity,Interpersonal Competence,Middle School Students,Low Income Students,Grade 8,Program Implementation,Training,Outcomes of Education,Middle School Teachers,Trainers,Trainees

Students value school success but often experience classroom norms implying that learning is easy and succeeding in school is not difficult. Applying an identity-based motivation (IBM) lens highlights three ways succeed-with-ease-not-effort norms can undermine students' grades and increase their risk of course failure. Succeed-with-ease-not-effort norms reduce the likelihood that students experience school as relevant to their future goals, experience right now as the time to get going, and difficulties as signals of schoolwork's importance, not its impossibility. To support student academic outcomes, we examine &quot;Pathways-to-Success,&quot; a classroom-level intervention operationalizing IBM theory in a 3-cycle, 3-year development design (N = 1142 8th-graders, 87% low-income families, 64% Latinx, 20% African American). We document that &quot;Pathways-to-Success&quot; can be sustainable; our middle school teachers implemented and taught other teachers to implement &quot;Pathways-to-Success.&quot; We use structural equation models to show that effects are due to the theorized process; teachers who implemented with more signal clarity supported academic success by bolstering their students' identity-based motivation. We operationalized signal clarity as a mean of five fidelity components (dosage, adherence, quality, responsiveness, receipt). Signal clarity matters; students experiencing &quot;Pathways-to-Success&quot; with a clearer signal have a higher identity-based motivation score. Higher identity-based motivation yields better school outcomes.
Aurora Institute&apos;s Federal Policy Priorities: Charting a New Path for America&apos;s Learners
Author: Jones, Fred A., Jr.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Federal Government,Educational Policy,COVID-19,Pandemics,Role of Education,Equal Education,Educational Change,Student Centered Learning,Ecology,Elementary Secondary Education,Higher Education,Vocational Education,Educational Development,Diversity (Faculty),Educational Assessment,Accountability,Relevance (Education),Competency Based Education,Student Evaluation

COVID-19 has exposed vast and systemic inequities, and calls for a redesigned education system are growing in number and volume. Top-of-mind issues, such as what reopening should look like, administering in-person versus remote instruction, and keeping students and staff safe, are incredibly important. But now, however, is also the time to confront long-term systemic questions about the purpose of school and how to construct it so that each child has an equal chance for a thriving future. Federal policy leaders who want to drive transformation, innovation, and equity can look to these recommendations to learn about entry points, policy levers, and a vetted path forward to revolutionize student-centered learning. This paper outlines core federal education policy issues to advance student-centered learning policies and transform education systems to meet the vast needs of future students. The eight key issues include: (1) Create Learning Ecosystems across K-12 Education, Higher Education, CTE, and the Workforce; (2) Modernize the Educator Workforce; (3) Diversify the Educator Workforce; (4) Bridge the Digital Divide; (5) Support COVID-19 Learning Recovery; (6) Advance Educational Equity; (7) Redesign Assessments; and (8) Rethink Accountability.
The Experiences of 1st-Year College Students in Learning Composition Writing through Synchronous Online Remote Teaching
Author: Beckford, Tracy-Ann K. N.
Date: 2021-11-00
Type: Reports - Research
Subjects: College Freshmen,Freshman Composition,Synchronous Communication,Computer Mediated Communication,Educational Quality,Foreign Countries,Student Attitudes,Feedback (Response),Electronic Learning,Distance Education,Writing Instruction,Internet,Student Motivation,Writing Evaluation,Error Patterns,Documentation,Expository Writing,Essays

The purpose of this study was to assess the experiences of 1st-year college composition writing students in a synchronous online remote learning environment. The researcher, through this qualitative study, used a case study design to examine the quality of the learning experiences of the participants. A total of 14 participants in a teacher training institution in Jamaica constituted the sample, which was purposively selected. The data were arrived at from a survey, semistructured interviews, and analysis of artifacts. It was found that participants had positive experiences in terms of teacher interaction and instruction, but they had negative views of Internet connectivity, peer interaction, and slow rate of instructional feedback. Participants displayed attainments in aspects of content and organization but exhibited weaknesses in the use of English and documentation. The findings of this study can be instructive to members of the population of the study and while the findings cannot be generalized, educators who are utilizing online remote teaching and teachers of English can use this study to inform their practice and conduct similar investigations.