ethanporcaro/eric-fulltext-meta huggingface dataset:
Newcomer Education in California. Report Summary with Recommendations
Author: Stanford University, Policy Analysis for California Education (PACE)
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Immigrants,English Language Learners,Low Income Groups,Language Proficiency,Socioeconomic Status,Financial Support,State Aid,Federal Aid,Elementary Secondary Education,Educational Finance,Educational Legislation,Federal Legislation,Access to Education,Spanish Speaking,Student Diversity,Language Usage,Teaching Methods,Student Needs,Curriculum,Social Emotional Learning,Social Services,School Districts

Every year, there are between 150,000 and 200,000 immigrant students in California who have been in U.S. schools for less than 3 years. These newcomers generally require specialized academic instruction and social services to succeed in school. Despite great efforts, many districts are struggling to create these conditions for success. Many newcomers drop out of school or learn little in class because of inaccessible instruction and/or lack of adequate housing, food, medical care, or legal services. The full PACE report Newcomer Education in California (see ED628244) by Sam Finn finds that newcomer outcomes in California can be improved dramatically by developing three key areas: data, instruction, and social support services. This summary describes three findings and recommendations from the full report.
Indicators and Perceptions of Teacher Leadership in Illinois: Five Teacher Characteristics and Three School Demographics
Author: Hunzicker, Jana Lynn
Date: 2023-05-17
Type: Reports - Research
Subjects: Teacher Leadership,Teacher Characteristics,School Demography,Self Concept,Teacher Attitudes,Expertise,Credibility,Credentials,Teacher Participation,Coordination,Educational Indicators

An indicator is a gauge or sense that allows a person to draw a conclusion. Because teacher leadership is so vaguely defined in both research and practice, indicators can assist teachers in using their perceptual knowledge to recognize and define teacher leadership. This article reports the findings of a statewide study conducted to better understand which indicators of teacher leadership Illinois teachers consider strong and which indicators they consider weak. The study, which compared teachers' perceptions across five teacher characteristics and three school demographics, was originally published as two separate articles in two different state-level journals. Across all comparisons, the study's findings revealed &quot;expertise&quot; and &quot;credibility&quot; as the two strongest indicators of teacher leadership, with &quot;frequency&quot; running a close third. &quot;Variety&quot; and &quot;connections&quot; fell somewhere in the middle, and &quot;credentials&quot; and &quot;scale&quot; emerged as the two weakest indicators.
Youth Risk Behavior Surveillance--United States, 2019. Morbidity and Mortality Weekly Report. Supplement. Volume 69, Number 1
Author: Casey, Christine G., Ed.
Date: 2020-08-21
Type: Collected Works - Serial
Subjects: Risk,Health Behavior,Sexuality,High School Students,Victims,National Surveys,Mortality Rate,Contraception,Suicide,Sexual Identity,Interpersonal Relationship,Violence,Narcotics,Drug Abuse,Drinking,Alcohol Abuse,Substance Abuse,Smoking,Physical Activity Level,Eating Habits,Transportation,Trend Analysis

The &quot;Morbidity and Mortality Weekly Report (MMWR)&quot; is prepared by the Centers for Disease Control and Prevention (CDC). Articles included in the report are: (1) Overview and Methods for the Youth Risk Behavior Surveillance System--United States, 2019; (2) Condom and Contraceptive Use Among Sexually Active High School Students--Youth Risk Behavior Survey, United States, 2019; (3) Trends in Violence Victimization and Suicide Risk by Sexual Identity Among High School Students--Youth Risk Behavior Survey, United States, 2015-2019; (4) Interpersonal Violence Victimization Among High School Students--Youth Risk Behavior Survey, United States, 2019; (5) Prescription Opioid Misuse and Use of Alcohol and Other Substances Among High School Students--Youth Risk Behavior Survey, United States, 2019; (6) Suicidal Ideation and Behaviors Among High School Students--Youth Risk Behavior Survey, United States, 2019; (7) Tobacco Product Use Among High School Students--Youth Risk Behavior Survey, United States, 2019 (8) Dietary and Physical Activity Behaviors Among High School Students--Youth Risk Behavior Survey, United States, 2019; and (9) Transportation Risk Behaviors Among High School Students--Youth Risk Behavior Survey, United States, 2019.
Perceptions and Practices of Continuous Assessment in Government Higher Learning Institutions in Ethiopia
Author: Hunduma, Chala Mosisa
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Teacher Attitudes,Student Attitudes,College Faculty,Foreign Countries,Evaluation Methods,State Universities,Educational Quality,Quality Assurance,Institutional Evaluation,Deans,Department Heads,Administrator Attitudes,Cooperative Learning,Student Evaluation,Guidelines,Integrity,Educational Policy,Academic Achievement,Learning Processes

The study aimed to investigate the perceptions and practices of continuous assessment in government higher learning institutions in Ethiopia. A survey research design with both qualitative and quantitative approaches involving concurrent triangulation strategy was employed. The study period was from February 2020 and November 2020. A total of 354 respondents (219 students, 125 instructors, 3 college deans, 4 department heads, 3 Quality Assurance and Cooperative Learning Coordinators (QACLCs)) were the participants of the study. Except for deans, heads, and QACLCs, who were selected by purposive sampling, all the rest were selected randomly. Questionnaires, and interviews, were tools/sources of data. The data gathered through questionnaires were analyzed using percentage, frequency, mean, combined mean, standard deviation, and combined standard deviation, one-way ANOVAs, and interview data were analyzed by narration and direct quotation of the respondent idea. The result of the study showed that the perception of both teachers and students towards the CA was positive. Regarding the practice of CA, there was low extent of CA practices. The implication is that CA as a means to improve students learning and academic achievement is not practiced in line with student assessment guidelines (such as MoE students assessment guidelines). Thus, to make the maximum academic benefits out of the practice of CA, all concerned bodies/actors (at all levels (higher level - Ministry of education/Ministry of science and higher education) to the lower level (department/staff level) should give special attention to the CA implementation policy. Appropriate training (particularly related to conceptualization, methods, techniques of CA including its practice, and academic integrity) should also be delivered to instructors and students. Finally, to properly implement CA, it is recommended that countrywide research, involving all other variables and higher learning institutions not considered in this study, should be conducted in the future.
The Relationship between Phonological Awareness and Word Reading
Author: Al-Tamimi, Yaser
Date: 2007-00-00
Type: Journal Articles
Subjects: Correlation,Phonological Awareness,Reading Skills,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Grade 1,Elementary School Students,Reading Instruction,Comparative Analysis,Whole Language Approach,Intervention,Reading Difficulties,Instructional Effectiveness,Foreign Countries,Rural Areas,Reading Tests

This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the experimental group whose children after 10 training sessions significantly outperformed their peers in the control group on TampaReads' (2003) word-reading measures. The study concludes that phonological awareness is relevant to the development of first-graders' word-reading ability, and that explicit phonological awareness instruction is essential for this development. The study thus provides support to previous research, and implies that phonological awareness can be taught contrary to the notion of the pure whole language approach, and that explicit phonological awareness intervention can help overcome the Jordanian EFL children's reading problems once it is systematically integrated into their school curricula.
English Language Proficiency Skills among High School Students: Basis For an Intervention Program
Author: Eslit, Edgar Rendon
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Language Proficiency,High School Students,Grammar,Vocabulary,Communication Skills,Pronunciation,Interaction,Language Skills,English (Second Language),Intervention

Speaking proficiency has special value anywhere in the world. It needs to be possessed by every individual to bring change to society. This clenches the amplified direction of the current study, where its primary objective is to assess the speaking skills of the SHS-HUMMS students of the DNHS. This study envisioned identifying the speaking factors in terms of grammar, vocabulary, aspects of discourse, pronunciation, and interaction. It utilizes the quanti correlational descriptive method, which uses the purposive sampling procedure. Standardized rubrics for speaking skills were utilized, tabulated, and interpreted using the appropriate tools. This was further validated by the concurrent opinions of two language experts in the area of linguistics. Overall, the findings revealed a speaking peculiarity in proficiency. This surfaced after the data were treated with statistical measures using frequency and percentage, Kruskal-Wallis H-value for pairwise comparison, ANOVA, and Shapiro-Wilk for multi-variant normality. This was explained using a contingency table. Furthermore, the results showed no significant difference between the levels of indicators affecting speaking skills. Two factors that affected the respondents' speaking skills, however, were pronunciation and interaction. Overall, an intervention program was put in place in order to address the speaking problem of the respondents.
Promotion of Creative Development of Early Childhood Learners: ECE Teachers&apos; Perspective on How in Atebubu Amantin Municipal
Author: Adjei, Dickson William
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Creativity,Early Childhood Education,Elementary School Teachers,Elementary School Students,Teacher Attitudes,Teaching Methods,Risk,Brainstorming,Drama,Creative Teaching,Play,Active Learning,Music Activities,Faculty Development,Teacher Improvement,Foreign Countries

The aim of the study sought to examine the impact of teacher's creativity on the creative development of early childhood learners. In providing a clear justification to the purpose of the study, the qualitative research approach and the case study as the research design. The target population for the study was all the lower primary teachers in Early Childhood Development Model in Atebubu (ECD). The census was used as the sampling technique due to the relatively small number of the participants. Ideally, the semi-structured interview was used as the instrument for the study. The study found that Intellectual risk-taking, brainstorming, teachers' narrative and dramatization activities promote learners' creative abilities and development. The study concluded that teachers creating spaces for play, giving students access to time ask questions and providing learners active environment that are resource-rich, and supporting musical play in the classroom promote learners' creative abilities. The study recommended that providing teachers with opportunities to improve their creativity via continuing professional development is an important step in enhancing their understanding of the benefits of creativity in the classroom and assisting them in becoming more creative educators.
Engagement of Sexual Minority Students in Collegiate Recovery Communities
Author: White, Tristin L.
Date: 2021-05-00
Type: Reports - Research
Subjects: College Students,Minority Group Students,LGBTQ People,Substance Abuse,Administrators,Advisory Committees,Student Recruitment,Addictive Behavior,Drug Rehabilitation,Social Support Groups,Program Development

Collegiate recovery communities (CRCs) provide recovery support to students as they navigate their college experience. Because lesbian, gay, bisexual, and transgender (LGBT) individuals use and abuse substances at higher rates than their heterosexual peers, engaging this population in CRC services could be vital for sustained recovery and degree completion. The current research surveyed CRC advisors/directors across the United States to examine how they attract and engage sexual minority students. Results indicate that LGBT students are engaging in CRCs but targeted recruitment and population-specific programming are limited. Suggestions for further research are discussed.
Unveiling the Cognitive Depths: Delving into Language Learning and Acquisition amidst the Post-Pandemic Era
Author: Eslit, Edgar R.
Date: 2023-05-20
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Educational Experience,College Students,Correlation,Information Technology,Independent Study,Student Attitudes,Teaching Methods,Interpersonal Relationship,Reliability,Validity,Educational Change,Transformative Learning,Learning Strategies,Learning Experience,Sociocultural Patterns,Learning Theories,Constructivism (Learning),Phenomenology,In Person Learning,Blended Learning,Online Courses,Videoconferencing

This study examines the adaptations and experiences of college-level language learners in the post-pandemic era, providing valuable insights into the transformative nature of language learning in an evolving world. Within the framework of the socio-cultural perspective, this study explores the interplay between technology, self-directed learning, and social connections, elucidating their significance in the realm of language acquisition. By employing qualitative research methods such as interviews and document analysis, this study enriches existing knowledge and provides valuable insights to inform pedagogical practices in the field. The findings provide valuable insights into the dynamics of language learning and acquisition, shedding light on the challenges and opportunities faced by learners. Triangulation of data sources and member checking were utilized to enhance validity, while a detailed research methodology description and intercoder reliability ensured reliability. By exploring language learning in the evolving educational landscape, the study offers practical implications for educators, policymakers, and researchers seeking to understand and adapt to changing dynamics in language learning and acquisition in the post-pandemic era.
Exploring the Less Explored Intelligences of Schools Teachers
Author: Meena, Daisy
Date: 2023-00-00
Type: Journal Articles
Subjects: Urban Schools,Rural Schools,Foreign Countries,Multiple Intelligences,Gender Differences,Public Schools,Private Schools,Teacher Characteristics,Rural Urban Differences,Teachers

In the formal education system, teaching-learning is a process where teacher is actively engaged in providing quality education to the learners. Teacher is the only one who can recognize and identify the unique capabilities of the students. In a diverse classroom, every student is different from others, keeping this in mind, a teacher has to design teaching-learning process as per the learning needs of the learners. One way of knowing and addressing the individual needs of students is by identifying and implementing theory of multiple intelligences in classroom. Research studies have shown that profile of multiple intelligences of a teacher has a direct impact on teacher effectiveness and teaching learning practices. Studies also claim that majority of the schools tend to focus mainly on two intelligences, those associated with academic intelligence, i.e., linguistic and logical/mathematical and teachers are low when it comes to intelligences like interpersonal, intrapersonal, naturalistic and existential. Hence, the primary research question of this study is to explore about this less explored intelligences of the teachers. The present study is a cross-sectional survey study when the data about the multiple intelligences of 96 randomly selected teachers working in various schools of Delhi was collected using a pre-developed tool of multiple intelligences. The results of the study reveal that there is strong need to organize training programme to improve the multiple intelligences of the teachers. The findings also reveal that gender of the teacher has an influence on their multiple intelligences and female teachers scored better than male teachers in this regard. Also teachers from schools located in urban area were better in multiple intelligences than the teachers from schools located in rural areas. It was however observed that both government and private school teachers performed almost same and educational qualification of the teachers and their teaching experience did not have any influence on their multiple intelligences. The study also recommended about the scope of further research in this area of multiple intelligences.
Insights about Translation from Neuropsychology, Self-Talk Strategies, and Interventions
Author: Costa, Lara-Jeane C.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Beginning Writing,Cognitive Processes,Neuropsychology,Elementary School Students,Writing Processes,Intervention,Writing Strategies,Models,Writing Skills,Skill Development,Writing Instruction

In this chapter, we provide an overview of the current literature regarding beginning writers, with a particular focus on the cognitive and neuropsychological research that has implications for the translation process during writing. This overview will highlight specific theories with direct relevance to translation during writing, as well as provide a discussion of self-talk procedures and how they can provide a &quot;window&quot; into the various aspects of the translation process. We also discuss several evidence-based approaches to the remediation of written language problems, with a particular focus on explicit instruction and strategy instruction, and their potential impact on translation. As the reader will note, these combined efforts have yielded significant findings with respect to our understanding of early translation processes in young elementary school children, but there remains a myriad of questions to be examined in this understudied yet critical aspect of written expression. [This chapter was published in &quot;Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods, Tools, and Applications,&quot; edited by Michel Fayol, et al., Taylor &amp; Francis Group, 2012, pp. 229-248. ]
Being Helpful to Other-Gender Peers: School-Age Children&apos;s Gender-Based Intergroup Prosocial Behavior
Author: Xiao, Sonya Xinyue
Date: 2022-06-08
Type: Reports - Research
Subjects: Prosocial Behavior,Intergroup Relations,Gender Differences,Elementary School Students,Student Behavior,Gender Bias,Grade 3,Grade 4,Grade 5,Friendship,Predictor Variables,Public Schools

Promoting prosocial behavior toward those who are dissimilar from oneself is an urgent contemporary issue. Because children spend much time in same-gender relationships, promoting other-gender prosociality could help them develop more inclusive relationships. Our goal in the present research was to better understand the extent to which elementary-school age children consider their own and the recipient's gender in prosocial behavior. Participants included 515 3rd, 4th, and 5th graders (263, 51.1% boys, M[subscript ageinyears] = 9.08, SD = 1.00) surveyed in the fall (T1) and spring (T2). We assessed children's prosociality using peer nominations. We found that gender mattered: children showed an ingroup bias in prosociality favoring members of their own gender group. Having other-gender friendships positively predicted children's prosocial behavior toward other-gender peers. Children's felt similarity to other-gender peers was not directly, but indirectly, related to their prosocial behavior toward other-gender peers. Findings shed light on potential pathways to fostering school-age children's gender-based prosociality. [This paper was published in &quot;British Journal of Developmental Psychology.&quot;]
95 Phonics Core Program[TM] 2021-2022, Grades K-2 Efficacy Study
Author: Schechter, Rachel L.
Date: 2022-06-22
Type: Reports - Research
Subjects: Phonics,Reading Programs,Program Evaluation,Program Effectiveness,Primary Education,School Districts,Outcomes of Education,Scores,Educational Legislation,Elementary Secondary Education,Federal Legislation,Program Implementation,Educational Quality,Program Improvement,Reading Instruction,Instructional Materials,Professional Development

LXD Research analyzed data from over 3,200 students in grades K-2 who participated in using the 95 Phonics Core Program in a school district in MO during 2021-2022. The demographic breakdown of this sample included 75% White students, 23% Low Income students, 9% ESL students, 13% SPED students. Schools in the district were paired for similar ELA scores in Spring 2021, and then randomly assigned to treatment or control groups. Students in the 95 Phonics Core Program used the program every day for about 30 minutes during the daily reading block and teachers received the beginning of the year training with two question-answer sessions every few months. 95PCP schools outperformed students in the control group schools who did not receive the 95 Phonics Core Program, according to the Acadience Reading assessment. Students in each grade K-2 had statistically significant findings on either the composite score or a subtest score. The findings and rigorous study design provide support for the 95 Phonics Core Program as a comprehensive program that meets the criteria for ESSA Level 1. [95 Percent Group partnered with LXD Research to conduct this evaluation.]