ethanporcaro/eric-fulltext-meta huggingface dataset:
The Feedback on Alignment and Support for Teachers (FAST) Program
Author: Smith, Toni
Date: 2021-01-20
Type: Guides - Classroom - Teacher
Subjects: Academic Standards,State Standards,College Readiness,Career Readiness,Alignment (Education),Coaching (Performance),Computer Mediated Communication,Grade 4,Grade 5,Mathematics Teachers,Language Arts,Reading Teachers,Writing Teachers,At Risk Students,English Language Learners,Students with Disabilities,Reflection,Electronic Publishing,Resources,Faculty Development,Elementary School Teachers,Individualized Instruction,Educational Technology,Technology Uses in Education,Teacher Collaboration,Communities of Practice

Over the last decade, most states have adopted new college- and career-readiness standards in math and English language arts (ELA), standards that call for the mastery of ambitious content and raise expectations for student success and classroom instruction. To support teachers in the implementation of these new, challenging standards, the Center on Standards, Alignment, Instruction, and Learning (CSAIL) has developed the Feedback on Alignment and Support for Teachers (FAST) program. The FAST program is a virtual coaching program designed to support 4th grade math and 5th grade English language arts (ELA) teachers in fully understanding the college- and career-readiness standards in their states and implementing instruction aligned with these standards to foster learning for all students, including English language learners (ELLs) and students with disabilities (SWDs). The program includes three key program components: personalized instructional coaching, tools to support reflection, and an online library of resources.
Sports-Based Youth Development Playbook: Best Practices and Future Opportunities
Author: Luesse, Joseph E.
Date: 2021-00-00
Type: Reports - Research
Subjects: Youth Programs,Athletics,Best Practices,Program Development,Curriculum,Teaching Methods,Culture,Models,Trauma,Social Emotional Learning,Employees,Training,Program Evaluation,Agency Cooperation,Teamwork

The purpose of this study was to understand the landscape of the Sports Based Youth Development (SBYD) field, especially around areas of practical concern for program leaders, staff, and funders. This study integrates SBYD best practices from the research perspective as reflected in empirical studies and non-empirical literature and from professional knowledge and values generated from over 30 interviews with industry leaders. The results share practical best practices and examples across programmatic and organizational functions, as well as provide insights into key trends that are shaping the future of the field. In terms of SBYD programming, the report explores curriculum, pedagogy, culture, model and trends. The organizational perspective focuses on staffing + training, monitoring + evaluation, partnerships + collaborations, and leadership + funding. Looking Forward towards the Future of SYBD examines innovation, diversity, equity, and inclusion (DEI), and future possibilities. [This report was produced by 8RES and New Heights Youth, Inc.]
Transforming Comprehensive High Schools into Early Colleges: The Impacts of the Early College Expansion Partnership
Author: Edmunds, Julie
Date: 2018-06-00
Type: Reports - Research
Subjects: Small Schools,High Schools,College Preparation,College Credits,Dual Enrollment,College Readiness,Outcomes of Education,School Holding Power,Middle Schools,School Districts,Models,Program Implementation,Governance,Educational Change

As originally conceptualized, Early Colleges were small schools focused purposefully on college readiness for all students. Frequently located on college campuses, Early Colleges targeted students who might face challenges in postsecondary education, including students who were the first in their family to go to college, economically disadvantaged students, English Language Learners (ELL), or students who are members of racial or ethnic groups underrepresented in college. The Early College Expansion Partnership (ECEP) is among the first large-scale effort to apply Early College strategies into comprehensive high schools. Supported by a $15 million grant from U.S. Department of Education's Investing in Innovation (i3) program, the ECEP was designed to increase the number of students graduating from high school prepared for enrollment and success in postsecondary education. The project sought to blend high school and college by applying strategies from the successful Early College high school model to 14 middle schools, 12 high schools, and two 6th-12th-grade schools in three districts in two states: Colorado and Texas. ECEP implemented an adapted version of the Early College High School Model. The program provided a set of services that supported implementation of a whole-school reform model emphasizing the creation of a college-preparatory school environment. A primary emphasis of the program was increasing the number of students who participated in college-credit-bearing courses while in high school. This report describes the approach used to assess student impacts and to track changes over time; uses survey and site visit data to describe key changes that have been made at the district and school levels; presents the impact estimates for the core student-level outcomes; places the findings in context and discusses the broader implications of this work; and summarizes the overall findings. [For the companion report, &quot;Implementation Supports of the Early College Expansion Partnership,&quot; see ED618696.]
Building Resilience among Educators: A Continuation High School Shares Strategies with Its District to Address Compassion Fatigue and Secondary Traumatic Stress among Teachers and Staff. Profiles in California Alternative Education
Author: Newman, Liz
Date: 2022-01-00
Type: Reports - Research
Subjects: Resilience (Psychology),High School Teachers,Altruism,Anxiety,Psychological Patterns,COVID-19,Pandemics,Administrators,Wellness,Capacity Building,School Districts,Interpersonal Relationship

Teachers and administrators support students to thrive as learners in their classrooms. But when students experience trauma or stress in their lives, educators may be faced with the additional challenge of supporting students to address extremely difficult social and emotional situations. This can lead to secondary traumatic stress--indirect exposure to their student's traumatic experience--and/or compassion fatigue. The latter is the exhaustion that builds over time from attempting to help those who are undergoing trauma. Both terms refer to the &quot;experience of being affected by others' pain&quot; (Van Dernoot Lipsky, 2009, p. 6). Either can contribute to educator burnout, &quot;characterized by emotional exhaustion, depersonalization, and a reduced feeling of personal accomplishment&quot; (National Child Traumatic Stress Network, 2011). While the COVID-19 pandemic has heightened awareness of this dynamic, it is not new, especially not in alternative schools, where many students find themselves precisely because they and/or their families experience significant trauma or stress that affects their academic progress. This brief begins with a review of compassion fatigue and secondary trauma in the literature. Next, it offers an overview for addressing compassion fatigue in education settings. Finally, it shares the story of one continuation high school's efforts to support its teachers, and to leverage this journey in support of its district's efforts to address mental health issues more broadly. [Written with Joseph Antonelli.]
Predicting Mathematics Achievement from Subdomains of Early Number Competence: Differences by Grade and Achievement Level
Author: Devlin, Brianna
Date: 2021-12-00
Type: Reports - Research
Subjects: Mathematics Achievement,Predictor Variables,Preschool Children,Kindergarten,Grade 1,Correlation,Numeracy,Student Characteristics,Mathematics Skills,Elementary School Students,Grade 2,Arithmetic

This study investigated the relative importance of three subdomains of early number competence (number, number relations, and number operations) in predicting later mathematics achievement in cross-sequential samples of pre-K, kindergarten (K), and first graders (N=150 at each grade). OLS-regression analyses showed that each subdomain predicted mathematics achievement at each grade level, controlling for the other two subdomains as well as background variables. All of the subdomains explained a significant amount of variance in later mathematics achievement. Unconditional quantile regression analyses examined relations between number competencies and mathematics achievement at quantiles representing low (0.2), intermediate (0.5) and high (0.8) achievement. The subdomain of number operations was highly related to mathematics achievement for high achievers. For low achievers, number and number relations abilities were most highly related to future mathematics achievement in the pre-K sample, and number relations abilities in the K and first grade samples. Findings highlight the unique importance of all three subdomains of early number competence for later mathematics achievement, but show some of the relations are contingent upon achievement level. [The paper will be published in &quot;Journal of Experimental Child Psychology.&quot;]
Evaluation of Concept Learning Deficiencies Encountered in Teaching Slope in the Emergency Distance Education Process
Author: Akbas, Elif Ertem
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Pandemics,COVID-19,Mathematics Instruction,Web Sites,Public Schools,Grade 8,Foreign Countries,Educational Change,Teaching Methods,Geometry,Action Research,Concept Formation,Photography,Misconceptions,Teacher Student Relationship,Error Patterns,Computer Assisted Instruction,Geometric Concepts,Learning Activities,Barriers

Due to the fact that the pandemic process did not occur in a predictable time frame, various difficulties have arisen in the field of education. This is also true in mathematics education, and concretization has been one of the biggest obstacles. This situation paved the way for concept learning errors that may occur in students. There are some basic problems encountered in teaching the subject of slope. In this study, the purpose was to evaluate the concept learning deficiencies encountered in teaching the subject of slope by using real life problems with the help of Geogebra. The study had an action research design based on a qualitative approach. The participants of the study were 13 8th grade students attending a public school in Turkey. As the data collection tool, the activity named Bicycle-Slope, which was prepared by Kavak (2013) and which was available on the website of Geogebra, was used. In addition, 4 sub-questions were directed to the students. Moreover, the data were photographed with a camera, recorded with a voice recorder and analyzed descriptively. At the end of the study, when the responses of the students were observed, it was seen that there was a decrease in most of the concept learning errors that occurred.
Saudi EFL Teachers&apos; Perceptions of Professional Development Activities
Author: Alshumaimeri, Yousif A.
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Faculty Development,Teaching Skills,Program Effectiveness,Cooperation,Observation,Discussion (Teaching Technique),Workshops,Seminars,Portfolios (Background Materials),Feedback (Response)

This study explored how often Saudi EFL teachers engage in professional development (PD) activities and how useful these activities were to them for their teaching practices. A random sample of seventy-seven English language teachers in Riyadh, the capital of Saudi Arabia, was selected. Questionnaires were used as a data collection tool. The results showed that discussing lessons with supervisors and sharing ideas informally with colleagues about teaching were the PD activities these teachers do most often. Traveling to other countries for professional development purposes and attending international conferences were the least frequent PD activities that teachers engage in. The most useful PD activities indicated by the teachers were discussing lessons with supervisors and observing other teachers' lessons (peer observation). The study revealed, also, that two-thirds of the teachers were not satisfied with the PD activities they do at school. The teachers held a range of views about what PD is. The most common view, though, referred to activities which develop teachers' teaching skills. Teachers should view teaching as a professional continuum where professional development is a lifelong learning endeavor.
Teaching Interpreting for Tourism Purposes
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Translation,Tourism,Multimedia Instruction,Language Laboratories,Second Language Learning,Second Language Instruction,English for Special Purposes,English (Second Language),Semitic Languages,Language Processing,Audio Equipment,Speeches,Role Playing,Student Evaluation,Evaluation Methods,Memory,Language Usage,Listening Comprehension,Documentaries,Simulation,Learning Strategies,Scoring Rubrics,Undergraduate Students,Majors (Students),Foreign Countries,Oral Language

This article proposes a model for teaching interpreting for tourism purposes. It shows the aims of the model, interpreting materials, training strategies, training environment and assessment techniques. The model aims to train students to interpret in English with or without prior preparation or knowledge of the topic and without taking or reading form notes. The training model consists of the following exercises: (i) breathing exercises; (ii) memory training exercises; (iii) shadowing exercises; (iv) sentence paraphrasing; (v) summarizing sentences, then whole paragraphs about tourism; (vi) listening to single words, sentences, and a short paragraph about tourism and interpreting them; (vii) listening to familiar and easy tourism topics, then more difficult ones with a variety of tourism sub-topics. In a multimedia language lab, the students may listen to tourism podcasts, watch tourism documentaries or TED Talks and interpret the content from English to Arabic and vice versa. Simulations (role playing) of tourists and interpreters in teams of three or more may be conducted. Students may also visit a local tourist attraction, interpret, or give a commentary on-site. The training program objectives, types of interpreting, interpreting exercises, training materials, teaching and learning strategies and assessment techniques are described in detail.
Animated Video Story as Innovative to Improve Grade 3 Learners&apos; Story Writing Skills
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Story Telling,Video Technology,Writing Instruction,Writing Skills,Teaching Methods,Grade 3,Elementary School Students,Integrated Learning Systems,Writing Evaluation,Foreign Countries,Instructional Innovation,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Writing Improvement,Animation,Revision (Written Composition),Scores,Writing Tests

This study aimed to investigate the development of the learners' story writing skills under the implementation of animated video story as innovation. This study provided various evidence on how the said innovation can help develop the learners' story writing skills. the grade three learners as well as the subject teachers and master teacher in the gumaok elementary school were purposively selected in this study. Various test and data gathering procedures showed promising data on the success of the implementation of the said innovation where thirty learners' assessed and determine their level of story writing skills in terms the domain of focus, content, organization, style, and convention under the supervision of the chosen master teachers and subject teachers. The use of animated video story as innovation were evaluated by the subject teachers and master teachers using the LRDMS tool. The utilization of animated video stories resulted that there is significant difference between the pretest and posttest mean scores. Hence, it can be concluded that the animated video stories as innovation had a positive effect on the learners' achievement. The data that this study generated in terms of the success shown over the development of the learners were significant in terms of their level of story writing skills. Furthermore, the information gained from this study will benefit in the education world, particularly for the teachers, the students, parents and the future researchers. By yielding information about the effectiveness of utilizing animated video stories as innovation to improve the learners' story writing skills.
Ask, Reflect and Text (ART) Strategy as an Innovative Teaching Strategy to Enhance the Learners&apos; Narrative Writing Skills
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Writing Skills,Foreign Countries,Elementary School Students,Reflection,Instructional Effectiveness,Grade 4

This study focused on the development of the learners' narrative writing skills under the implementation of Ask, Reflect and Text Strategy. This study sought to examine ask, reflect and text strategy to enhance the learners' narrative writing skills among thirty purposefully selected student enrolled at San Jose del Monte Heights Elementary School. The narrative writing skills survey was employed to determine the level of learners in narrative writing. The purpose of this action research is to determine the effectiveness. The research revealed a variety of examples of how innovation might help the learners to improve their narrative writing skills. The purpose of this action research is to see if employing Ask, Reflect and Text Strategy can enhance the learners' narrative writing skill. Various test and data collection techniques revealed positive data on the performance of the aforementioned teaching strategy's implementation, with thirty (30) purposefully selected learners assessed in an online learning mode under the supervision of the researchers and grade IV teachers. The statistics provided by this study in terms of the success it demonstrated over the learners' development were important in terms of their level of writing skills. Additionally, the findings of this study will aid benefit the English teachers by providing data on the materials to enhance the learners' narrative writing skills.
Cartoon Cum Strategic Intervention Material to Improve Learners&apos; Making Meaning of a Text
Author: Samosa, Resty Calo
Date: 2021-12-00
Type: Journal Articles
Subjects: Cartoons,Teaching Methods,Intervention,Instructional Improvement,Grade 5,Elementary School Students,Reading Comprehension,Reading Instruction,Educational Strategies,Attention Control,Material Development,Student Motivation,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Rating Scales

This study focuses on the effectiveness of employing Cartoon Cum Strategic Intervention Material as learning instructional techniques to improve Grade 5 learners' ability to make meaning from text. This intervention encourages students to focus on big ideas and to consider how specific details contribute to the big picture. Cartoons can be organized in non-linear way to emphasize the complexities of concepts. Learning, is an active process in which humans construct meaning and interpret circumstances based on their prior knowledge and experiences. The scope of this study includes thirty Grade 5 elementary students from Ateneo Casa Famiglia Servants of the Poor, Inc. prior to employing cartoon cum strategic intervention as teaching material, the researchers assessed the learners' grasp of making meaning from text acquisition. They also carefully evaluated and observed data from Grade 5 students based on pretest and posttest scores on instructional exemplars, as well as the attitudes of students who had been exposed to their logic and reasoning ability, visual and auditory processing, and sustained and selective attention. This study demonstrates that there is a significant difference between the pretest and posttest of Grade 5 students who were exposed to the Cartoon Cum Strategic Intervention Material. This paper assists the researchers in developing a lesson exemplar in English 5 based on the study's findings, as well as gaining a deeper understanding of the said learning technique and its efficacy with young learners. The use of cartoons in the creation of learning materials appeals to students' intrinsic motivation because they are more enjoyable to students to share and review.
Opinion, Reason, Explanation and Opinion (OREO) as an Innovation to Improve Learners&apos; Writing Skills among Grade Four Learners
Author: Samosa, Resty C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Writing Skills,Writing Improvement,Grade 4,Elementary School Students,Instructional Effectiveness,Foreign Countries,Student Attitudes

Expressing a reaction through writing is difficult especially in primary grades. The elementary level needs to improve their writing skills to be able to express their viewpoint towards the story. The objective of this study is to improve the learner's writing a reaction from story read. This research aims to find out how the implementation of the OREO method solve the problem in writing of the learners. The respondents of the study were purposively selected which composed of thirty (30) students in Bagong Buhay H Elementary School in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to write a reaction from the story they've read. Furthermore, the study revealed that there is a significant difference between the pretest and posttest scores of the students in the using the OREO method as graphic organizer to write their opinion. In addition, the grade four learners' level of writing skills in terms of: focus, content, viewpoint, organization, style, and convention have a progress after implementing the method.