ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of Early Childhood Higher Education in Florida: Technical Report
Author: Copeman Petig, Abby
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preservice Teacher Education,Higher Education,Academic Degrees,Field Experience Programs,Articulation (Education),Alignment (Education),Faculty Development,Teacher Characteristics,Educational Improvement,Family Involvement,Mathematics,Bilingual Students,Bilingual Education

Teacher preparation in the field of early childhood education (ECE) has historically included a variety of higher education degree programs in various child-related disciplines, all of which have generally been considered equally acceptable. In Florida, despite progress over the last decade to improve ECE services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children, there remains great variability among associate and bachelor's degree programs regarding what constitutes an appropriate course of study for teachers and administrators serving young children. To address this issue, the &quot;Early Childhood Higher Education Inventory II&quot; (Center for the Study of Child Care Employment [CSCCE], 2016) was designed to gain a clearer picture of the early childhood-related offerings in a given state's higher education system. The &quot;Inventory&quot; describes early childhood degree programs offered in the state, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics. The totality of the data collected through the &quot;Inventory&quot; allows stakeholders to identify gaps and opportunities in the available offerings and to assess the capacity of the state's higher education system over time. The &quot;Inventory&quot; was implemented in Florida during the 2016-2017 academic year. This Technical Report presents detailed findings collected by implementing the &quot;Inventory's&quot; mapping, program, and faculty modules. [For the narrative report, see ED614329. For the highlights, see ED614330.]
Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking
Author: Digital Promise
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Computation,Thinking Skills,Computer Uses in Education,Data Collection,Data Analysis,Automation,Models,Systems Approach,Elementary Secondary Education

The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.
Basic Concepts of Item Response Theory: A Nonmathematical Introduction. Research Memorandum. ETS RM-20-06
Author: Livingston, Samuel A.
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Item Response Theory,Scoring,Test Items,Scaling,Test Wiseness,Test Construction

This booklet is a conceptual introduction to item response theory (IRT), which many large-scale testing programs use for constructing and scoring their tests. Although IRT is essentially mathematical, the approach here is nonmathematical, in order to serve as an introduction on the topic for people who want to understand why IRT is used and what it does but are uncomfortable with the mathematics. The focus is on the basic types of IRT that are commonly used today.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Mississippi
Author: Copeman Petig, Abby
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Course Descriptions,Course Content,Field Experience Programs,Teacher Characteristics,Family Involvement,Mathematics,Bilingual Students,Bilingual Education

This report describes the early childhood degree programs offered in Mississippi, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as the extent to which Mississippi ECE higher education programs are incorporating early math, family engagement, and working with dual language learners. This report is part of our Early Childhood Higher Education Inventory. The &quot;Early Childhood Higher Education Inventory,&quot; administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state's early childhood degree program offerings, at the associate, bachelor's, master's, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time. [For the Highlights, see ED614354.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Mississippi. Highlights
Author: Copeman Petig, Abby
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Course Descriptions,Course Content,Field Experience Programs,Teacher Characteristics,Faculty Development,Articulation (Education),Bilingual Students,Bilingual Education,Family Involvement,Mathematics

The importance of early care and education (ECE) to children's lifelong learning and to our nation's economic well-being is recognized up to the highest levels of government and in businesses, schools, and living rooms across the country. Like many states in recent years, Mississippi has committed public and private resources toward multiple efforts to improve ECE services, including early education degree and certification programs, in order to improve the preparation of their graduates to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. The following pages highlight findings from the &quot;Mississippi Early Childhood Higher Education Inventory&quot; and the extent to which early childhood degree programs offer course content and learning experiences that are associated with effective teacher preparation. The full narrative report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Mississippi,&quot; presents the full findings. [For the full report, see ED614353.]
Integrating Micro-Credentials into Professional Learning: Lessons from Five Districts
Author: Luke, Christina
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Credentials,Teacher Attitudes,Administrator Attitudes,Faculty Development,Teacher Competencies,Computation,Thinking Skills,Program Effectiveness,Technology Integration,Grouping (Instructional Purposes),Teacher Collaboration,Educational Resources,School Districts,Alignment (Education),Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Educational Policy

Educator micro-credentials present a unique opportunity to link professional learning to practice. Through each competency-based credential, educators demonstrate application of their learning. School districts are seeing the value of embedding micro-credentials in existing professional learning pathways to promote educator agency, recognize educators developing their practice, and expand competency-based learning practices with students. Micro-credentials are particularly well-suited for introducing emerging technologies and content. Offering greater flexibility than one-time, stand-and-deliver professional learning, micro-credentials can serve as a vehicle for just-in-time, embedded learning in high-demand areas like computational thinking. While learning opportunities in computational thinking may have once been limited for educators without close proximity to a university with computer science education pathways, through micro-credentials, research-based resources are curated and made accessible to educators with an internet connection. This paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning. Learnings include suggestions for integrating micro-credentials effectively, ideas for deepening learning through micro-credentials, strategies for facilitating learning through micro-credentials, approaches to sustaining and expanding the role of micro-credentials for professional learning, and insights on evolving policies for micro-credential integration.
Exploring the Alignment between a Curriculum and a Test for Young Learners of English as a Foreign Language. Research Memorandum. ETS RM-20-08
Author: Papageorgiou, Spiros
Date: 2020-11-00
Type: Reports - Research
Subjects: Alignment (Education),Language Tests,English (Second Language),Second Language Learning,Online Courses,Second Language Instruction,Scores,Learning Activities,Reading Tests,Listening Comprehension Tests,Elementary School Students,Difficulty Level,Test Content,Course Descriptions,Language Proficiency,Curriculum,Foreign Countries

The purpose of this study is to examine the appropriateness of using the &quot;TOEFL Primary®&quot; tests to evaluate the language abilities of students learning English as a foreign language (EFL) through an online-delivered curriculum, the VIPKid Major Course (MC). Data include student test scores on the TOEFL Primary Listening and Reading tests and expert judgments on the degree of alignment between the content of the tests and the learning activities included in VIPKid MC Levels 3-7. Analysis of the score data suggested that the TOEFL Primary Reading and Listening tests are, in general, at the appropriate level of difficulty for MC students. Additionally, the TOEFL Primary test score data indicated an increase in language proficiency across the VIPKid MC levels. The content of the TOEFL Primary tests and the learning activities included in the MC curriculum were found to be largely aligned with each other. We conclude with a discussion of the implications of this study, including (a) the use of EFL tests for young learners in general and (b) the use of the TOEFL Primary tests in the context of the VIPKid MC in particular.
Speech and Language Program Guidebook, School Year 2020-2021. Updated
Author: District of Columbia Public Schools
Date: 2020-08-10
Type: Guides - Non-Classroom
Subjects: Speech Language Pathology,Allied Health Personnel,Students with Disabilities,Public Schools,Special Education,Guidelines,Individualized Education Programs,Mainstreaming,Eligibility,Scores,Academic Accommodations (Disabilities),Intervention,Classification,Referral,Disability Identification

The purpose of this guidebook is to guide the provision of Speech and Language Pathology services in order to support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS). It is designed with the purpose of assuring that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate from the same premise, utilize the same procedures and guidelines and are uniform in presentation. This guidebook is written for special education administrators, school personnel responsible for 504 Plans, Individualized Service Plans (ISPs), and providers of speech and language services. In addition, it may benefit parents, teachers, and other professionals. The elements contained within this guidebook are designed to provide optimal school-based interventions as part of a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), following Individuals with Disabilities Education Act (IDEA) 2004; while simultaneously maximizing equal access to Speech-Language Pathologists for all of the District of Columbia Public Schools students. Implicit within this document are the following core principles: (1) The criteria for eligibility must include both the presence of a composite depressed score and documented impact on the student's access to the academic curriculum; (2) Services should not be instituted until accommodations have been implemented and given a chance to work; (3) The intensity and modalities of interventions should dwindle over time; (4) The default delivery service need not be 1:1, unless otherwise required and justified, as applicable, by the clinician; and (5) Discharge from services should be stated at the first IEP meeting as a desirable and celebrated outcome and not a denial of services; discharge may, and should, occur at any time in the process. Topics covered in the guidelines include: (1) General guidelines and procedures; (2) Special education disability classification and process; (3) Assessment referral procedures; (4) Speech and language assessment procedures; (5) Speech and language eligibility and dismissal procedures; (6) Speech and language intervention; and (7) Training and support.
Connecting University Students, Faculty and Administrators through an Online SMS Service
Author: Al-Jarf, Reima
Date: 2012-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,College Faculty,Administrators,Telecommunications,Interpersonal Communication,Handheld Devices,Information Dissemination,Efficiency,Educational Benefits,Barriers

King Saud University (KSU) created an online Short Message Service (SMS) system called &quot;Tawasul&quot;, developed in house, to connect administrators, faculty, and students. The KSU rector, deans, department heads and program coordinators send group season's greetings and notifications to the mobile phones of a selected group of faculty, staff, and students. Instructors can send course notifications to the mobile phones of students registered in their courses regarding exams and other issues. There are currently 380 SMS groups for department staff, T.A.'s, workshop participants, course enrollees and others. Students and faculty surveyed indicated that the KSU online SMS service is easy to use. It is faster and more efficient than paper memos and e-mails, especially in emergency situations. It helps conserve paper. Students and faculty can be reached anytime, anywhere and 7 days a week. Unused SMS in the user's account can be added to his/her balance. SMSs are archived. Those interested to join a group can send a message to the group's mobile number. Students' mobile phone numbers are entered manually once and saved as a group. However, some faculty indicated that the allocated 200 free SMSs per month are not enough when class enrollees are more than 50. They also indicated that it is not possible to send a reply, a comment, or a query to the sender of the SMS. Sometimes the service cannot be used when it is under maintenance or when there is a technical problem. It is time-consuming to enter students' mobile phone numbers manually particularly in large classes. Further results and recommendations are given.
Arabic and English Loan Words in Bahasa Malaysia: Implications for Foreign Language Learning by Arab Students
Author: Al-Jarf, Reima
Date: 2009-05-28
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Arabs,Second Language Learning,Indonesian Languages,Phonological Awareness,Semitic Languages,English,Linguistic Borrowing,Phonology,Semantics,Morphology (Languages),College Students

Many Arab students are currently pursuing their education at Malaysian institutions and they have to study Bahasa Malaysia as a university requirement to be able to communicate with people in the local community. Therefore, this study aims to help Arab students learn Bahasa easily as Bahasa contains many loan words from Arabic and English. This article gives Arab students examples of Arabic and English loan words with which they are familiar and shows them the different phonological adaptations of Arabic and English loan words in Bahasa as the Arabic, English and Bahasa sound systems are different. A corpus of non-technical Malay words that are commonly encountered in public places in Malaysia was collected and analyzed. A contrastive analysis of Arabic and Malay, and English and Malay phonological systems was performed. Different homogenization processes are applied to Arabic and English loan words depending on the differences between Arabic and Malay, and English and Malay. Examples of Arabic loan words in Malay are: &quot;menara,&quot; &quot;Sabtu,&quot; &quot;Ahad,&quot; &quot;Akhir,&quot; &quot;tahniya.&quot; Examples of English loan words in Bahasa are: &quot;stesen,&quot; &quot;kelab,&quot; &quot;tren,&quot; &quot;kompleks,&quot; &quot;imigresen,&quot; &quot;destinasi.&quot; Further implications for learning Bahasa Malaysia by Arab students are given. some Implications for learning Bahasa Malaysia are given. The appendix of the article contains lists of Arabic and English loan words in Bahasa Malaysia.
Cultivating a Culture of Coaching to Support Powerful Use of Technology: Results from the Challenge-Based Coaching Model Pilot in Puerto Rico
Author: Lopez, Carol
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Coaching (Performance),Technological Literacy,Faculty Development,Partnerships in Education,Technology Integration,Credentials,Secondary Schools,Program Effectiveness,Teacher Attitudes,Self Esteem,Secondary School Teachers

Digital Promise and Global Education Exchange Opportunities (GEEO) established a partnership in May 2020 to support and expand educator professional learning and use of technology in Puerto Rico through coaching and micro-credentials. Together, the organizations identified an opportunity to address the gaps in coaching structures and pilot a coaching model to support the powerful use of technology in schools. From January-June 2021, GEEO, with the support of Digital Promise, launched a 6-month coaching pilot with 10 schools across Puerto Rico. As part of the pilot, school leaders, coaches, and teachers engaged with micro-credentials to support their professional learning journey around systems change, coaching, and technology. The pilot was based on the Challenge-based Coaching Model which was developed through Digital Promise's work on the Dynamic Learning Project. The objective of the pilot was to help coaches work with teachers to enhance their technology use and tackle instructional and professional challenges using innovative strategies. This report represents the results and findings from the coaching pilot. [This paper was co-produced by Global Education Exchange Opportunities (GEEO), and funded by the Puerto Rico Department of Education.]
Empathy Interviews for Developing Inclusive Computing Pathways
Author: Coenraad, M.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Interviews,Questioning Techniques,Empathy,Design,Inclusion,Instructional Design,Reflective Teaching,Story Telling,Computer Science

This interview protocol includes five steps to conduct an empathy interview. In the Empathize Phase of designing an inclusive computing pathway, empathy interviews are conducted. Empathy interviews allow you to hear the stories and experiences of someone who will use what you are designing and learn about their realities, in this case, a student. [This report was produced by the Center for Inclusive Innovation.]
Ambitious Mashups: Reflections on a Decade of Cyberlearning Research
Author: Digital Promise
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Educational Research,Artificial Intelligence,Learning,Learning Theories,Research Methodology,Nonschool Educational Programs,After School Programs,Federal Programs

This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology--focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current projects in this community, and convened a panel of experts to reflect on important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond.
Fostering Powerful Use of Technology through Instructional Coaching: Results from the Pilot Year of the Dynamic Learning Project
Author: Bakhshaei, Mahsa
Date: 2018-00-00
Type: Reports - Research
Subjects: Technology Uses in Education,Coaching (Performance),Program Implementation,Educational Technology,Faculty Development,Technology Integration,Equal Education,Outcomes of Education,Teacher Effectiveness,Learner Engagement,Case Studies,Middle School Teachers

Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a Dynamic Learning Project (DLP) coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy--in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.