ethanporcaro/eric-fulltext-meta huggingface dataset:
The Male Student Success Initiative: Investing in the Success of Men of Color
Author: Welbeck, Rashida
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Success,Males,Minority Group Students,Two Year College Students,Community Colleges,At Risk Students,Academic Persistence,Graduation Rate,Peer Influence,Mentors,Academic Achievement,Culturally Relevant Education,Student Personnel Services,Leadership Training

A community of belonging. A space to build relationships. The opportunity to have one's success affirmed. These are qualities of many programs targeting men of color that have become fixtures in recent years at colleges and universities around the United States. The Male Student Success Initiative (MSSI) is a five-year-old program at the Community College of Baltimore County (CCBC) designed to support male students of color throughout their academic journey, leading ultimately to graduation or transfers to four-year institutions. Research to date indicates that inadequate social, emotional, and campus support can make it harder for men of color to complete degrees, as can insufficient preparation or personal challenges outside of academic work. Heightened attention to the college persistence and graduation rates of men of color over the last 15 to 20 years has fueled a movement of college administrators, student leaders, faculty members, and postsecondary researchers who have worked to change narratives for men of color, in particular the narrative centered on their deficits rather than their achievements. This movement is grounded in an understanding that men of color bring a variety of assets to college that shine in a supportive community with strong peer and mentoring relationships. MDRC is conducting an efficacy evaluation of MSSI's program model through its Men of Color College Achievement (MoCCA) Project. MoCCA began by partnering with CCBC to support program model refinements aligned with empirical research findings and has now moved into an evaluation phase.
Employers&apos; Use and Views of the VET System 2019. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Employer Attitudes,Education Work Relationship,Employment Qualifications,Apprenticeships,Trainees,Recruitment,Job Training,Participant Satisfaction,Standards,Tables (Data),Barriers,Accreditation (Institutions),Informal Education,Educational Needs,Job Skills

This publication presents information on employers' use and views of the vocational education and training (VET) system. The findings relate to the various ways in which Australian employers use the VET system to meet their skill needs and their satisfaction with the training. Australian employers can engage with the VET system in three main ways, by: (1) having jobs that require vocational qualifications; (2) having apprentices and trainees; and (3) using nationally recognised training. Also presented in this publication is information on employers' use and satisfaction with unaccredited training, and recruitment difficulties experienced in the last 12 months. The figures in this publication are derived from the Survey of Employers' Use and Views of the VET System. A total of 7007 interviews were conducted with Australian employers between February and June 2019 and the results relate to employers' training experiences in the 12 months preceding their interview. Note for the purposes of this publication, nationally recognised training excludes training that was part of an apprenticeship or traineeship as employers' use and views of apprentices and trainees is reported separately. All organisations in Australia with at least one employee are in scope of the survey. For this survey, an employee is defined as 'a person working in, or operating from, this organisation, including full-time, part-time and casual employees'. An owner-operator is not classed as an employee, regardless of whether or not they pay themselves a wage.
Strategies for Setting High-Quality Academic Individualized Education Program Goals
Author: Bailey, Tessie Rose
Date: 2019-00-00
Type: Guides - General
Subjects: Individualized Education Programs,Progress Monitoring,Goal Orientation,Educational Legislation,Equal Education,Federal Legislation,Behavioral Objectives,Mastery Learning,Academic Achievement,Benchmarking,National Norms,Student Improvement,Students with Disabilities,Educational Strategies

The 2017 Supreme Court decision &quot;Endrew F. v. Douglas County School District&quot; highlighted the importance of monitoring students' progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students' educational programs when needed. The process for setting an IEP goal should be closely tied to progress monitoring, a valid, reliable method for providing frequent, ongoing assessment of a student's performance. This guide explains how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances. Four important steps are required for setting a valid goal for individual student performance: selecting a measure, establishing baseline performance, choosing a strategy for setting the goal, and writing a measurable goal. Although this guide presents and details 4 steps that educators can take to set appropriate IEP goals, all members of the IEP team, including families, should be involved in discussions about setting the goal. The steps are: (1) Select a Measure; (2) Establish Baseline Performance; (3) Choose a Strategy for Setting the Goal; and (4) Write a Measurable Goal. Frequently asked questions and a list of resources and tools are also included.
Utilizing Ergonomics Based Instruction to Develop College Students&apos; EFL Creative Writing Skills
Author: Ghoneim, Nahed Mohammed Mahmoud
Date: 2019-00-00
Type: Reports - Research
Subjects: Teaching Methods,College Students,English (Second Language),Majors (Students),Creative Writing,Human Factors Engineering,Conventional Instruction,Instructional Effectiveness,Writing Skills,Foreign Countries,Writing Instruction,Environmental Influences,Creativity,Accuracy,Language Skills,Student Behavior,Student Characteristics,Cognitive Processes,Curriculum Design,Classroom Environment,Educational Environment,Color,Human Body,Physiology

The current study aims at developing English major's EFL creative writing skills through using Ergonomics based instruction. Sixty two students were randomly divided into two groups: experimental (n=31) and control (n=31). The experimental group received ergonomics based instruction whereas the control group received regular instruction. An EFL creative writing skills pre-post test was prepared and administered. Results confirmed the significant effect of the ergonomics based instruction on developing the creative writing skills. The students of the experimental group outperformed those of the control one. [This paper was published in: &quot;Menoufia University, Faculty of Education Journal&quot; v34 n3 p193-225 2019.]
An Exploration of Supports for Increasing Classroom Physical Activity within Elementary Schools
Author: Calvert, Hannah G.
Date: 2019-09-00
Type: Journal Articles
Subjects: Physical Activity Level,Elementary School Students,Elementary School Teachers,Health Promotion,Teacher Attitudes,Physical Activities,Teacher Collaboration,Peer Influence,Feedback (Response),Physical Education Teachers,Administrator Role

Classroom-based physical activity (CBPA) can significantly benefit students' health and educational outcomes, but many teachers do not utilize CBPA. This study examined teachers' perceptions about the value and impact of several approaches to support CBPA implementation, and teachers' weekly self-reported CBPA use. Interviews were conducted with 35 classroom teachers (including those using and not using CBPA) at two public elementary schools, and CBPA tracking logs were collected on a weekly basis. Interview transcripts were interpreted through key domains within implementation science. On average, teachers reported using one activity every other day. Interview data revealed that utilizing professional collaboration time for peer-to-peer feedback and getting informal support from the school's physical education teacher both have some promise for increasing implementation of CBPA. However, teachers largely felt these strategies were unnecessary. Explicit administrator support was reported by teachers as the most promising mechanism for increasing their CBPA implementation. [This article was published in &quot;International Electronic Journal of Elementary Education&quot; (EJ1232711).]
PBS Kids Play &amp; Learn Science. Evaluation Report
Author: Christensen, Claire
Date: 2019-07-00
Type: Reports - Research
Subjects: Play,Hands on Science,Inquiry,Young Children,Parent Participation,Scientific Concepts,Concept Formation,Vocabulary Development,Engineering,Parent Attitudes,Self Esteem,Science Education,Educational Technology,Computer Oriented Programs,Low Income Groups,Outreach Programs,Child Care Centers,Early Intervention,Family Programs,Performance Based Assessment,Program Effectiveness,Gender Differences,Age Differences,Special Education,Individualized Education Programs,Racial Differences,Ethnicity,Language Usage,Family Characteristics,Family Income,Parent Background,Educational Attainment,Computer Games

Education Development Center, Inc. (EDC) and SRI International conducted an independent study of the Public Broadcasting Service (PBS) KIDS &quot;Play &amp; Learn Science&quot; app, which includes in-app and direct hands-on science explorations for children ages 3 to 6 and their parents. This study explored the impact of the PBS KIDS &quot;Play &amp; Learn Science&quot; app, when used in a supportive context, on: (1) children's understanding of science concepts and use of science and engineering practices; children's use of science vocabulary; (2) child and parent-child engagement in science and engineering; and (3) parent confidence supporting their child's science learning. Findings suggest that when used in a supported context, the PBS KIDS &quot;Play &amp; Learn Science&quot; app can benefit both children and their parents. [The PBS KIDS &quot;Play &amp; Learn Science&quot; app was developed as part of the Corporation for Public Broadcasting (CPB) and Public Broadcasting Service (PBS) Ready To Learn Initiative, funded by the U.S. Department of Education.]
The Future of Mindfulness Training Is Digital, and the Future Is Now
Author: Mrazek, Alissa J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Futures (of Society),Metacognition,Barriers,Stress Variables,Depression (Psychology),Anxiety,Best Practices,Intervention,Telecommunications,Handheld Devices,Teaching Methods,Attention Control,Computer Assisted Instruction

Digital mindfulness-based interventions (d-MBIs) present a promising path for the scalable dissemination of mindfulness instruction in the 21st century. Smartphone applications and web-based platforms can offer potential advantages over traditional face-to-face formats through enhanced accessibility, standardization, personalization, and efficacy of mindfulness training. A growing body of research has documented that a digital approach to teaching mindfulness can improve measures of attention, stress, depression, and anxiety. However, effective digital mindfulness instruction must overcome a variety of challenges, including the possibility of low engagement, shallow learning, and unaddressed obstacles or frustrations. Fortunately, best practices from multiple fields of research provide strategies to overcome these challenges.
Supporting Teachers&apos; Implementation of Classroom-Based Physical Activity
Author: Turner, Lindsey
Date: 2019-09-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Program Implementation,Elementary Schools,Elementary School Teachers,Intervention,Program Effectiveness,Context Effect,Principals,Leadership Responsibility,Teacher Characteristics,Teacher Attitudes,Faculty Development,Program Development,Program Evaluation,Communities of Practice,Physical Education Teachers,Teacher Role

Research exploring factors related to teachers' implementation of classroom-based physical activity (CBPA) has increased in recent years. This article highlights key findings from the literature about the implementation and maintenance of CBPA by classroom teachers. The authors provide an overview of the literature examining CBPA implementation from an implementation science perspective. Topics addressed include methods for measuring implementation, characteristics of CBPA resources, and predictors of teachers' implementation of CBPA. Findings from the narrative review are presented in tandem with insights from the authors' work during a grant-funded project examining strategies to improve CBPA implementation in elementary schools. Many off-the-shelf resources for CBPA implementation exist, with varying degrees of implementation support. Studies have used a variety of methods to measure implementation, mostly focused on teacher self-report. Few studies have provided evidence regarding long-term use of CBPA, but those that do report decreased implementation rates over time. A robust body of research examining CBPA implementation facilitators and barriers shows that organizational-level support from district and school administrators is crucial for successful implementation. Leadership buy-in is crucial for the implementation of policies and practices in schools, such as CBPA initiatives. Approaches that are embedded within school systems, such as communities of practice and coaching from school champions, have potential for improving implementation. Disseminating CBPA resources and providing information about the importance of school and district leadership are suggested for more widespread implementation. Future work would benefit from the use of evidence-based implementation science frameworks to ensure that interventions are designed to maximize implementation at the classroom level.
&quot;PEG+CAT&quot; Content Study: Report to CPB-PBS the &quot;Ready to Learn Initiative.&quot; Executive Summary
Author: Pasnik, Shelley
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Multimedia Instruction,Mathematics Instruction,Problem Solving,Preschool Children,Video Technology,Computer Games,Educational Games,Instructional Effectiveness,Parent Attitudes,Learner Engagement,Low Income Groups,Parents,Mathematics Skills,Nonschool Educational Programs

This executive summary highlights findings from a larger study that is part of an interrelated series of studies included in the Ready To Learn summative evaluation being conducted by the Education Development Center, Inc.'s (EDC's) Center for Children and Technology and SRI Education's Center for Technology in Learning (EDC/SRI). The purpose of this CPB/PBS Ready to Learn Content Study was to explore, in a controlled environment, to what extent children can learn mathematics from &quot;PEG+CAT&quot; outside of instructional environments and relationships, how parents perceived the resources, and how well children are able to engage with these resources independently. &quot;PEG+CAT&quot; is a unique transmedia property that emphasizes early mathematics and problem solving. It includes video episodes, online games, and a tablet-based app, all of which allow children and their families to engage with the same characters, settings, and narratives on multiple devices, across various physical and social settings. Researchers identified and chose to include &quot;PEG+CAT&quot; assets focused on patterns and shapes for this study. Resources focused on counting and number relationships also were used to introduce the characters, narratives, and media experiences that would comprise the study experience. Parents reported positive impressions of the &quot;PEG+CAT&quot; resources, and also noted that their children engaged in &quot;PEG+CAT&quot; inspired play outside of the study. [For the full report, see ED594256.]
Embodiment in Teaching and Learning Early Counting: Grounding Metaphors
Author: Askew, Mike
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Teachers,Elementary School Teachers,Mathematics Instruction,Elementary School Mathematics,Elementary School Students,Grade 1,Primary Education,Number Concepts,Mathematics Skills,Computation,Cognitive Processes,Teaching Methods,Figurative Language

This paper contributes to the theory and evidence that mathematical cognition is embodied. Drawing on the practices of primary teachers in South Africa engaged in a longitudinal research and development project -- Wits Maths Connect--Primary -- we report on aspects of lessons aimed at developing number sense through whole-class teacher-learner interaction. Two episodes are analysed from an embodied cognition perspective. The episodes focus on helping Grade 1 (6-year-olds) learners become fluent in counting forward and back or ordering numbers. Analysis reveals different embodied metaphors underlie the teachers' actions, the nature of which are likely to lead to different learning opportunities. We conclude that our analysis supports a theory of embodied cognition, and demonstrates its usefulness as an analytical tool. [For the complete proceedings, see ED597799.]
Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish-Speaking English Learners
Author: Francis, David J.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Bilingualism,Bilingual Students,Reading Difficulties,Language Impairments,English Language Learners,Spanish Speaking,Language Minorities,Disability Identification,Oral Language,Elementary School Students,Primary Education,Academic Achievement,Learning Disabilities,Language Variation,Bilingual Education,Language Tests,English (Second Language),Spanish,Grade 2,Intervention,Language Skills,Phonological Awareness,Reading Achievement,Kindergarten

Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish-speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading constructs of phonological awareness and decoding in both English and Spanish and the factors that affect their relationship, (4) the performance of different approaches to identification and the factors that influence how well they work, as well as (5) the growing literature focused on intervention for reading problems in this population. This article examines the literature on language minority students and disability identification and analyzes a large-scale longitudinal dataset (&gt;4,000 ELs; &gt; 15,000 observations) to systematically characterize and describe the oral language and reading development of Spanish-speaking children designated as ELs from kindergarten to second grade, considering a range of factors that may potentially contribute to that characterization and its relation to academic performance. This systematic characterization should facilitate the development of an empirical basis for a theoretically grounded framework of typical development in ELs in order to more precisely identify those children with language and learning disabilities. [This paper was published in &quot;New Directions for Child and Adolescent Development&quot; n166 p15-41 2019 (EJ1221829).]
Metric Equivalence in International Surveys: Cultural Edges
Author: Andersson, Annica
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Surveys,International Assessment,Mathematics Education,Translation,Media Adaptation,Cultural Differences,Swedish,Questionnaires,Foreign Countries

This is a critical methodological paper concerning the translation and cultural adaptation processes of an international mathematics education survey questionnaire. Metric equivalence concerns not only language, but also content and activities chosen as indicators in the survey. We here focus the challenges when making cultural, historical and societal considerations when adapting a survey to a new language and cultural context. We conclude that the recommended back translation is not enough to ensure metric equivalence when adapting surveys to a new country. Therefore, we suggest an elaborated method for cultural adaptation. Regarding our survey, this resulted in a survey translation that is better culturally adapted for respondents. [For the complete proceedings, see ED597799.]
Student Strategies in Enacting Affordances
Author: Brown, Jill P.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Grade 11,Secondary School Mathematics,Technology Uses in Education,Educational Technology,Learning Strategies,Problem Solving,Affordances,Foreign Countries,Graphing Calculators,Graphs

This paper reports an instrumental case study of the strategies employed by Year 11 students engaged in solving a functions population task. The task was implemented as part of a study of students studying functions in a Technology-Rich Teaching and Learning Environment (TRTLE). Student strategies related to the perception and enactment of affordances of the TRTLE that would be useful during task solution. The number and nature of strategies used and the combinations of affordances perceived and enacted were diverse. This was true even when students had the same function related intention, for example, find a model to represent data. [For the complete proceedings, see ED597799.]
Secondary Teachers&apos; Relative Size Schemes
Author: Byerley, Cameron
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,High School Teachers,Mathematics Teachers,Measurement,Computation,Thinking Skills,Secondary School Mathematics

This paper explores the usefulness of understanding quotients as measures of relative size in mathematics. The paper characterizes the types of thinking displayed by high school mathematics teachers on two novel tasks designed to reveal teachers' meanings in contexts where making comparisons of relative size is productive. [For the complete proceedings, see ED597799.]
The Influence of Teacher-Trainings on In-Service Teachers&apos; Expertise: A Teacher-Training-Study on Formative Assessment in Competency-Oriented Mathematics
Author: Besser, Michael
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Inservice Teacher Education,Expertise,Formative Evaluation,Competency Based Education,Mathematics Education,Pedagogical Content Knowledge,Instructional Effectiveness,Mathematical Models,Problem Based Learning,Mathematics Teachers

The research-project Co[superscript 2]CA investigates the influence of teacher-trainings on in-service teachers' expertise. Within a teacher-training-study 27 in-service teachers have been trained in selected ideas about teaching, having an exemplary focus on central aspects of formative assessment in competency-oriented mathematics. At the end of the teacher-trainings the teachers' pedagogical content knowledge as crucial aspect of teachers' expertise has been evaluated by using tests being sensitive to the teacher-trainings. Results of this evaluation point out: Within teacher-trainings pedagogical content knowledge can be conveyed to in-service teachers successfully. [For the complete proceedings, see ED597799.]