ethanporcaro/eric-fulltext-meta huggingface dataset:
State of the States 2015: Evaluating Teaching, Leading and Learning
Author: Doherty, Kathryn M.
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: State Policy,State Standards,Teacher Evaluation,Trend Analysis,Elementary Secondary Education,Teacher Effectiveness,Educational Quality,Principals,Administrator Effectiveness,Performance Based Assessment,Administrator Evaluation,Instructional Improvement,Educational Legislation,Federal Legislation,Growth Models,Educational Practices,State Action,Fidelity,Behavioral Objectives,Accountability,Achievement Gains,Faculty Development,Change Strategies,Scheduling,Evidence,Observation

The country is at a crossroads in implementing measures of educator effectiveness in K-12 classrooms. While the vast majority of states require student growth and achievement to be factored into teacher and principal evaluations, most states and school districts are now grappling with the practical realities of implementing these policies. In this report, the National Council on Teacher Quality (NCTQ) presents the most comprehensive and up-to-date policy trends on how states are evaluating teachers. The report also breaks new ground by providing a look at the policy landscape on principal effectiveness. Finally, NCTQ continues to examine state efforts to connect the dots--that is, use the results of evaluations to better inform practice and make decisions of consequence for teachers in the 50 states and the District of Columbia.
IDRA Newsletter. Volume 43, No. 4
Author: Goodman, Christie L., Ed.
Date: 2016-04-00
Type: Collected Works - Serial
Subjects: Early Childhood Education,Bilingual Students,English (Second Language),Technology Uses in Education,Partnerships in Education,Educational Change,Public Education,Annual Reports,Preschool Teachers,Child Development,Change Strategies,Educational Improvement

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Early Learning and includes: (1) Three Signs that Your Pre-K Might Need a Make Over (Felix Montes); (2) Bilingual Early Childhood Education: Capitalizing on the Language and Culture of the Home and Introducing English (Aurelio M. Montemayor, Consuelo Casas, Berta A. Medrano, and Abby Gonzalez); (3) Technology in Early Childhood; (4) The Power of Possibility: How IDRA and Our Partners are Transforming Public Education--IDRA Annual Report Released; and (5) Essential Approaches for Excellence &amp; Sustainable School System Transformation--New Publication Showcases Strategies that Deepen School Improvement. (Individual articles contain resources.)
IDRA Newsletter. Volume 43, No. 2
Author: Goodman, Christie L., Ed.
Date: 2016-02-00
Type: Collected Works - Serial
Subjects: Discipline Policy,Social Justice,Educational Practices,Equal Education,Educationally Disadvantaged,Change Strategies,Educational Change,STEM Education,Educational Opportunities,African American Students,Females,College Readiness,Literature Reviews,Bias,Elementary Secondary Education

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Valuing &amp; Asset-Based Solutions and includes: (1) Ensuring Equity and Nondiscrimination in Student Discipline Policy and Practice (David Hinojosa); (2) #AllMeansAll--Finding and Addressing the Roots of Educational Inequity (Laurie Posner); and (3) STEM Pathways for Girls of Color--A Review of the Literature (Paula Johnson).
IDRA Newsletter. Volume 43, No. 6, June-July 2016
Author: Goodman, Christie L., Ed.
Date: 2016-00-00
Type: Collected Works - Serial
Subjects: STEM Education,Educational Opportunities,Educational Technology,Open Source Technology,Disadvantaged Schools,Correlation,Awards,Youth Programs,Essays,Vocabulary Development,Language Acquisition,Culturally Relevant Education,Data Collection,Bias,Sampling,Poverty,Elementary Secondary Education

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Culture of Poverty vs. Culture of Possibility and includes: (1) Open Source Learning Tools Make STEM Possible in Underserved Schools (Mark Barnett); (2) Differences as Deficiencies--The Persistence of the 30 Million Word Gap (Sofía Bahena); (3) Confusing Correlation with Causation (Sofía Bahena); and (4) Six Teens Win 2016 National Essay Contest Awards: IDRA Coca-Cola Valued Youth Program Tutors Share Stories of the Program's Impact on Their Lives. (Individual articles contain resources.)
Summer Active Reading Programme: Evaluation Report and Executive Summary
Author: Maxwell, Bronwen
Date: 2014-10-00
Type: Reports - Research
Subjects: Summer Programs,Reading Programs,Reading Skills,Reading Comprehension,Elementary Secondary Education,Secondary School Students,Books,Foreign Countries,Program Evaluation,Program Effectiveness,At Risk Students,Recreational Reading,Randomized Controlled Trials,Student Attitudes,Low Income Groups,Socioeconomic Status,Intervention,Interviews,Observation,Questionnaires,Focus Groups,Pretests Posttests,Statistical Analysis,Achievement Tests,Grade 4,Reading Achievement,Reading Tests,International Assessment

The Summer Active Reading Programme aimed to improve reading skills and particularly comprehension by raising children's engagement in, and enjoyment of, reading at the transition from primary school to secondary school. The programme was delivered by Booktrust, an independent charity that aims to change lives through engaging people with reading. Participating pupils were gifted four book packs and invited to attend two summer events led by Booktrust staff at their new secondary school. The first book pack was gifted towards the end of the child's final term at primary school, the second and third packs at the summer events and the final pack in the first term of secondary school. Volunteers, recruited by Booktrust, gifted the book packs and supported activities, including one to one reading, at the summer events. The trial examined the impact of the programme on 205 pupils from 10 schools in the north of England who had been identified as unlikely to achieve Level 4a or above by the end of Key Stage 2. Pupils who were not likely to gain at least Level 2 were not included in the trial. The study was funded by the Education Endowment Foundation as one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Projects funded within this round aimed to identify effective ways to support pupils not achieving Level 4 in English at the end of Key Stage 2. The project was one of four funded with a particular focus on reading for pleasure. Among the key conclusions were: (1) On average, pupils who participated in the programme made slightly more progress in reading comprehension than similar pupils who did not; The evaluation was the first randomised controlled trial of a book-gifting programme in England that included a primary outcome measure of attainment, but problems with recruiting schools reduced the sensitivity of the evaluation and its potential to identify impact; and (3) A positive impact on enjoyment of reading was detected for pupils not in receipt of free school meals. However, in terms of attainment this group improved slightly less than those eligible for free school meals.
Switch-On Reading: Evaluation Report and Executive Summary
Author: Gorard, Stephen
Date: 2014-02-00
Type: Reports - Research
Subjects: Reading Instruction,Literacy Education,Intervention,Reading Achievement,At Risk Students,Reading Programs,Secondary School Students,Reading Fluency,Reading Comprehension,Foreign Countries,Scores,Pretests Posttests,Program Evaluation,Program Effectiveness,Randomized Controlled Trials,Comparative Analysis,Statistical Analysis

Switch-on Reading is an intensive 10-week literacy intervention. It is delivered on a one to one basis by staff, most commonly teaching assistants, who have been trained in the approach. The purpose of Switch-on is to achieve functional literacy for as many pupils as possible, and so to close the reading achievement gap for vulnerable children working below age-expected levels. It is inspired by the well-established intervention Reading Recovery, which is teacher led and delivered over a 12-20 week period. In this evaluation, the programme involved regular sessions for pupils who had not achieved Level 4 English at Key Stage 2. The identified pupils in Year 7 attended regular 20-minute reading sessions over the course of the Spring term. The students were removed from class to attend the sessions, which aimed to improve their reading comprehension and fluency. Each session required students to read from four different books graded on the basis of their difficulty. Training and support for staff was provided by the Every Child a Reader staff of Nottinghamshire Local Authority. The overall result was an effect size of +0.24, based on the pooled standard deviation of the post-test score for both groups, meaning that the programme made a noticeable positive impact. Pupils with low attainment prior to the intervention showed particularly positive results, making five additional months progress on average. Pupils eligible for free school meals and pupils identified as having special educational needs made four additional months progress on average. As such, this evaluation suggests that Switch-on can be an effective intervention for weak and disadvantaged readers at the stage of transition to secondary school.
Percentage of L1-Based Errors in ESL: An Update on Ellis (1985)
Author: Pichette, François
Date: 2018-04-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Error Patterns,Native Language,Interference (Language),Error Analysis (Language),Classification

Following a surge in the 1970s of research on the role played by the L1 in L2 acquisition, Ellis (1985) compiled ESL studies in which the percentage of L1-based errors was provided. He concluded that, according to available research findings, approximately one third of ESL errors appear to be due to L1 influence. For more than 30 years, that figure of 33% has been circulating and Ellis' table and/or its content has been reproduced in many publications. Increased accessibility to publications in electronic form makes it possible not only to add new studies to the table created by Ellis, but to make changes to the already existing table by adding studies conducted prior to 1985. A thorough search based on various selection criteria allowed us to greatly expand the original table with 20 newer studies, and eight studies that had been overlooked in 1985. We obtained the more reliable figure of 42%, based on 34 studies rather than on seven only.
Exploring Novice and Experienced Iranian EFL Teachers&apos; Beliefs Representations: A More Vivid Picture
Author: Mehrpour, Saeed
Date: 2018-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Language Teachers,Beginning Teachers,Experienced Teachers,Pedagogical Content Knowledge,Classroom Techniques,Qualitative Research,Case Studies,Grounded Theory,Validity,Educational Practices,Sampling,Measures (Individuals),Knowledge Base for Teaching,Teacher Characteristics,Semi Structured Interviews,Questionnaires,Observation,Check Lists

As part of a larger scale research on teachers' beliefs and practices, the present study examined the categories of pedagogical beliefs of novice and experienced EFL teachers (gleaned from the administration of 'Importance of Pedagogical Knowledge Scale' (IPKS)) and their verbal reports through semi structured interviews and stimulated recall, and compared these categories to their practices which were examined through classroom observation. The goal was to explore the possible mismatches between novice and experienced teachers' beliefs (TB) and practices in relation to classroom management and organization, language assessment, motivation, and teachers' knowledge including, content knowledge, pedagogical content knowledge, and pedagogical knowledge. Within the domain of the qualitative research, a multi-case study design was utilized, involving eight novice and experienced teachers who were selected through purposive sampling. The data were analyzed using the constant comparative method around common themes and categories, which were identified as distinctive features of teachers' beliefs; the same categories were then compared with teachers' practices. To ensure the validity of the results, multiple data sources were used to triangulate the data. The results of the study showed that the pedagogical beliefs of novice and experienced teachers were represented differently in their practices, and except for teachers' content knowledge there were mismatches between their beliefs and practices considering the other major categories.
Parental Perceptions toward and Practices of Heritage Language Maintenance: Focusing on the United States and Canada
Author: Liang, Feng
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Language Maintenance,Native Language,Immigrants,Parent Attitudes,Language Usage,Expectation,Parent Responsibility,Family Environment,Cultural Influences,Behavior,Bilingualism,Literature Reviews,Interpersonal Communication,Employment,Ethnicity,Barriers

This study reviews 17 studies since the year of 2000 on the perceptions and practices of immigrant parents who reside in the United States or Canada with respect to their children's heritage language maintenance (HLM). The findings suggest that parental perceptions may change due to practical considerations and vary with different degrees of expectation, emphases, and reasons. To apply their attitudes into practice, the body of literature shows that parents take the responsibility to make efforts, through trying to make full use of the in-house and external resources such as creating language environment and attending heritage language school and church. However, some of them have little enthusiasm and some of them change their language practices. Also, there are discrepancies between what they think and what they practice. Several challenges are synthesized including children's changing language practices, their resistance to attending heritage language school, and parents' lack of time and energy. Further implications are discussed regarding children's bilingual/multilingual development, parental efforts, and external resources. It is concluded that joint efforts from parents, educational institutions, governments, and other organizations should be made to tackle the issues in HLM.
Movie-Generated EFL Writing: Discovering the Act of Writing through Visual Literacy Practices
Author: Hekmati, Nargess
Date: 2018-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Films,Writing Skills,Qualitative Research,Writing Assignments,Learning Activities,Action Research,Instructional Effectiveness,Visual Literacy,Foreign Countries,Adolescents,Young Adults,Sentences,Questionnaires

The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking an action research design, and by relying on different sources to enrich the class, the researchers took the learner-and-instructor role to explore writing beyond its conventional practices in EFL classrooms. After 40 hours of instruction, it was shown that the students found a way to enrich their writings and to express their ideas through words and statements that resembled the way writers and directors of the movies dealt with pictures. Students were engaged in deciphering the pictures, inferring and expressing the meanings, and finding a framework for their writings based on the genres of the movies. Following these activities, learners learnt how to be visually literate and to move beyond the predetermined writing formats and discover their own through an artistic practice to give life to their texts, like movies.
Transporting Motivational Interviewing to School Settings to Improve the Engagement and Fidelity of Tier 2 Interventions
Author: Frey, Andy J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Motivation,Intervention,Teaching Methods,Social Work,School Social Workers,School Counselors,School Psychologists,Fidelity,Disabilities,Motivation Techniques,Parent Participation,Models,Decision Making,Teacher Participation,Learner Engagement,Interviews

The majority of Tier 2 interventions are facilitated by specialized instructional support personnel, such as a school psychologists, school social workers, school counselors, or behavior consultants. Many professionals struggle to involve parents and teachers in Tier 2 behavior interventions. However, attention to the motivational issues for influencing parents and teachers' decisions to participate or implement the intervention as it was intended are often missing. In this article, the authors describe their efforts to infuse motivational interviewing into a well-established Tier 2 intervention, First Step to Success. Specifically, they summarize the iterative process that they followed in order to develop this integrated model and the methods and results found in training coaches to implement it. Implications for practice and research are also discussed. [This paper was published in &quot;Journal of Applied School Psychology&quot; (EJ1002684).]
Restraint and Seclusion: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Rafa, Alyssa
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Discipline Policy,Discipline Problems,School Policy,State Legislation,Educational Practices,State Action,Elementary Secondary Education

The practice of seclusion generally refers to procedures that isolate a student from others, while restraint refers to the physical holding or mechanical restriction of a student's movement. While these practices are typically utilized as tools for addressing imminent safety concerns, the use of restraint or seclusion on students who are exhibiting problematic behaviors has been prone to misapplication and abuse--possibly placing students in even more unsafe situations. Additionally, students with disabilities are restrained or secluded at much higher rates than students without disabilities. According to the Office for Civil Rights, more than 100,000 students, including almost 69,000 students with disabilities, were placed in seclusion or physically restrained at school in 2013-14. The disproportionate use of these practices on students with disabilities has garnered much attention from the federal government in recent years. A 2009 report from the U.S. Government Accountability Office found no federal laws restricting the use of restraint and seclusion in public and private schools, and widely divergent laws at the state level. Since then, the U.S. Department of Education has released several guidance documents outlining the potential legal issues with these practices and providing states with alternative frameworks for approaching discipline and school safety. This policy snapshot examines how the states are regulating these practices. At the state level, legislation to regulate restraint and seclusion practices generally seeks to: (1) limit the use of these procedures, except in cases of immediate danger; (2) mandate reporting when restraint and seclusion are used; (3) ensure school personnel are properly trained; and (4) establish commissions to study the use of these practices.
Changes in Bullying Victimization and Hate-Related Words at School since 2007. Data Point. NCES 2018-095
Author: Lessne, Deborah
Date: 2018-03-00
Type: Reports - Research
Subjects: Bullying,Victims,Student Surveys,Preadolescents,Adolescents,Student Behavior,National Surveys,Verbal Communication,Aggression,Social Isolation,Social Bias

Data from the School Crime Supplement (SCS) to the National Crime Victimization Survey, a nationally representative sample survey of students ages 12 through 18, were used to examine changes in reports of bullying and being called hate-related words at school. The SCS study is completed every other year. Data from five consecutive surveys are included in this report: school years 2006-2007, 2008-2009, 2010-2011, 2012-2013, and 2014-2015. The SCS asks students whether they were bullied or called hate-related words in the school building, on school property, on the school bus, or going to or from school. Specifically, students were asked to report if they were made fun of, called names, or insulted; were the subject of rumors; were threatened with harm; were pushed, shoved, tripped, or spit on; were pressured into doing things they did not want to do; were excluded from activities on purpose; or had property destroyed on purpose. Students are separately asked whether anyone called them an insulting or bad name at school having to do with their race, religion, ethnic background or national origin, disability, gender, or sexual orientation (hate-related words). Analysis is restricted to the SCS respondents in each year who were enrolled in grades 6 through 12, and did not receive any part of their education through homeschooling during the school year.
Expanding Quality Options: Louisiana Type 2, 4 and 5 Charter Schools. 2013-2014 Annual Report
Author: Louisiana Department of Education
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Elementary Secondary Education,School Choice,Institutional Autonomy,Accountability,Academic Achievement,School Effectiveness,Educational Quality,Educational Finance,School Administration

The Louisiana Department of Education has three core beliefs: belief in children, belief in educators, and belief in family. Louisiana's charter schools embody these key beliefs. Charter schools give families an opportunity to choose the school environment that is best suited to meet the needs of their children and put educational decisions in the hands of parents and educators--those closest to students. The purpose of this report is to provide an overview of the performance and progress of Type 2, 4 and 5 Charter Schools in the 2013-2014 school year.