ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Connections: From the Classroom to the World Beyond. Selected Papers From the 2004 Central States Conference
Author: Di Donato, Robert, Ed.
Date: 2004-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Instruction,Second Language Learning,Majors (Students),Portfolios (Background Materials),Linguistic Input,Academic Advising,Socialization,Reading Comprehension,Cognitive Style,Role,Gender Differences,Teaching Methods,Instructional Materials,Elementary Secondary Education,Slavic Languages,Electronic Mail,Folk Culture,Cultural Awareness,German,Childrens Literature,Grammar,Thinking Skills,Faculty Development,Language Teachers

The title, &quot;Making Connections: From the Classroom to the World Beyond&quot;, underscores one of the basic principles of language teaching echoed in the American Council on the Teaching of Foreign Languages (ACTFL) &quot;Standards for Foreign Language Learning in the 21st Century&quot;. Teachers are constantly making connections in their language classes: to their students, to the curriculum, to other cultures, to teaching practices, to other disciplines, and to the global community. These connections are based on an infrastructure of language teaching and learning that involves research, theory, classroom practice, activities, and events. Over the past fifty years the profession has undergone enormous changes brought about by new research in second language acquisition as well as new directions in language teaching and learning. Once isolated from other disciplines, world languages now reaches out to them and incorporates them into the curriculum and into daily classroom activities. Furthermore, e-mail and the internet have added vast new dimensions to language teaching repertoire, enabling teachers to reach out to the global community in ways they were unable to previously. The articles are divided in sections that reflect and elaborate on the concept of making connections: (1) Making Connections to Program; (2) Making Connections to Research; (3) Making Connections to the Classroom; and (4) Making Connections to the Classroom and Beyond.
The Year of Languages: Challenges, Changes, and Choices. Selected Papers from the 2005 Central States Conference
Author: Boyles, Peggy, Ed.
Date: 2005-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Elementary Secondary Education,Preschool Education,Higher Education,Communities of Practice,Social Networks,Computer Mediated Communication,Language Teachers,Teacher Education,Portfolios (Background Materials),Accountability,Second Language Programs,Oral Language,Computer Assisted Testing,Metacognition,Computer Software,Grammar,Evaluation Methods,Writing (Composition),Learning Processes,Poetry,German,Futures (of Society),Educational Technology,Student Empowerment,Instructional Effectiveness,Curriculum Development,Cultural Awareness,Cooperative Learning,Intercultural Communication,Teaching Methods

The theme for the 2005 Central States Conference, &quot;Year of Languages,&quot; and the title of this volume, &quot;The Year of Languages: Challenges, Changes, and Choices,&quot; reinforce the commitment and passion that language educators demonstrate in their profession. Whether teaching in a small rural school or developing innovative programs in university settings, educators in the Central States are meeting challenges and instigating changes with creativity and enthusiasm. This volume celebrates those efforts. The 25 papers herein are organized around five key themes: (1) Year of Languages; (2) Challenges in PK-20 World Language Education; (3) Changes in Curriculum, Assessment, and Instruction; (4) Choices to Create Real-World Learning; and (5) Celebrations of Language Learning.
Responding to a New Vision for Teacher Development. Selected Papers from the 2006 Central States Conference
Author: McAlpine, Dave, Ed.
Date: 2006-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Preservice Teacher Education,Web Based Instruction,Distance Education,Standards,Study Abroad,Administrator Attitudes,Faculty Development,Teacher Student Relationship,Teacher Attitudes,Student Attitudes,Educational Technology,Teaching Methods,Audience Response Systems,Student Participation,Classroom Communication,Reciprocal Teaching,Secondary School Students,French,College Students

The 2006 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Illinois Council on the Teaching of Foreign Languages, celebrated languages of the world in the classroom and in the community. This volume of the CSC &quot;Report&quot; is the companion volume for the 2005 CSC &quot;Report,&quot; &quot;The Year of Languages: Its Challenges, Changes, Choices, and Celebrations&quot; (see ED598294). This 2006 volume focuses on pre-service teacher preparation and its connected issues, and in-service teacher development and its related topics. Integrating the perspectives of language and communities for both present and future teachers is evident in the conference program and in the articles selected for this volume. The articles integrate the perspectives of a new vision for teacher development whether it is meeting the needs of a changing population, developing mentoring programs, studying abroad, or preparing for new requirements. The participants of the conference integrated the perspectives of language and communities. Both the CSC &quot;Report&quot; and conference integrated perspectives of foreign language education fundamental to meeting the future needs of students and teachers.
Touch the World. Selected Papers from the 2012 Central States Conference
Author: Sildus, Tatiana, Ed.
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Preschool Education,Elementary School Students,Higher Education,Advocacy,Community Programs,Service Learning,Teaching Methods,Web 2.0 Technologies,Technology Integration,Educational Technology,Communities of Practice,Cultural Awareness,21st Century Skills,Language Teachers,Faculty Development

The 2012 Central States Conference on the Teaching of Foreign Languages focused on ways to integrate culture into every facet of the World Language classroom. This publication presents a refereed volume of selected papers based on the theme and program of the Central States Conference on the Teaching of Foreign Languages. Those who attended the conference were reminded of the importance of recognizing the cultural spark that ignited their passion to teach and share world languages with future generations. At the same time a variety of strategies and opportunities that are available to educators through both physical and digital media were examined. More than 250 presenters at the 2012 conference shared their genius through sessions and workshops over the course of the three days. From a joint venture with the Wisconsin FLESFEST to support from the national language organizations, to professional development offerings ranged from pre-kindergarten to university with themes from advocacy to technology. Throughout the 2012 &quot;Report,&quot; the authors have contributed a variety of articles to this publication. These scholars discuss how technology ties into the instruction of culture in the classroom and connecting students to the world. Teacher development and community involvement are also topics included that will help readers make connections with the world and the plethora of cultures that surround us. This 2012 &quot;Report&quot; addresses all levels of instruction from kindergarten to university to give the readers of this volume the highest possibility of making a connection with the articles.
MultiTasks, MultiSkills, MultiConnections. Selected Papers from the 2013 Central States Conference on the Teaching of Foreign Languages
Author: Dhonau, Stephanie, Ed.
Date: 2013-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Language Role,Elementary Secondary Education,Kindergarten,Higher Education,Communicative Competence (Languages),21st Century Skills,Instructional Innovation,Teaching Methods,Grammar,Foreign Countries,Chinese,Japanese,Orthographic Symbols,Spanish,Computer Assisted Instruction,Task Analysis,Literature,Guidelines,Rating Scales,Language Skills

This year's volume of the Central States Conference on the Teaching of Foreign Languages (CSCTFL) Report centering on the conference theme of MultiTasks, MultiSkills, and MultiConnections focused on the importance or world language use within the classroom and beyond with articles extending the conversation on target language use in instruction, on 21st century skills and accompanying Web 2.0 technologies that faculty and students can access and use to connect to the larger world, and applications of standards based instruction at K-16 levels of instruction. The profession's K-16 &quot;Standards for Foreign Language Learning in the 21st Century&quot; are well represented in this year's volume as all articles connect in some manner with one or more of the 5Cs in meaningful ways, demonstrating how the profession has embraced the national conversation on what &quot;students should know and be able to do in a second or multiple language&quot;. The collection of articles in the MultiTasks section, share the theme of instructor target language (TL) use with recent attention placed on the role of the target language in instructed situations. In the MultiSkills section of this publication, readers will find a focus on the Partnership for 21st Century skills and technology integration in three articles. Articles in MultiConnections integrate various aspects of language learning usage for various purposes including connections to the Common European Framework of Reference (CEFR), to service learning for collegiate intermediate Spanish students not necessarily pursuing a major or minor in the language, and to innovations for providing more literature exposure into language learning. &quot;Innovative Approaches to teaching Literature in the World language classroom,&quot; examines the need to provide and support literary texts in language instruction by bridging the gap between developing language proficiency for interpersonal communication and developing literary understanding of authentic literary texts.
Support Coordination Strategies That Impact Employment Outcomes and Services for Individuals Served by State Intellectual/Developmental Disabilities Agencies. Bringing Employment First to Scale, Issue No. 17
Author: Brent, Barbara
Date: 2018-00-00
Type: Reports - Research
Subjects: Caseworker Approach,Caseworkers,Intellectual Disability,Developmental Disabilities,Employment Services,Teamwork,Coordinators,Individualized Programs,Cooperative Planning,Individualized Family Service Plans

Case managers, often called support coordinators, are pivotal in the service system supporting people with intellectual/developmental disabilities (I/DD) and their families to have meaningful lives in the community, which includes access to community integrated employment. Support coordinators balance this priority, along with ensuring individual health and well-being and completing the administrative duties associated with Medicaid requirements. Further, as employment practices and service structures evolve, case managers will need additional skills and knowledge around employment service delivery across multiple systems as part of their repertoire. This white paper analyzes the importance and complexity of support coordination and identifies policy considerations and strategies for public I/DD systems to assist support coordinators (and teams) to embed employment as a priority in service plan development, implementation, and follow-up. Support coordination and planning processes of three states (Missouri, Pennsylvania, and Washington, D.C.) are highlighted. [This report was produced by the Rehabilitation Research and Training Center (RRTC) on Advancing Employment for Individuals with Intellectual and Developmental Disabilities, a project of ThinkWork! at the Institute for Community Inclusion at UMass Boston.]
Fostering Connections, Empowering Communities, Celebrating the World. Selected Papers from the 2016 Central States Conference on the Teaching of Foreign Languages
Author: Moeller, Aleidine J., Ed.
Date: 2016-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Elementary Secondary Education,Higher Education,Teaching Methods,Singing,Music,Dance,Authentic Learning,Educational Technology,Cooperative Learning,Computer Mediated Communication,Team Teaching,Best Practices,Online Courses,College Students,College Faculty,Workshops,Reading Instruction,German,Language Tests,Literature,Historic Sites,History,International Education,Story Telling

The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled &quot;Fostering Connections, Empowering Communities, Celebrating the World,&quot; contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.
The Effect of Teaching the Subject &quot;Granular Structure of Substances&quot; through a Four-Stage Life-Based Teaching Model on Students&apos; Academic Achievement
Author: Rusçuklu, Pinar
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Instructional Effectiveness,Retention (Psychology),Middle School Students,Grade 6,Teaching Methods,Chemistry,Science Instruction,Foreign Countries,Student Participation

The purpose of this study is to find out the effects of teaching the unit &quot;Granular Structure of Substances&quot; using a four-stage life-based teaching model on students' academic achievement and the retention of learning. The study employed a pretest-posttest randomized control group design. It surveyed a total of 52 6th-grade students attending a selected middle school. 24 students were included in the experimental group and 28 in the control group. The study used an &quot;Achievement Test on the Granular Structure of Substances&quot; consisting of 31 items as a data collection tool to measure the achievements of the main acquisitions and concepts covered in the unite &quot;Granular Structure of Substances&quot;. Independent samples t-test and dependent samples t-test were used in in the data analysis. The research results indicated that teaching activities prepared using the four-stage life-based learning model concerning the determined subject were influential on students' academic achievement and the retention of learning. In addition, the four-stage life-based teaching model was found to be more successful in enhancing academic achievement and the retention of learning compared to the traditional approach to teaching.
Development and Psychometric Properties of Teacher Classroom Leadership Scale (TCLS) = Ögretmen Sinif Liderligi Ölçegi&apos;nin (ÖSLÖ) Gelistirilmesi ve Psikometrik Özellikleri
Author: Karabag Köse, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Styles,Measures (Individuals),Teacher Leadership,Instructional Leadership,Psychometrics,Test Construction,High School Teachers,Factor Analysis,Test Reliability,Content Validity,Goodness of Fit,Foreign Countries,High School Students,Teacher Role,Teacher Responsibility

The purpose of the present study was to develop a reliable and valid scale that assesses teachers' classroom leadership. Based on interviews with students and teachers and a review of literature, scale items were created for teachers' roles and responsibilities in leading students. Two independent samples participated in the study: 407 high school students during item generation and 594 high school students during scale validation. A principal component analysis revealed that the scale's 25 items contained four factors (i.e., interaction, motivation, in-class processes, and out-of-school processes) and explained over 54% of the total variability. Confirmatory factor analyses indicated acceptable fit and reliability coefficients were also found to be acceptable. It was concluded that the TCLS is a valid and reliable instrument in assessing teachers' classroom leadership. [This study is presented in both English and Turkish.]
Measuring Up: Learning about Improving Equity from Australia&apos;s Early Childhood Development Census. In Focus
Author: Boller, Kimberly
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Equal Education,Early Childhood Education,Child Development,Access to Education,Test Validity,Well Being,Physical Health,Interpersonal Competence,Emotional Development,Language Skills,Cognitive Ability,Communication Skills,Knowledge Level,Advocacy,Public Policy

Australia is the only country in the world that regularly collects comprehensive information about the holistic development of children entering their first year of school. Known as the Australian Early Development Census (AEDC), the data gathered from this work guides national and state policy. These types of measurements are useful for the United States because they can inform current discussions of equity in access to early childhood services and outcomes for children. With support from the Robert Wood Johnson Foundation, six U.S.-based early childhood leaders traveled to Australia in 2018 to attend the AEDC National Conference in Melbourne. This brief discusses the lessons learned and how Australia's experience using the AEDC can be applied in the United States.
An Evaluation of State Compensatory Education, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-04-10
Type: Reports - Evaluative
Subjects: Compensatory Education,At Risk Students,Remedial Instruction,Dropout Prevention,Academic Achievement,Academic Support Services,Achievement Tests,Standardized Tests,Elementary Secondary Education,Financial Support,School Districts,Program Effectiveness,Graduation Rate,Performance,Costs,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Pregnancy,Nontraditional Education

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. For this year's evaluation of SCE, the Stanford 10 and Aprenda 3 served as the assessment measures for grades 1 and 2, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8, STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 through 11 for the 2013-2014 school year. The purpose of this report is to describe and evaluate the SCE funded programs in HISD as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the Stanford, Aprenda, STAAR, and STAAR EOC and disparities in the rates of high school completion between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the Stanford, Aprenda, STAAR, and STAAR EOC with the performance of their not at-risk counterparts. As required by the Texas Education Agency (TEA) (2004), differences in passing rates between at-risk and not at-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2004), high school completion rates are reported for at-risk and not at-risk students attending HISD.
The 2018 Michigan Public High School Context and Performance Report Card
Author: DeGrow, Ben
Date: 2019-00-00
Type: Reports - Research
Subjects: Public Schools,High Schools,Academic Achievement,High School Students,Standardized Tests,Socioeconomic Status,School Effectiveness,Charter Schools,Selective Admission,College Entrance Examinations,Scores

The 2018 Michigan Public High School Context and Performance Report Card is the fourth edition in a series of analyses designed to measure high school performance. The first report was published in 2012 (ED541512) and was followed by analyses in 2014 (ED560065) and 2016 (ED588530). This report is a school-level assessment of academic performance based on a four-year average of state standardized tests. This report card is unique in that it takes into consideration the socioeconomic status of students when assessing an individual school's performance. The goal of this report card is to better inform the debate around relative school effectiveness and to provide parents, educators and school leaders with a more accurate picture of school performance. This report includes a brief explanation of the data and methodology used to rank schools, as well as more statistical information in adjoining appendices. Selected results are also presented, including the best- and worst-performing high schools in the state according to this analysis. Finally, this report card includes a full list of all the results for every public high school, including their letter grade and statewide percentile rank. [Cover title varies: &quot;The Michigan Context and Performance Report Card: High Schools, 2018.&quot;]