ethanporcaro/eric-fulltext-meta huggingface dataset:
Staff Perceptions of Blending Special Education and General Education in a Public Pre-School Setting
Author: Hunsinger, Ashley M.
Date: 2022-08-04
Type: Dissertations/Theses - Masters Theses
Subjects: Preschool Education,Preschool Teachers,Public Schools,Teacher Attitudes,Inclusion,Students with Disabilities,Preschool Children,Outcomes of Education,Emotional Development,Social Development,Equal Education,Educational Legislation,Federal Legislation,Educational Environment,Regular and Special Education Relationship

The professional perceptions of instructional personnel at a public prekindergarten program were examined in this mixed methods study. The staff was provided with an anonymous Google form survey. This study investigates the social-emotional outcomes of students in an inclusive prekindergarten program. The outcome of the survey responses showed that students with and without disabilities benefit from the inclusive program.
Looking Back on DC Education Reform 10 Years After, Part 1: The Grand Tour
Author: Phelps, Richard P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,School Districts,Public Schools,Teacher Evaluation,Ethics

Over several weeks of the late Spring and early Summer of 2010, along with a bright summer intern, the author visited a dozen DCPS schools. The alleged purpose was to collect feedback on the design of an expanded testing program. These meetings were informative, animated, and very well attended. School staff appreciated the apparent opportunity to contribute to policy decisions and tried to make the most of it. The Grand Tour was insightful. In all, the author polled over 500 DCPS school staff. Not only were all of their suggestions reasonable, some were essential in order to comply with professional assessment standards and ethics. Nonetheless, back at DCPS' Central Office, each suggestion was rejected without any serious consideration. Four central office staff outvoted several-hundred school staff (and the author's recommendations as assessment director). Ultimately, the new testing program proposal would incorporate all the new features requested by senior Central Office staff, no matter how burdensome, and not a single feature requested by several hundred supportive school-level staff, no matter how helpful. [For &quot;Looking Back on DC Education Reform 10 Years After, Part 2: Test Cheats,&quot; see ED625368.]
Looking Back on DC Education Reform 10 Years After, Part 2: Test Cheats
Author: Phelps, Richard P.
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Change,School Districts,Public Schools,Testing,Cheating,Student Evaluation,Testing Problems

Ten years ago, the author worked as the Director of Assessments for the District of Columbia Public Schools (DCPS). For temporal context, the author arrived after the first of the infamous test cheating scandals and left just before the incident that spawned a second. Indeed, the author filled a new position created to both manage test security and design an expanded testing program. The author departed shortly after Vincent Gray, who opposed an expanded testing program, defeated Adrian Fenty in the September 2010 DC mayoral primary. The author's tenure coincided with Michelle Rhee's last nine months as Chancellor. There were measures that the Rhee-Henderson administrations could have adopted to substantially reduce the incidence of cheating, but they chose none that might have been effective. Rather, they dug in their heels, insisted that only a few schools had issues, which they thoroughly resolved, and repeatedly denied any systematic problem. Education bureaucrats can tell the public that the system they manage works just fine, no matter what the reality. They can get away with this because they control most of the evidence and can suppress it or spin it to their advantage. [For &quot;Looking Back on DC Education Reform 10 Years After, Part 1: The Grand Tour,&quot; see ED625367.]
Dual Language Programs. Intervention Brief. English Language Arts Topic Area. WWC 2023-001
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Language of Instruction,Bilingual Education,English Language Learners,Language Usage,Academic Achievement,Elementary School Students,Racial Differences,Ethnicity,Socioeconomic Status,Gender Differences,Program Effectiveness,Program Implementation,Immersion Programs,Costs,Middle School Students,Language Arts

Providing instruction in multiple languages has the potential to simultaneously help both native English speakers and English learners to develop language proficiency. &quot;Dual language programs&quot; can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language and English. Typically in &quot;dual language programs,&quot; classroom teachers instruct students from an early age and over multiple years in both English and a second language called the partner language. These programs vary widely by partner language, primary language of the student population, and duration. Because reaching proficiency in a second language may require substantial exposure over an extended period of time, this report examines &quot;dual language programs&quot; that (1) span at least the elementary grades; and (2) provide at least 50 percent of instruction in the partner language. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED625372.]
Dual Language Programs. Intervention Report. English Language Arts Topic Area. WWC 2023-001
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Language of Instruction,Bilingual Education,English Language Learners,Language Usage,Academic Achievement,Elementary School Students,Racial Differences,Ethnicity,Socioeconomic Status,Gender Differences,Program Effectiveness,Program Implementation,Immersion Programs,Costs,Grade 5,Middle School Students,Language Arts

Providing instruction in multiple languages has the potential to simultaneously help both native English speakers and English learners to develop language proficiency. &quot;Dual language programs&quot; can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language and English. Typically in &quot;dual language programs,&quot; classroom teachers instruct students from an early age and over multiple years in both English and a second language called the partner language. These programs vary widely by partner language, primary language of the student population, and duration. Because reaching proficiency in a second language may require substantial exposure over an extended period of time, this report examines &quot;dual language programs&quot; that (1) span at least the elementary grades; and (2) provide at least 50 percent of instruction in the partner language. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;dual language programs&quot; on student outcomes. [For the Intervention Brief, see ED625370.]
Early Interaction: New Approaches
Author: Messinger, Daniel S.
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Infants,Interaction,Early Experience,Peer Relationship,Child Caregivers,Affective Behavior,Nonverbal Communication,Psychological Patterns,Computation,Artificial Intelligence,Models,Synchronous Communication,Child Development,Autism Spectrum Disorders

Early interaction is a dynamic, emotional process in which infants influence and are influ­enced by caregivers and peers. This chapter reviews new developments in behavior imag­ing--objective quantification of human action--and computational approaches to the study of early emotional interaction and development. Advances in the automated mea­surement and modeling of human emotional behavior--including objective measurement of facial expressions, machine-learning approaches to detecting interaction and emotion, and electrophysiological measurements of emotional signals--provide new insights into how interaction occurs. Furthermore, advances in automated measurement and modeling can be applied to the study of atypical development, contributing to our understanding of, for example, social affective behaviors in toddlers with autism spectrum disorder (ASD). The chapter concludes by posing questions for future directions of the field of computa­tional approaches to emotion. [This chapter was published in: &quot;The Oxford Handbook of Emotional Development,&quot; edited by D. Dukes et al., Oxford University Press, 2022, pp. 305--C21.P102.]
A Granular Perspective on Inclusion: Objectively Measured Interactions of Preschoolers with and without Autism
Author: Fasano, Regina M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Preschool Children,Inclusion,Preschool Education,Autism Spectrum Disorders,Students with Disabilities,Peer Relationship,Interaction,Developmental Delays,Verbal Communication,Language Skills,Social Networks,Student Characteristics

Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M = 50.14 months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. [This is the online first version of an article published in &quot;Autism Research.&quot;]
The Advantage of Males Writing the CCSLC Mathematics Examination Prior to the CSEC Mathematics Examination: A Statistical Justification for Mandatory Implementation
Author: Griffith, Atiba David
Date: 2022-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Males,Secondary School Mathematics,Educational Certificates,Gender Differences,Adolescents,Mathematics Education,Critical Race Theory,Mathematics Achievement,Blacks,Foreign Countries,Scores,Mathematics Tests,Success,Student Needs

The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who only took the CSEC mathematics examination. With respect to research question two, when compared to female students who wrote the CCSLC mathematics examination before taking the CSEC mathematics examination, the results indicated that the male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination mean score was marginally higher than the female student. Although the male students' score was marginally higher than the female student, based on the two-sampled independent t-test, there was no statistically significant difference in mean scores.
The 2021 National School Climate Survey: The Experiences of LGBTQ+ Youth in Our Nation&apos;s Schools. A Report from GLSEN
Author: Kosciw, Joseph G.
Date: 2022-00-00
Type: Reports - Research
Subjects: LGBTQ People,High School Students,Middle School Students,Student Experience,Language Usage,Bullying,Educational Environment,Teacher Behavior,Student Behavior,Violence,Social Discrimination,Mental Health,Well Being,Academic Achievement,Social Support Groups,School Safety,Computer Mediated Communication,Self Disclosure (Individuals),School Personnel,Role,School Policy,Educational Discrimination,Clubs,Access to Information,Inclusion,Resources,Victims,Discipline,Gender Differences,Racial Differences,Ethnicity,Institutional Characteristics

The full GLSEN 2021 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, and explores LGBTQ students' experiences with GSAs. In addition, this installment of GLSEN's National School Climate Survey also includes an exploration of how school climate has changed over time. Because this data is from the 2020-2021 academic year, when schools had to respond to the COVID pandemic, we also discuss key differences between the experiences of LGBTQ+ students in online only, in-person only, and hybrid learning environments. [For the executive summary, see ED625381. For &quot;The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools. A Report from GLSEN,&quot; see ED608534.]
Grammatical and Academic Writing Competence of Special Science Class Students
Author: Alova, Iana Menzi Calanza
Date: 2023-00-01
Type: Journal Articles
Subjects: Grammar,Academic Language,Writing Instruction,Grade 10,Science Instruction,Correlation,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Validity,Reliability,Gender Differences,Parent Background,Educational Attainment,Junior High School Students,Foreign Countries

The recent results of the Education First English Proficiency Index (EF EPI) showed that the country placed seven spots lower compared to the past ranking. The purpose of this study is to determine the level of competence of students in grammar and academic writing and to find out if a significant relationship existed between the variables. This research paper utilized the Descriptive-Correlational research design to determine the level of grammatical and academic writing competence and to determine possible associations between them. The ninety (90) respondents were from the Grade 10 students enrolled in Special Science Class selected using a stratified sampling technique. The researcher-made questionnaire was given to the students through an online platform that has gone through validity and reliability testing. The statistical tools used were the mean and standard deviation to determine the levels of competence, and the Spearman Rank Order coefficient ? was used to determine the relationship between grammar and academic writing competence. The results in the grammar (M=28.29, SD=3.92) and academic writing tests (M=20.37, SD=3.25) revealed that the students are moving towards mastery, likewise, it showed that there is no significant relationship between the grammatical competence and the students' academic writing competence (p-value = 0.3121). Several variables are also measured to determine the influence of these factors, such as sex and parents' educational attainment. This study revealed that the students' sex has no significant difference in the students' level of competence in grammar and academic writing, while the students' parents' highest educational attainment has a significant difference with the students' academic writing competence, especially with parents' that has a post-graduate degree. It can be concluded that the proficiency of the students in grammar does not correlate with their academic writing skills of the students.
A Descriptive Study on Class Size toward Senior High School Students&apos; Evaluation of Robotics Teachers
Author: Cervantes, Karen T.
Date: 2022-05-00
Type: Reports - Research
Subjects: Class Size,Robotics,High School Students,Student Attitudes,Teacher Evaluation,Computer Science Education,Teacher Attitudes,Pedagogical Content Knowledge,Teacher Student Relationship,Teacher Behavior,Technological Literacy,Correlation,Teacher Effectiveness,Foreign Countries,Teacher Student Ratio,Likert Scales,Student Evaluation of Teacher Performance

Class sizes are vital to the conducive learning of students. As this study aimed to identify the difference in robotics teachers' evaluations depending on the class size number. Also, this research is focused on the evaluation of the teachers teaching Robotics at St. Dominic College of Asia. The instrument used is the standard teacher evaluation being used in the same institution, which gathers the mean score of the content knowledge, pedagogical knowledge, technological knowledge, and teachers' attitudes and behavior. The results of each part of the teacher evaluation did not vary significantly from each other as the result only varies from Very Satisfactory to Excellent. Though the class size number changes, the number of the mean scores collected from each category did not show a significant difference. Therefore, the study concludes that the class size number has no significant impact on the teacher evaluation since the number of results did not vary significantly. This implies that teacher evaluation results cannot be directly identified through the number of students in a classroom, but the teacher should be well-trained in the subject matter being taught.
The 2021 National School Climate Survey: The Experiences of LGTBQ+ Youth in Our Nation&apos;s Schools. Executive Summary
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2022-00-00
Type: Reports - Research
Subjects: LGBTQ People,High School Students,Middle School Students,Student Experience,Language Usage,Bullying,Educational Environment,Teacher Behavior,Student Behavior,Violence,Social Discrimination,Mental Health,Well Being,Academic Achievement,Social Support Groups,School Safety,Computer Mediated Communication,Self Disclosure (Individuals),School Personnel,Role,School Policy,Educational Discrimination,Clubs,Access to Information,Inclusion,Resources,Victims,Discipline,Gender Differences,Racial Differences,Ethnicity,Institutional Characteristics

This is the executive summary for the report, &quot;The 2021 National School Climate Survey: The Experiences of LGBTQ+ Youth in Our Nation's Schools.&quot; The full GLSEN 2021 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, and explores LGBTQ students' experiences with GSAs. In addition, this installment of GLSEN's National School Climate Survey also includes an exploration of how school climate has changed over time. Because this data is from the 2020-2021 academic year, when schools had to respond to the COVID pandemic, we also discuss key differences between the experiences of LGBTQ+ students in online only, in-person only, and hybrid learning environments. [For the full report, see ED625378. For &quot;The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools. Executive Summary,&quot; see ED608535.]
A Phenomenological Research on Preparatory Physical Exercises in Music Education
Author: Sakarya, Gül
Date: 2022-12-00
Type: Journal Articles
Subjects: Phenomenology,Music Education,Music Teachers,Teacher Education Programs,Physical Activities,Psychomotor Skills,Muscular Strength,Human Posture,Human Body,Preservice Teachers,Student Attitudes,Pain,Musical Instruments,Exercise,Metacognition,Psychological Patterns,Prevention,Sensory Integration,Foreign Countries

Musicians who play instruments may suffer from some musculoskeletal disorders due to intense and long working processes, wrong posture-holding, insufficient bodily awareness. Preparatory physical exercises can be used to prevent or alleviate these disorders. These are aimed at warming up, opening-stretching, strengthening the joints and muscles and maintaining the correct posture in order to prepare the body for playing. In this study, it was aimed to reveal the pre-service music teacher candidates' physical exercises for instrument practice. A qualitative method was used in the research; a semi-structured interview form was applied to the study group. In the analysis of the data, the thematic analysis technique was used. As a result of the analysis, 4 main themes including &quot;exercise experience&quot;, &quot;breath awareness&quot;, &quot;physical pains&quot; and &quot;effects of exercise&quot; and 9 sub themes and 49 codes depending on these themes were revealed. As a result of the research, it was concluded that music teacher candidates did not do regular exercise work for instrument study, they experienced physical pain due to instrument study, their breath awareness was not at a sufficient level, and exercise had physical and psychological effects on instrument performance. In addition to medical treatments for musician injuries related to instrument playing, physical awareness and exercise training that prevent these disorders play an extremely important role. In instrument education, besides technical and musical concepts, it is necessary to research and apply ways to bring physical awareness to students. [Paper presented at the International Conference on New Horizons in Education (INTE) (July 28-29, 2022).]