ethanporcaro/eric-fulltext-meta huggingface dataset:
Aiming Further: Addressing the Need for High Quality Longitudinal Research in Education
Author: Watts, Tyler W.
Date: 2019-12-06
Type: Opinion Papers
Subjects: Educational Research,Longitudinal Studies,Educational Quality,Randomized Controlled Trials,Followup Studies,Educational Experiments,Educational Finance

Theories regarding the long-term effects of educational interventions are often assumed, but rarely tested using experimental methods. In the following commentary, we argue that the shortage of randomized control trials with long-term follow-up presents serious problems for the field, as it hampers our ability to develop educational programs that produce long-lasting effects, and creates incentives for the research community to focus too much attention on short-run impacts. We present steps that both researchers and funders could take to substantially improve the educational research literature by investing in educational experiments with long-term follow-up. [This paper was published in &quot;Journal of Research on Educational Evaluation.&quot;]
Teachers&apos; Preparedness and Acceptance of Information and Communications Technology (ICT) Integration and Its Effect on Their ICT Integration Practices
Author: Hero, Jesson L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Technology Integration,Information Technology,Teacher Attitudes,Computer Attitudes,Technology Uses in Education

Information and Communications Technology (ICT) brought a significant change in society, even in education. Most of the schools at present times are now incorporating ICT in the education process. To effectively integrate ICT in education, it is imperative to catechize and extrapolate the teacher's preparedness and acceptance of ICT integration in teaching. Hence, this research tries to look into a way to understand the correlation of teacher's preparedness and acceptance towards ICT integration and their ICT integration practices in private schools in the district of Obando, Bulacan, Philippines. Using a descriptive-correlation survey method, the researcher believes in finding a link between and among variables. The respondents of the study consist of seventy-two (72) private school teachers. Results revealed that teacher's possessed preparedness on ICT integration. Moreover, they accept the tenets and principles of ICT integration in teaching. Further, teachers are well-versed or highly practiced ICT integration in teaching. Results of the correlation substantiated that teacher's preparedness and acceptance in ICT integration correlated significantly with their ICT integration practices. It is recommended that more training and professional development programs should provide by the school for their teachers more prepared and equipped on the ICT integration in education and further unfold their ICT integration practices in teaching.
Centering Historically Black Colleges and Universities: Making the Case for a Statement for the Field and Beyond
Author: Orr, Verna F.
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Black Colleges,Student Evaluation,Evaluation Methods,Student Development,Educational Policy,Educational Legislation,Accreditation (Institutions),Accountability,School Effectiveness,Organizations (Groups)

At this transformational moment in history, this report takes time to center Historically Black Colleges and Universities (HBCUs) within the assessment realm; from teaching and learning experiences to internal and external mandates, from accreditation requirements to advocacy and agency. This work requires more than a statement composed of politically correct words and phrases including diversity, equity, inclusivity, culturally relevant, etc. It requires the lived experiences of HBCU connoisseurs who are indeed the experts of their own experiences. Too often the major contributions of HBCU scholar practitioners have been repurposed as &quot;scholarship&quot; and has shifted the conversation from HBCUs being producers of knowledge to consumers of the same. In the midst of a pandemic, an economic recession, and relentless violence and racial hostility against Black Americans, let the lessons in this report from HBCU colleagues be the motivation needed to deliver on the promise of an equitable educational experience, for all students.
The First Step Act of 2018: Risk and Needs Assessment System
Author: US Department of Justice, Office of the Attorney General
Date: 2019-07-19
Type: Reports - Descriptive
Subjects: Risk Assessment,Needs Assessment,Federal Legislation,Correctional Institutions,Program Development,Program Implementation,Recidivism,Institutionalized Persons

On December 21, 2018, President Donald J. Trump signed the First Step Act of 2018 into law. Title I of the First Step Act of 2018 (FSA or the Act) is focused on reforms to reduce recidivism among the federal prison population. Many of Title I's reforms hinge on the creation of a risk and needs assessment system. Under the FSA, the Attorney General is charged with developing and releasing a risk and needs assessment system for use in the federal prison system. With this report, Attorney General William P. Barr releases the First Step Act of 2018 Risk and Needs Assessment System. This report outlines the work of the Department of Justice to develop and implement the Risk and Needs Assessment System (System). It also introduces the new System that the Federal Bureau of Prisons will deploy in its facilities. And the report announces the Department of Justice's strategic plan to evaluate, validate, and enhance the System over time.
Evidence-Based Literacy Instruction within Remote Learning Environments. White Paper
Author: Sayko, Sarah
Date: 2020-07-29
Type: Reports - Evaluative
Subjects: Literacy Education,Distance Education,Evidence Based Practice,Preschool Education,Elementary Secondary Education,Blended Learning,Family School Relationship,Educational Research,Reading Comprehension,Computer Literacy

Due to current public health concerns, the Ohio Department of Education (ODE), like many state education agencies, is addressing the challenge of how to provide all prekindergarten through grade 12 students this fall with appropriate, standards-aligned, and evidence-based literacy instruction within the context of remote learning environments. Remote learning can be fully remote or some combination of a traditional in-person classroom setting and remote learning (e.g., a hybrid/blended format). The purpose of this white paper is to provide ODE and regional technical assistance staff with a multidisciplinary perspective on the challenge of providing all prekindergarten through grade 12 students with appropriate, standards-aligned, and evidence-based literacy instruction within the context of blended/hybrid learning environments. It is an initial attempt to integrate multidisciplinary information that may be relevant for addressing this challenge. This white paper also specifies implications for practice across different contexts (state and regional leadership systems, districts and schools, and educators and families) and disciplines (designing and delivering remote literacy instruction, new literacies in online research and reading comprehension, and home-school partnerships for literacy learning, likely impacting remote literacy instruction and learning).
A New Look at Apprenticeship: Linking School to 21st Century Skills
Author: Cai, Jinghong
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Apprenticeships,21st Century Skills,Adults,Educational Policy,Educational Trends,Federal Aid,Educational Finance,Individual Characteristics,Literacy,Numeracy,Problem Solving,Computer Literacy,Soft Skills,Educational Benefits,Foreign Countries

A skills gap challenges educators and policymakers alike. To help meet the economic and educational needs for the modern workplace, Congress recently reauthorized the Perkins Act. The bill, &quot;Strengthening Career and Technical Education for the 21st Century Act,&quot; emphasizes an important mission of education in the 21st century, that is, helping students to acquire academic knowledge and technical and employability skills. both college and career readiness play an essential role in every student's K-12 education. Students are clearly getting the college message; about two-thirds of recent high school graduates enroll in two- and four-year colleges and universities. However, issues, such as low college completion rates, high student loans for college, and high unemployment rate among young adults, have driven us to ask whether we have also done enough to inform students about options in the world of work and help them get ready for the increasingly challenging and competitive job market. Across the country high schools are providing different program--such as career pathways and certifications--to acquaint teenagers with workplace demands. Yet it seems to be short on a potentially effective strategy--apprenticeships--and how students may benefit from such programs. The purpose of this report is to provide an overview of apprenticeships in the United States, from the following four dimensions: (1) What does the 21st century apprenticeship look like in the United States? (2) What does data from the Program for the International Assessment of Adult Competencies (PIAAC) say about apprenticeships in the U.S.? (3) What are the challenges that educators, both international and national, are facing to expand apprenticeship programs? and (4) What perspectives should school districts consider when developing apprenticeship programs?
A Story Grammar Approach to Teaching EFL/ESL Literature
Author: Youssef, Reham Ahmed
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Story Grammar,Teaching Methods,Second Language Learning,Second Language Instruction,Literature,Comparative Analysis,English (Second Language),Cultural Awareness,Critical Thinking,Student Attitudes

The aim of this paper is to review the story grammar approach to teaching and learning EFL/ESL literature. The paper presents the different reasons and benefits of using literature in EFL/ESL classrooms and the different approaches to teaching literature. The paper focuses on using the Story Grammar Approach. It describes in detail the structure and steps to be used in teaching literature. The paper ends with a review of EFL/ESL research conducted on using the Story Grammar Approach.
Considerations and Models in Presenting Early Learning Standards. Prepared for the Indiana Department of Education
Author: Snow, Kyle
Date: 2020-06-18
Type: Reports - Descriptive
Subjects: State Standards,Alignment (Education),Access to Information,Information Dissemination,Web Sites,Internet,Multimedia Materials,Guides,Instruction,Video Technology,Child Development,Young Children,Infants,Toddlers,Preschool Education,Preschool Curriculum

The Indiana Department of Education (IDOE) is preparing to undertake the work of reviewing the state early learning standards - Indiana's Early Learning Foundations (the &quot;Foundations&quot;). In anticipation of this work, staff at IDOE have requested support from the Region 8 Comprehensive Center in identifying approaches states have taken in sharing their early learning standards and related supports, and ensuring alignment with other, related, learning standards. This brief summarizes findings related to three primary questions: (1) How do states provide access to their early learning standards? (2) What supports do states provide for using their early learning standards? and (3) How do states align their early learning standards across systems? Fundamental to these questions is clarity in the purposes for which early learning standards are being disseminated, and what degree of support the state is able to provide in implementing the standards. This document provides several options in response to each of the three primary questions and key considerations for IDOE are identified.
The Second Grade English Language Curriculum: Theory-Practice Congruence = Ikinci sinif Ingilizce egitim programi: Kuram-uygulama uyumu
Author: Kaya, Suat
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),English Curriculum,Elementary School Students,Grade 2,Theory Practice Relationship,Curriculum Design,Curriculum Implementation,Elementary School Teachers,Teacher Role,Instructional Materials,Learning Activities

This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.
Determining the Causes of Positive and Negative Perceptions of Turkish High School Students about German Courses through Metaphors According to the High School Type Variable
Author: Karaman, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Figurative Language,Second Language Instruction,Institutional Characteristics,Negative Attitudes,Positive Attitudes,Social Sciences,Science Education,Vocational Schools,Private Schools,Student Centered Learning,Teacher Competencies,Tests,Public Policy,Difficulty Level,Required Courses,Stress Variables,Failure,Psychological Patterns,Teacher Characteristics,Value Judgment

Compulsory second foreign language phenomenon has emerged in Turkey in the near term. German was made compulsory as the second foreign language in Anatolian high schools in the academic year 2012-2013. As with the first foreign language teaching, there are also problems with the second foreign language teaching. The revealing of the problems in teaching German as a second foreign language from the perspective of the students, in line with the experiences of the students will provide concrete data. In this context, the aim of this study is to determine in Turkey the causes of positive and negative perceptions of high school students about German course through metaphors according to the high school type variable. To achieve this goal, the phenomenology method, one of the qualitative research approaches, was used. The research group of this study consists of 308 students studying in different high school types in Mugla province in the second semester of the 2018-2019 academic year. The data of this study were obtained from five types of schools: Social sciences, science high school, Anatolia, vocational and technical, private high school. While the most negative categories developed regarding the German course are seen in the social sciences high school; positive categories, on the other hand, were mostly developed in Tourism High School. The perception of Atatürk vocational and Technical Anatolian High School students, which is one of the five schools in which data are obtained, differs compared to other schools. As this school is a Tourism vocational high school, students studying in this school think that, unlike the other four high schools, German lessons are a necessary lesson and this language must be learned. On the other hand, four high school students stated that this lesson was not necessary and that there would be no loss for them. When a general evaluation based on the data obtained is made, the reasons for the negative perceptions of the students about the German course are, it can be said that it depends on the structure of the language, student-centered, teacher competence centered, exam system centered, and national language policy centered.
Cartoon Network and Its Impact on Behavior of School Going Children: A Case Study of Bahawalpur, Pakistan
Author: Hassan, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Television Viewing,Cartoons,Child Behavior,Leisure Time,Violence,Imitation,Student Behavior,Childrens Television,Influences,Children,Early Adolescents,Correlation

The objective of this study is to trace the impact on the behavior of the children after watching cartoon programs. Cartoon network is one of the most favorite cartoon channels for children. As cartoon network is 24 hours channel, so children spend most of their leisure time in front of it. It not only attracts the children through its contents but also inculcates some positive and negative habits in them. One of the main factors which influence the children while watching cartoons is violence. Violence is a vital part of most of the cartoon programs. Children are induced and attracted by violent content by broadcasters. The study design is survey research and nonparametric statistics is used for data analysis. This study explores the impact of violence presented in cartoons on children behavior. They not only imitate their favorite cartoon characters but even force their parents to buy the same costumes or accessories as displayed by different cartoon characters. This study also depicts this fact that the behavior of the children in class is influenced by watching different cartoon programs.
A Multilevel Longitudinal Nested Logit Model for Measuring Changes in Correct Response and Error Types
Author: Suh, Youngsuk
Date: 2018-00-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Longitudinal Studies,Error Patterns,Change,Responses,Pretests Posttests,Bayesian Statistics,Models,Item Response Theory,Instructional Effectiveness

This article presents a multilevel longitudinal nested logit model for analyzing correct response and error types in multilevel longitudinal intervention data collected under a pretest-posttest, cluster randomized trial design. The use of the model is illustrated with a real data analysis, including a model comparison study regarding model complexity and cluster bias. Two substantive research questions regarding the intervention effect on correct response probability and error patterns are investigated using the proposed model. The recovery of item parameters for the proposed model using two sample size conditions is examined via a simulation study. The accuracy of the parameter estimates is comparable with those found in previous studies for the same family of models, except for the intercept parameters of correct responses. Finally, the impact of ignoring cluster membership in the model on the parameter estimation is also studied by fitting a single-level model to multilevel data. Ignoring cluster membership in the model adversely affects the estimation of intercept parameters in correct and error responses.
Measuring Skill Growth and Evaluating Change: Unconditional and Conditional Approaches to Latent Growth Cognitive Diagnostic Models
Author: Lin, Qiao
Date: 2020-09-00
Type: Journal Articles
Subjects: Cognitive Measurement,Growth Models,Educational Diagnosis,Longitudinal Studies,Skills,Intervention,Classification

During the past decade, cognitive diagnostic models (CDMs) have become prevalent in providing diagnostic information for learning. Cognitive diagnostic models have generally focused on single cross-sectional time points. However, longitudinal assessments have been commonly used in education to assess students' learning progress as well as evaluating intervention effects. Thus, it becomes natural to identify longitudinal growth in skills profiles mastery, which can yield meaningful inferences on learning. This study proposes longitudinal CDMs that incorporate latent growth curve modeling and covariate extensions, with the aim to measure the growth of skills mastery and to evaluate attribute-level intervention effects over time. Using real-world data, this study demonstrates applications of unconditional and conditional latent growth CDMs. Simulation studies show stable parameter recovery and classification of latent classes for different sample sizes. These findings suggest that building on the well-established growth modeling frameworks, applications of covariate-based longitudinal CDM can help understand the effect of explanatory factors and intervention on the change of attribute mastery.
Educational Equity: What Does It Mean? How Do We Know When We Reach It? Research Brief
Author: Barth, Patte
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Equal Education,Civil Rights,Student Rights,Public Schools,Educational Finance,Curriculum,Student Diversity,At Risk Students,Poverty,English Language Learners,Minority Group Students,Graduation Rate,Elementary Secondary Education,Achievement Gap,Educational Quality,Teacher Competencies,Discipline,Suspension

It has been over 60 years since the U.S. Supreme Court declared education &quot;a right which must be made available to all on equal terms.&quot; In ruling that separate was in fact not equal, &quot;Brown v Board of Education&quot; forced federal, state and local governments to open public schools to all children in the community. The decision marked a huge victory for the civil rights movement. Yet integrating school buildings would prove to be just the first step in an ongoing journey toward educational equity in the nation. There remained -- and still remain -- structural and social barriers to making a world-class public education &quot;available to all on equal terms.&quot; In this paper, Center for Public Education (CPE) provides a brief overview of educational equity and its various, sometimes overlapping parts. The report begins by reviewing the data on the students served by public schools. The authors then describe the areas in an equity agenda that research shows will have the greatest impact on student outcomes: funding, curriculum, teachers and discipline policies. The hope is to provide a common vocabulary for school boards to help them start conversations in their communities and thereby bring the nation closer to fulfilling its promise of equal opportunity for all.