ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding How Language-Specific and Domain-General Resources Support Comprehension
Author: Kopatich, Ryan D.
Date: 2019-00-00
Type: Reports - Research
Subjects: Inferences,Reading Comprehension,Models,College Students,Reading Tests,Protocol Analysis,Language Processing,Correlation,Path Analysis,Reading Strategies,Prior Learning,Vocabulary,Short Term Memory,Psychology,Introductory Courses,Intelligence Tests,Scores

A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension proficiency. The current study proposes an extension of DIME, the Inferential Mediation Model (IMM), to account for comprehension as it occurs while reading a particular text. College students were administered a battery of reader resource measures. In addition, they completed a think-aloud tool that measured comprehension and readers' inference processes while reading specific texts. A path analysis revealed that inference processes partially mediate the relationships between reader resources and comprehension performance. These results support the DIME and IMM, and suggest that inference processes that support mental model construction mediate the impact of reader resources on comprehension. [This paper was published in &quot;Discourse Processes&quot; v56 n7 p530-552 2019.]
ICT Implemented to a Basic English Class in a Private University of the Dominican Republic
Author: Santana, Isaias
Date: 2015-00-00
Type: Reports - Research
Subjects: Private Colleges,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Information Technology,Technology Integration,Comparative Analysis,Teaching Methods,Intervention,Outcomes of Education,College Students,Foreign Countries,Telecommunications,Handheld Devices,Internet

The purpose of this research was to determine through a pretest/posttest study: a) whether there is any significant difference in learning Basic English when implementing teaching strategies based on Information Communication Technology (ICT); and b) identify which frequencies, devices, and the purpose for accessing to ICT. At the university where the study was implemented, the Basic English class clusters are arranged by the institution administration, so it is impossible to randomize the subjects under study. Therefore, this research used a quasi-experimental design with not equivalent group pretest-posttest, applying a quantitative approach. The transversal data was compared thru unpaired t statistics. In the first week of the course a pretest was implemented, showing a P-value = 0.7 which was &gt; 0.05 Alpha level or error rate, the outcomes determined that both groups were similar. After the intervention, the posttest results show that the P-value = 0.02 &lt; The alpha level of 0.05. These outcomes show that there is a significant difference in learning English between the experimental group and the control group.
Community STEM Collaborations That Support Children and Families
Author: Gilbert, Dan
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Community Programs,After School Programs,Active Learning,Learning Activities,Libraries,Library Role,Public Libraries,Summer Programs,Family Programs,Family Involvement,Elementary Secondary Education,Institutional Cooperation

Youth are natural scientists at birth, discovering and exploring their world and trying to make sense of it (Bers, 2008). A child's education is not limited to just the time they spend in the classroom. Children learn at home with their families, in public libraries, or through out-of-school-time (OST) experiences provided at community centers and in afterschool and summer learning programs, and even on vacations (Falk et al., 2010). In this paper, the authors endeavor to make the case that Science, Technology, Engineering, and Math (STEM) is an ideal subject area that can engage children with fun, active learning activities. It is also an important societal area around which parents, librarians, and OST providers can collaborate and complement the work of schools. [The paper was also written in collaboration with the Space Science Institute/STAR Library Network.]
Examination of Secondary School (5th-8th Grades) Physical Training and Sports Teaching Program According to Taxonomies
Author: Isikgöz, M. Enes
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Physical Education,Outcomes of Education,Taxonomy,Psychomotor Skills,Cognitive Processes,Psychological Patterns,Foreign Countries

The aim of this study is to examine the learning outcomes of physical training and sports teaching programs (5th-8th grades) which have been revised in 2018 according to cognitive, affective and psychomotor taxonomies.Document analysis method had been used in the study. The document of this study is established from physical training and sports teaching programs (5th-8th grades) which have been revised in 2018. 61 (50%) of 122 learning outcomes which have been given in the teaching program are related with cognitive field, 29 (23,77%) of them are related with affective field and 32 (26,23%) of them are related with psychomotor field. Mostly cognitive field learning outcomes are existent in 5th and 6th grades, affective ones in 8th grades and psychomotor field exist in 7th grades. Whereas factual knowledge does not take place in all class levels in knowledge dimension of the program, it has been observed that the learning outcomes mostly have been in conceptual knowledge dimension and in the frame of cognitive process they have been concentrated on in application process. It has been determined that the learning outcomes related to affective field mostly concentrate on 8th grades and sub-level of giving value, the learning outcomes related to psychomotor field mostly concentrate on 5th, 6th, and 7th grades and grades and sublevel of transforming to a skill.
Early Patterns of Skill Acquisition and Immigrants&apos; Specialization in STEM Careers
Author: Rangel, Marcos A.
Date: 2019-01-08
Type: Journal Articles
Subjects: Immigrants,Specialization,Skill Development,Job Skills,Course Selection (Students),High School Students,College Students,Majors (Students),Children,STEM Education,Longitudinal Studies,Adolescents,Language Skills,Language Proficiency,Barriers,English (Second Language),Native Language,Graduation,College Graduates,Academic Achievement,Achievement Tests,Foreign Countries,Secondary School Students,Mathematics Achievement,Science Achievement,Social Studies,History,Career Choice

We provide empirical evidence of immigrants' specialization in skill acquisition well before entering the US labor market. Nationally representative datasets enable studying the academic trajectories of immigrant children, with a focus on high-school course-taking patterns and college major choice. Immigrant children accumulate skills in ways that reinforce comparative advantages in nonlanguage intensive skills such as mathematics and science, and this contributes to their growing numbers in science, technology, engineering, and math (STEM) careers. These results are compatible with well-established models of skill formation that emphasize dynamic complementarities of investments in learning.
Application of Literature in the Teaching of English in Fifth of Secondary
Author: Tejada, Venecia Tejada
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Teaching Methods,Literature Appreciation,Linguistic Competence,Creative Writing,Educational Benefits,High School Students

This work aims to highlight the importance of literature in the teaching of English at the secondary level, as a pedagogical resource and thus be able to improve the linguistic competence of students in the foreign language classroom. For this, we inquire about the role played by literature within the teaching-learning methods of a second language (English). It begins with a brief tour of the use that has been given during the different methodologies implemented in the various stages. Likewise, they are reflected and argued different reasons why literature constitutes an enriching didactic material. In order to show you the benefits that its use contributes to the students and we analyze how it is integrated within the regulations. Current secondary education. In addition, creative writing is exposed as a method to work the different skills, effective with benefits for both students and teachers. Finally, the literary criteria used during the practice are reasoned, through a survey made to the student's object of the work based on what is stated in the theory, demonstrating at the end the feasibility of using literature in the classroom.
Expanding Access to Opportunity. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Opportunities,Access to Education,Equal Education,High Schools,Community Colleges,Student Financial Aid,Admission (School),Barriers,Rural Education,Geographic Information Systems

Historically, Career Technical Education (CTE)--once called vocational education--was an alternative educational option for learners who were considered non-college bound. As a result, a disproportionate number of low-income learners, learners of color, learners with disabilities, female learners and other historically marginalized populations were &quot;tracked&quot; into terminal vocational programs that denied their full potential and left them with limited opportunity. Today, the quality of CTE has vastly improved, making it a preferred path for many secondary and postsecondary learners. Yet even today, many learners do not have access to high-quality programs of study in their communities. This brief, the fourth in the &quot;Making Good on the Promise&quot; series, examines strategies state leaders can use to expand CTE opportunities for each learner. Specifically, the brief examines how state leaders can: (1) Secure and leverage resources to close CTE opportunity gaps; (2) Expand geographic access to CTE Opportunities; and (3) Address barriers to entry into CTE programs of study. To help state leaders accomplish this, the brief examines promising strategies that Tennessee, Rhode Island, Ohio, and South Carolina are using to dismantle barriers that prevent learners from accessing high-quality CTE. The &quot;Making Good on the Promise&quot; series is made possible through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase &amp; Co.
Evaluation of the Effect of Learning Environment on Students&apos; Academic Performance in Nigeria
Author: Usman, Yunusa Dangara
Date: 2019-11-20
Type: Reports - Evaluative
Subjects: Educational Environment,Academic Achievement,Low Achievement,Teacher Effectiveness,Student Attitudes,Student Motivation,Learning Theories,Relevance (Education),Competition,Foreign Countries

Stakeholders in Nigeria have raised concerns over the trend of poor academic performance of students in all categories of schools Nigeria. Foremost concern has hitherto been narrowed on the quality of teachers, teaching process, school administrative efficacy and the apathetic attitude of students to their studies due to distractions that impede learning progress. Learning environment as a variable that contributes either positively or negatively to the academic achievements of student has attracted only little attention in the struggle of finding a lasting solution to the persistent lackluster result by students from the education system in the country. Since the learning environment has recently come to limelight as an essential area that should be considered and well managed to enhance students' academic performance, this paper therefore examines the concept of learning environment, learning theories and the relevance of learning environments on students' performance in Nigeria. Having identified the role that learning environment plays in the life of every individual whether as a school administrator, student or teacher, some recommendation on the modalities to make the learning environment productive and competitive are suggested.
Ensuring Equitable Success through CTE. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Vocational Education,Leadership Responsibility,Access to Education,Barriers,Success,Educational Resources,Access to Information,Training,Data Use,Student Needs,Student Personnel Services,Academic Support Services,Transitional Programs,High School Students,Postsecondary Education,College Students,Gender Differences,Parent Background,Educational Attainment,Two Year College Students,Racial Differences,Associate Degrees,Educational Certificates,Students with Disabilities,Employment Level,Secondary Education,Student Financial Aid,Wellness,Grants,Social Services,College Readiness,Dual Enrollment,Social Capital

For 21st century workers, success is rapidly being redefined. A high school education is no longer sufficient for high-wage employment, and the path to a postsecondary credential of value can be a convoluted one. Each transition -- from secondary to postsecondary education, from postsecondary education to the workforce, or from adult basic education to postsecondary education -- carries new frictions that can prevent a learner from achieving success. It is incumbent upon state Career Technical Education (CTE) leaders to identify and remove systemic barriers to success and make sure resources, information and training are available to support learner success. This brief, the fifth and final publication in the &quot;Making Good on the Promise&quot; series, examines some of the barriers that limit learner success at all education levels and ways that states can support each learner to complete a program of study and transition successfully along their chosen career pathway. It explores three state strategies: (1) Using data-driven support systems to meet learners' needs; (2) Providing integrated support services to secure wellness, academic preparation and financial stability; and (3) Creating the enabling conditions for successful transitions. This brief was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase &amp; Co.
Different Strategy Language Learning Primary Level
Author: Tejada, Venecia Tejada
Date: 2019-12-00
Type: Reports - Research
Subjects: Learning Strategies,Social Development,Emotional Development,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Teaching Methods,Classification,Preferences,Correlation,Student Needs,Foreign Countries

The learning strategies involved in the acquisition of a second language have been a topic of high interest in recent years, without at the moment there being consensus on its categorization, the nature of its operation or on its empowerment in the applied context. The purpose of the study was to investigate the different language learning strategies (EFL), used at the primary level. For this study, the students of the primary level, from the Maria de Hosto School, with a total of 35 students, participated (between 10 and 12 years old). The instrument for data collection was the Strategic Inventory for Language Learning (SILL). For this, a conceptual analysis is carried out on the notion of learning strategy, its typologies and its possibilities of classification, in addition to its implications in light of what current psycho-pedagogical knowledge allows to offer. The results showed that there were statistically significant relationships between different strategies implemented. In addition, the results of this study showed that, among the different learning, social and emotional strategies. Therefore, the preferences of the student group should be considered, by using language learning strategies and adjusting their teaching so as to meet the needs of students when learning a second or foreign language.
Supporting Struggling Preservice Teachers: A Guide for Mentor Teachers
Author: Burns, Amy
Date: 2019-10-00
Type: Reports - Research
Subjects: Student Teachers,Cooperating Teachers,Professional Isolation,Modeling (Psychology),Feedback (Response),Interpersonal Communication,Expectation,Reflective Teaching,Problems,Teaching Skills,Identification,Goal Orientation,Intervention

This resource presents the findings of a two-year study on preservice teachers who struggle in practicum. This study, funded by the Alberta Advisory Committee for Educational Studies, sought the tips and advice of ten in-service teachers and five school-based leaders who work extensively with preservice teachers and who have had at least one preservice student struggle in the last four years. The result was this resource which covers ten themes common to struggling preservice teachers and the schools with whom they work including isolation, modelling, feedback, communication, big-picture thinking, expectations, preservice teacher self-reflection, mentor teacher reflection, early intervention, early identification, and goal setting. Each theme is underpinned by relevant literature from the field and the advice from those interviewed. [Prepared by Heather L. Craig. This report is funded by the Alberta Advisory Committee for Educational Studies.]
New Skills for Youth: Impact Summary
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Career Readiness,State Programs,Vocational Education,Equal Education,Access to Education,Field Experience Programs,Accountability,Educational Indicators,Sustainability,Alignment (Education),Educational Finance,Educational Policy,Program Implementation,Partnerships in Education,Data Collection,Secondary Education,High School Students,State Policy,Postsecondary Education

From 2016 through 2019, 10 states strengthened their career readiness systems through the New Skills for Youth initiative (NSFY), a $75 million national investment by JPMorgan Chase &amp; Co. to enhance state efforts to increase the number of learners across the country who are prepared for success in both college and career. As part of this initiative, the Council of Chief State School Officers, Advance CTE, and Education Strategy Group worked with states to improve their career readiness systems. Through NSFY, Delaware, Kentucky, Louisiana, Massachusetts, Nevada, Ohio, Oklahoma, Rhode Island, Tennessee, and Wisconsin took action to develop and scale high-quality career pathways, expand access to work-based learning opportunities, strengthen data and accountability to incentivize career readiness, and lay the foundation for sustaining career readiness efforts. This report examines the impact of these states across the entire initiative and highlights the state role in catalyzing and transforming career readiness opportunities for youth.
The Role of Data and Accountability in Growing Youth Apprenticeship Programs
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-10-00
Type: Reports - Research
Subjects: Youth Programs,Apprenticeships,Accountability,Data Collection,Program Improvement,Enrollment,Program Development,Vocational Education,State Programs,Elementary Secondary Education,Educational Legislation,Federal Legislation

Youth apprenticeship programs can give students access to valuable work-based learning experiences that provide insights into how their interest can connect to education and the workforce. Although these programs are often beneficial for participants, there is little data to show the programmatic landscape and impact. There are many challenges that currently inhibit the ability of state and local communities to collect and use reliable youth apprenticeship data. However, it is this data that best supports program improvement and growth. To explore how states are collecting data on youth apprenticeship programs, and what steps can be taken to collect high quality enrollment and outcomes data, Advance CTE examined current practices in &quot;The Role of Data and Accountability in Growing Youth Apprenticeship Programs.&quot; This report features information on how states are collecting and validating youth apprenticeship and work-based learning data, and what steps can be taken to expand quantitative and qualitative data collection that would support program development and expansion. [This report was made possible by the Partnership to Advance Youth Apprenticeship (PAYA).]
Implementation of the Title VI Indian Education Formula Grants Program. Volume I: Final Report
Author: Woodworth, Katrina
Date: 2019-00-00
Type: Reports - Research
Subjects: American Indian Education,Grants,Educational Finance,Funding Formulas,Federal Aid,American Indian Students,Eligibility,Alaska Natives,Tribes,Reports,Information Dissemination,School Community Relationship,Outreach Programs,Knowledge Level,Parent Participation,Community Involvement,Student Needs,Elementary Secondary Education,Educational Legislation,Federal Legislation,Stakeholders,Parents,Advisory Committees,Parent Role,Progress Monitoring,Program Effectiveness,Academic Achievement,Cultural Awareness,American Indian Languages,Native Language Instruction,School Readiness,Learner Engagement,Graduation Rate,College Attendance,Career Readiness,Dropout Rate,Substance Abuse,Prevention,Achievement Gap,Culturally Relevant Education,Professional Development,Government Role,Federal Government,State Government,Local Government,Correctional Education,Mentors

The Title VI Indian Education Formula Grants program represents the U.S. Department of Education's largest investment in addressing the unique academic and cultural needs of American Indian and Alaska Native children. The program is aimed at supporting services that (1) are responsive to the unique cultural, language, and educational needs of American Indian and Alaska Native students and (2) help these students meet academic standards. School districts, tribes, Indian organizations, Indian community-based organizations, and Bureau of Indian Education schools receiving this grant are required to consult with parents and local tribes in the effort to shape grant-funded services that supplement and enrich regular school programs. This study examined the nationwide operations of the Title VI grants program to inform the field about the strategies grantees used in their implementation of the grant projects. Specifically, the study addressed the following questions: (1) What services do Title VI grants support?; (2) How do grantees work with stakeholders to identify program-eligible children and plan services to meet the needs of those children?; and (3) How do grantees measure progress toward their project objectives? [For the technical appendices, see ED602114; and for the brief see ED602214.]