ethanporcaro/eric-fulltext-meta huggingface dataset:
Video Gaming as a Factor That Affects Academic Performance in Grade Nine
Author: Terry, Marion
Date: 2018-00-00
Type: Reports - Research
Subjects: Video Games,Likert Scales,Grades (Scholastic),Attendance,Grade 9,Interpersonal Relationship,Extracurricular Activities,Leisure Time,High School Students,Student Surveys,Gender Differences,Correlation,Questionnaires,Academic Achievement,Time,Student Experience,Foreign Countries

In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale survey to assess the relationship between recreational video gaming and academic performance (defined as school attendance and final grades) in grade 9. Questions about video gaming appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Complete data sets resulted for 82 of the 96 grade nine students in three mid-western Canadian high schools who volunteered for the study with their parents' permission. The students answered the survey questions in their school libraries during release time from their English Language Arts classes. This article reports gender-separated correlations between video gaming and academic performance, based on the students' questionnaire responses, attendance records, and the arithmetic means of of their final marks in English, mathematics, science, and social studies. Pearson product-moment correlations were determined for linear data and Spearman rho correlations were determined for nonlinear data--both with calculations of two-tailed probabilty of error. In this report, the results are collated into 8 overall categories created by correlating 42 pairs of variables related to the following factors: attendance, final marks, time spent playing video games, positive and negative school experiences, and positive and negative video game experiences. In consideration of their findings, the researchers recommend that school professionals advise parents and students of the potentially harmful effects of playing video games. The article contains 8 tables with two sections each (for male and female participants), and 47 cited entries in the list of references.
Examining the Influence of Multiple Factors on Acquisition Order in a South Korean EFL Context: A Pilot Study
Author: Schenck, Andrew
Date: 2012-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Morphology (Languages),Phonology,Syntax,Grammar,Linguistic Input,Semantics,Correlation,Statistical Analysis,Comparative Analysis,Pilot Projects,Public Schools,Foreign Countries,Causal Models,Phrase Structure,College Students

Educators continue to have difficulty reforming English curricula in ways that better serve the needs of second language learners. This difficulty is perpetuated, in part, by the inability to predict how such changes will affect morphosyntactic development. To date, ESL research has failed to effectively ascertain how multiple causes influence the acquisition process. Because frequency of grammatical features within EFL input varies considerably from that found in ESL environments, study within this context may allow researchers to develop a more holistic understanding of cause and effect relationships, thereby allowing educators to design more effective curricula. Within the current study, five causal variables (frequency, semantic complexity, morphosyntactic complexity, morphosyntactic variability, and phonological salience) were converted to empirical values for each grammatical feature. These values were, subsequently, statistically compared to grammar acquisition rates obtained from the speech of South Korean EFL learners. Results revealed a strong correlation between EFL input frequency and acquisition, while correlations to other variables were weak and insignificant. This suggests that frequency is a substantial factor affecting the acquisition process. Based upon the results, reforms for the EFL public school curriculum are suggested.
Untangling Reading Strategies and Reading Skills in an ESL Textbook
Author: Zaccaron, Rafael
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Strategies,Statistical Analysis,Classification,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Textbooks,Teaching Methods,Inferences,Prior Learning,Reading Instruction

Successful reading comprehension in L2 involves both lower and higher level processes, being dependent on both strategies and skills. These two components are often treated interchangeably or inconsistently in the literature and such inconsistency may affect the teaching of reading. In light of the above, this paper aims at analysing how strategies and skills are developed in a series of ESL textbooks. In order to do so, a framework was developed to classify the activities as sustaining reading strategies or reading skills. A quantitative analysis was also carried out in order to better understand the frequency each construct occurred in the textbooks. The results showed that strategies and skills are used interchangeably in the series. Furthermore, strategies outnumbered skills, no linearity was found between them, that is, there seemed to be no longitudinal process of working with strategies in a way to enable them to become skills in order to foster independent readers.
Questions Come Alive. 2012 Annual Report
Author: Smithsonian Institution
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Museums,Advertising,Exhibits,War,Arts Centers,Disabilities,Accessibility (for Disabled),Space Sciences,Sciences,Natural Resources,Astronomy,Mathematics,Wildlife,Financial Support,Leadership,Governing Boards,Philanthropic Foundations,Donors,United States History

At the Smithsonian, big questions are the common denominators that unite their museums, research centers, and programs. And curiosity is contagious. Today's small child who looks in awe at the big dinosaurs that once roamed the earth and wonders, &quot;What happened?&quot; might just be tomorrow's paleontologist. Among this year's stories is a dynamic example of the impact Smithsonian experts can have when they come together across disciplines: in &quot;African Cosmos,&quot; experts tell an international story of how indigenous peoples have interpreted the mysteries of the universe. The dramatic arrival of the space shuttle Discovery excited visitors and inspired the Smithsonian with its particular blend of adventure and practicality. And the Smithsonian's newest museum, the National Museum of African American History and Culture, challenges visitors to ponder race, reconciliation, and how the story of one American is the story of all Americans.
People. Passion. Purpose. 2013 Annual Report
Author: Smithsonian Institution
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Museums,Exhibits,Disabilities,Sciences,Financial Support,Governing Boards,Philanthropic Foundations,Donors,Information Technology,United States History,Professional Personnel,Teachers,Researchers,Administrators,Genetics,Art,Paleontology,Construction (Process)

The Smithsonian's rich and vast collections differentiate them from every other museum on the planet, but it is their people that truly distinguish them. From astrophysics and American art to sociology and zoology, they represent a staggering breadth of knowledge and depth of commitment, yet the most exciting thing to watch is what happens when they come together across disciplines. This year's report presents portraits of a few of the curators, builders, researchers, educators, museum directors and philanthropists who have brought the Smithsonian such renown. [For the 2012 Annual Report, see ED583495.]
Advance America: A Commitment to Quality Education. Governors Education Symposium (Chicago, Illinois, June 10-11, 2013)
Author: National Governors Association
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Educational Quality,Conferences (Gatherings),College Readiness,Career Readiness,Academic Standards,Partnerships in Education,Educational Change,Teacher Effectiveness,Leadership Effectiveness,Resource Allocation,Academic Achievement,State Government,Government Role,State Policy,Educational Policy,Program Implementation,Alignment (Education),Sustainability,Scaling,Teacher Education Programs,Teacher Certification,Teacher Evaluation,Faculty Development,Professional Autonomy,Agenda Setting,Educational Finance,Compensation (Remuneration)

The National Governors Association (NGA) and The Hunt Institute co-hosted the 2013 Governors Education Symposium. To inform participants and generate conversation about the themes of the symposium, the two organizations developed a set of issue briefs discussing four areas: (1) college- and career-training ready standards; (2) building coalitions to scale and sustain reform efforts; (3) teacher and leader effectiveness; (4) and reallocating resources to improve student achievement. The first issue brief on standards focuses on governors' and state policymakers' role in this work in the coming years, including implementing the standards and aligning them with other components of the education system, preparing for drops in test performance, considering the impact of the standards' work on other education reform efforts, ensuring and sustaining stakeholder support, and ensuring involvement of higher education and business communities. The issue brief that focuses on building coalitions recommends that governors' offices and other state policymakers consider opportunities to bring together a variety of groups (e.g., business community, non-profit organizations, and the public) under a common agenda as a mechanism for successful reform that is scale-able and sustainable. Tennessee, Arizona, and Kentucky are profiled as states that have built coalitions to scale and sustain reform efforts. The teacher and leader effectiveness brief focuses on three high-leverage areas of reform that are powerful policy levers for governors: strengthening the quality of educator preparation programs, revising certification to focus on demonstration of performance, and enhancing educator evaluation systems to more closely tie to professional development and support. The final issue brief discusses several considerations for reallocating resources toward a more focused goal of improvement student achievement and encourages governors and state policymakers to: align resource strategies to broader reform; use policy as a vehicle to provide autonomy to educators, establish goals and accountability, and build the knowledge and capacity of education leaders; and setting an agenda that focuses on critical resource areas, such as finance systems, compensation systems, and delivery models. [This symposium took place at Fairmont Chicago, Millennium Park.]
Today. Tomorrow. Forever. 2014 Annual Report
Author: Smithsonian Institution
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Museums,Exhibits,Arts Centers,Space Sciences,Sciences,Natural Resources,Astronomy,Wildlife,Financial Support,Leadership,Governing Boards,Philanthropic Foundations,Donors,United States History,Advisory Committees,Paleontology,Anthropology,African American History,Conservation (Environment),Lifelong Learning,Gardening,Outreach Programs,Field Trips,American Indian History,Endowment Funds

Two big milestones marked 2014 for the Smithsonian Institution. First, Dr. David Skorton was elected 13th Secretary. Academic leader, cardiologist, and musician, Dr. Skorton and his wife, Professor Robin Davisson, come to the Smithsonian from Cornell University. Dr. Skorton has served as Cornell's president since 2006 and holds academic appointments in its colleges of medicine and engineering. Dr. Skorton's distinguished career includes research in congenital heart disease, cardiac imaging and image processing. The second big milestone marking 2014 was the launching of the Smithsonian Campaign to raise $1.5 billion. On October 20, the Smithsonian Board of Regents publicly announced the national campaign, which continues through 2017, and its goal, the most ambitious in history for a cultural institution. A wonder of the world and a source of pride for the country, the Smithsonian is free and open to the public 364 days a year. Congress and the American people provide its solid financial foundation, but generous donors, willing to invest in ideas, are transforming it to meet the needs of an increasingly diverse and interconnected world. [For the 2013 Annual Report, see ED583496.]
Now+Next. 2015 Annual Report
Author: Smithsonian Institution
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Museums,Exhibits,Arts Centers,Space Sciences,Sciences,Natural Resources,Astronomy,Wildlife,Financial Support,Leadership,Governing Boards,Philanthropic Foundations,Donors,United States History,Anthropology,Innovation,African American History,War,Outreach Programs,Information Technology

In 2015, the Smithsonian welcomed hundreds of thousands of people to the newly renovated Renwick Gallery (p. 6), their scientists peered to the edge of the black hole at the center of the Milky Way (p. 18), and their anthropologists helped identify the remains of leaders of the Jamestown colony (p. 28). The theme of this year's annual report is &quot;Now+Next&quot; because the work that Smithsonian experts do today leads to the innovations of tomorrow. Thanks to the support of many generous private donations, Congress and the American people, the Smithsonian will continue to increase their understanding of the world, and to share that understanding with the public. [For the 2014 Annual Report, see ED583498.]
Smithsonian 2016 Annual Report
Author: Smithsonian Institution
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Museums,Exhibits,Arts Centers,Space Sciences,Sciences,Natural Resources,Astronomy,Wildlife,Financial Support,Leadership,Governing Boards,Philanthropic Foundations,Donors,United States History,Anthropology,Innovation,African American History,Outreach Programs,Cultural Awareness,Foreign Countries,Information Technology

This year, as every year, was a period of change, innovation and great progress for the Smithsonian. Among many accomplishments, the Smithsonian marked an extraordinary milestone: the opening of the National Museum of African American History and Culture. This breathtaking museum gives proper place, now and forever, to a vital part of America's story. The new museum is also a significant component of the national Smithsonian Campaign. In fact, in fiscal 2016 the Smithsonian surpassed its ambitious $1.5 billion goal with one year still to go. More than 480,000 donors and counting have enabled Smithsonian scientists, educators and curators to create and share knowledge worldwide. As the Institute sprints to the culmination of this campaign, so too does it chart the course for the future with a new strategic plan to make the Smithsonian greater in reach, relevance, and impact. [For the 2015 Annual Report, see ED583499.]
Improving Baltimore Students&apos; Access to College: A Qualitative Study of Two College Bound Delivery Models
Author: Durham, Rachel E.
Date: 2018-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: Qualitative Research,Models,Social Capital,Student Financial Aid,Comparative Analysis,Outcomes of Education,Access to Education,Urban Schools,Semi Structured Interviews,College Bound Students,Low Income Students,First Generation College Students,High School Graduates,College Admission,High Schools,Case Studies,Pilot Projects

This report provides a qualitative account of the implementation of two college access support models in Baltimore City Schools. The initiative, launched in 2016-17, was developed by the College Bound Foundation and featured a 'roving' college access professional (CAP) that served students in three different high schools, as well as another CAP that served students in a single entrance criteria high school. The study sought to describe the work of the two CAPs in detail, and to highlight the factors that helped them succeed. Prior research demonstrates that because admission to college requires the completion of many complex tasks with multiple deadlines, students with parents or other close adults who are familiar with the process, and who can help them at home, are already at an advantage. However, low-income or first-generation students benefit greatly from the guidance of knowledgeable adults in school. The initiative described in this report was developed to provide just this sort of guidance to students in City Schools. The findings suggest that the CAPs' services were well-targeted and helped students complete the tasks necessary to successfully access college. The specific types of guidance CAPs offered, as well as how the guidance was provided, are described in detail. The findings also highlight ways that schools can usefully leverage such supports and organize schooling in a manner conducive to creating a college-going culture.
Combining Opportunity and Obligation to Overcome Multiple Student Barriers in College. Testimony of Alexander Mayer, Deputy Director, Postsecondary Education, MDRC, Before the New Jersey State Assembly Higher Education Committee
Author: Mayer, Alexander
Date: 2018-05-07
Type: Speeches/Meeting Papers
Subjects: Higher Education,Low Income Groups,Barriers,College Students,Remedial Instruction,Developmental Studies Programs,Educational Innovation,Holistic Approach,At Risk Students,Randomized Controlled Trials,Postsecondary Education,College Readiness,Community Colleges

In this testimony by Alexander Mayer, Deputy Director, Postsecondary Education, Manpower Demonstration Research Corporation (MDRC), Before the New Jersey State Assembly Higher Education Committee, the following three points are emphasized: (1) Developmental education is a major challenge facing low-income college students in New Jersey and across the country; (2) Students face a variety of barriers, but there is a lot of innovation in postsecondary institutions and growing evidence about what works to overcome those barriers; and (3) The strongest programs are comprehensive programs that combine opportunity and obligation to address multiple student barriers.
College Placement Strategies: Evolving Considerations and Practices. A CAPR Working Paper
Author: Barnett, Elisabeth A.
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Student Placement,College Entrance Examinations,Educational Practices,Computer Assisted Testing,Test Validity,College Readiness,Evaluation Criteria,Error Patterns,Educational Change,Classification,Alternative Assessment,Transcripts (Written Records),Educational Policy,College Admission,Admission Criteria,Writing Evaluation,Computer Literacy,Questionnaires,High School Graduates,Grade Point Average,Standardized Tests,Test Results,Prior Learning,Decision Making

Many postsecondary institutions, and community colleges in particular, require that students demonstrate specified levels of literacy and numeracy before taking college-level courses. Typically, students have been assessed using two widely available tests--ACCUPLACER and Compass. However, placement testing practice is beginning to change for three reasons. First, the Compass test will no longer be offered as of the end of 2016. Second, questions have been raised about the validity of commonly used placement tests. Third, there are emerging discussions about the need to consider other aspects of students' readiness to succeed in college, especially so-called noncognitive skills. In this paper, we discuss the history of college placement testing, with a focus on nonselective colleges. We describe the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement. The use of multiple measures is suggested as an approach that will result in more accurate placement. A typology of approaches to assessment and placement is described, including the identification of individual measures (e.g., alternative math and English tests, noncognitive assessments, and high school transcript information), ways to use them in combination (e.g., waivers, decision rules, and placement formulae), and how colleges might use assessment results in more varied ways (e.g., for placement into different course types or services). Finally, we include a discussion of emerging issues affecting assessment and placement practices.
The Effects of Podcasting on Vocational School Students&apos; Critical Thinking Dispositions for a Mathematics Course
Author: Yorganci, Serpil
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Audio Equipment,Information Dissemination,Vocational Education,Critical Thinking,Mathematics Education,College Students,Foreign Countries,Vocational Schools,Pretests Posttests,Outcomes of Education,Measures (Individuals),Scores,Statistical Analysis

This study investigated the effects of podcasting on vocational school students' critical thinking dispositions. The research was carried out on 84 students of Erzurum Vocational College during the spring semester of 2015- 2016 academic year. The &quot;one-group pre-test post-test design&quot; was taken as the research model. Data were collected by employing a Turkish version of the &quot;California Critical Thinking Dispositions Inventory&quot; (CCTDI). The Turkish version of the CCTDI consists of 51 items with 6 subscales: open-mindedness, inquisitiveness, systematicity, truth-seeking, analyticity, and self-confidence. Results indicated that the use of video podcast technology had a significant positive impact on vocational school student's critical thinking disposition. It was also found that the greatest increase occurred in the truth-seeking, analyticity and systematicity dimensions, respectively. On the other hand the lowest increase occurred in self confidence dimension. [This paper was published in: Murat Tas, Michael Schulte (Eds.), &quot;International Conference on Humanities and Educational Research (March 23-26, 2017, Houston, Texas, USA) Conference Proceedings&quot; (p.43-53).]