ethanporcaro/eric-fulltext-meta huggingface dataset:
Substandard Performance in Mathematical Problem Solving in Physics among Higher Secondary School Students in Kerala -- An Investigation on Teacher Perceptions and Student Difficulties
Author: Mumthas, N. S.
Date: 2019-03-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Science Teachers,High School Students,Teacher Attitudes,Difficulty Level,Motion,Mathematical Formulas,Visual Aids,Problem Solving,Low Achievement,Interdisciplinary Approach,Instructional Improvement,Foreign Countries

Physics and Mathematics are two deeply interlinked domains of Science. Mathematics is considered as the language in which the Physics theories are built by employing mathematical symbols and operations to make equations and representations in the world of Physics completely meaningful. In spite of being the backbone of Physics, the use of Mathematics principles and operations in Physics is the root cause of most of the issues and hassles aroused among students who learn Physics. This is an investigation on the substandard performance in mathematical problem solving in Physics among higher secondary school students by looking into the responses of teachers and students. The responses obtained from 21 higher secondary Physics teachers through questionnaire were studied using percentage analysis and the four major categories of 'Difficulties in Mathematical Problem Solving in Physics' faced by students viz., 'Creating or Identifying the Formula', 'Extracting Information from Diagrams', 'Using Physics Concepts to Create Schematic Diagrams' and 'Application of Mathematics' to solve Physics problems. were identified, The investigators used 'Test on Mathematical Problem Solving in Physics' with 40 multiple choice questions on select basic topics from 'Motion', which was informed by the Physics teachers to be one of the strenuous concepts for students while solving problems. The extent of each category of difficulty in the respective topics based on the students' responses in the test was studied to rank them. This study also highlights some suggestions for improving the teaching and learning of mathematical problems in Physics at higher secondary level.
Instructional Reverse Mentoring: A Practice Proposal for Teachers&apos; Understanding the &quot;Z&quot; and &quot;Alpha&quot; Generations&apos; Learning Perspectives
Author: Bozak, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Student Relationship,Foreign Countries,Feedback (Response),Generational Differences,Models,Educational Research

The reverse mentoring refers to a new mentoring model in which traditional mentoring roles are completely changed, accordingly in this new model, less experienced teachers and the students who used to be &quot;apprentice&quot; in traditional mentoring are positioned as &quot;master&quot;. However, it has been observed that there are no systematic reverse mentoring practices in the Turkish Education System through which the teachers can receive direct feedback from Z and alpha generation students about their classroom management skills, and also can improve their critical reflective thinking. This study was designed according to the conceptual research approach. After holistically evaluating the important literature studies and theoretical information on the concepts of intergenerational learning and reverse mentoring, the application of &quot;Instructional Reverse Mentoring&quot; as a new practice was discussed and evaluated based on the student-teacher relationships, with its application stages, challenging, strengths and possible risks. In addition, an alternative reverse mentoring practice proposal specific to education field regarding the intergenerational learning approach was introduced with sample implementation stages. The research revealed that the researches in education mostly consist of studies focusing on providing teachers with technological skills; that the studies which are specific to improve the quality of teaching regarding the expectations of new generations through critical reflective evaluations are rather limited; that there is a crucial conceptual gap in this field; and also that the instructional reverse mentoring practice proposal set forth in the study can contribute to the spread of reverse mentoring practices in educational field and to professional development of teachers.
Implementation of Content and Language Integrated Learning at Schools in Latvia
Author: Karapetjana, Indra
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Language of Instruction,Course Content,Bilingual Education,Indo European Languages,Language Minorities,Language Usage,Educational Legislation,Second Language Learning,Content and Language Integrated Learning

The European Union supports multilingualism and promotes the learning of foreign languages since their knowledge enhances understanding among peoples and increases employability. To increase the efficiency and effectiveness of foreign language education in schools, Content and Language Integrated Learning (CLIL) has been promoted in Europe; this has influenced ways in which Latvia nowadays approaches bilingual education. A qualitative case study was undertaken to explore the implementation of CLIL at schools in Latvia, CLIL being seen as an element of bilingual education. This article outlines the development of CLIL in Latvia, which is largely embedded in national level policies which have a substantial effect on the development of bilingual education and CLIL. It also clarifies the aims of this educational approach in the context of the present education challenges and assesses its potential in Latvia. It can be observed that education policies in Latvia not only aim at strengthening the ethnic minority learners' knowledge of Latvian, but also at changing from the focus on second and foreign language learning outcomes to the emphasis on an integrated view on the development of language and non-linguistic subject content.
Assessing Students&apos; Performance in Senior School Certificate Multiple Choice Test in Biology
Author: Olutola, A. T.
Date: 2016-03-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Science Tests,Biology,High School Students,Foreign Countries,Science Achievement,Comparative Analysis,School Districts,Institutional Characteristics,School Location,Gender Differences,Rural Schools,Urban Schools,Educational Facilities,Rural Urban Differences,Achievement Gains,High Stakes Tests

This study investigated the assessment of students' performance in Senior School Certificate (SSC) multiple-choice test in biology. The survey research design was employed for the study. Sample for the study consisted of 1450 Senior Secondary Three (SSIII) students drawn from 20 randomly selected secondary schools in Ekiti State, Nigeria. The instruments used for the study were 2008 SSC National Examination Council (NECO) multiple choice Biology test paper. Findings from the study showed that significant different existed between students' performance in NECO SSCE multiple choice test in biology on the basis of senatorial districts (F = 55.556, P&lt;0.05), school location (t = 6.89, P&lt;0.05),; gender (t = 5.03, P&lt;0.05), and school type (F = 75.126, P&lt;0.05). Based on the findings of this study, it was recommended that Government and other stakeholders in education should equip rural schools with facilities that are available in urban schools to improve students' performance in Biology in rural schools.
Comparison of Teaching English as a Foreign Language in Turkey with Denmark, Hungary, and Portugal
Author: Alkan, Muhammet Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Foreign Countries,English (Second Language),Second Language Learning,Language Tests,Language Proficiency,Scores,Second Language Instruction,Comparative Education,Trend Analysis,Educational Trends,Learning Processes,Teaching Methods,Web Sites,Language Attitudes,Public Agencies,Communicative Competence (Languages),Elementary Secondary Education,Government Role,Academic Achievement,Language Skills

In this study, systems of teaching English as a foreign language (TEFL) in different countries were compared. The focus country was Turkey, which has low achievement in English. Other countries compared were Denmark, Hungary, and Portugal, which had considerably higher achievements in teaching English. The selection of these countries was based on the mean scores for five years of Test of English as a Foreign Language (TOEFL) and Education First Proficiency Index. The study was designed as a qualitative research. The data related to targeted countries were gathered from the web sites of the studied countries' ministries of education and governments, curriculums, Eurydice and OECD resources, and published articles. The data were analyzed using document analysis technique. The comparisons were made in terms of general educational systems, aims and goals, content, teaching and learning process, and evaluation. As a result of the study, Turkey's more centralist structure was observed among countries. Moreover, Turkey's primary objective in primary school is the positive attitude towards English. Finally, the system in Turkey views the language as a combination of four skills while other countries emphasize the communicative aspect of language.
COVID-19: Going Back to College Safely. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixteenth Congress, Second Session on Examining COVID-19, Focusing on Going Back to College Safely (June 4, 2020). Senate Hearing 116-507
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2021-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: COVID-19,Pandemics,School Safety,Higher Education,Disease Control,School Closing,School Schedules,Screening Tests,Hygiene,At Risk Students,Disproportionate Representation,Minority Group Students,College Environment,Space Utilization,School Personnel,Educational Facilities,Racial Bias,Black Colleges,Students with Disabilities,Low Income Students,Federal Aid,Federal Legislation

This hearing of the Committee on Health, Education, Labor, and Pensions examines COVID-19, focusing on going back to college safely. The following opening statements were presented: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witness statements were presented: (1) Mitchell Daniels, President, Purdue University, West Lafayette, Indiana: Prepared statement; (2) Christina Paxson, President, Brown University, Providence, Rhode Island: Prepared statement and Summary statement; (3) Logan Hampton, President, Lane College, Jackson, Tennessee: Prepared statement and Summary statement; and (4) Georges Benjamin, M.D., MACP, FACEP(E), FNAPA, Hon FRSH, Hon FFPH, Executive Director, American Public Health Association, Washington, D.C.: Prepared statement. The following additional material of statements, articles, publications, letters, etc. were presented: (1) A Plan to Safely Reopen America's Schools and Communities; (2) Purdue will require all students to be tested for COVID-19 before start of the fall semester; and (3) Letters. The following Questions and Answers were presented: (1) Response by Georges Benjamin, M.D., to questions of: Senator Collins, Senator Sanders, Senator Casey, and Senator Rosen; (2) Response by Dr. Logan Hampton to questions of: Senator Collins, Senator Scott, Senator Warren, Senator Sanders, Senator Casey, Senator Murray, and Senator Rosen; (3) Response by Dr. Christina H. Paxson, to questions of: Senator Collins, Senator Scott, and Senator Warren; (4) Response by Dr. Christina H. Paxson, to questions of: Senator Sanders, Senator Casey, Senator Murray, and Senator Rosen; and (5) Response by Mitchell E. Daniels, to questions of: Senators.
2020-2021 Early Literacy Report
Author: Utah State Board of Education
Date: 2021-12-02
Type: Numerical/Quantitative Data
Subjects: Emergent Literacy,Reading Programs,Primary Education,Intervention,At Risk Students,Benchmarking,Progress Monitoring,Reading Tests,Reading Improvement,Students with Disabilities,Minority Group Students,English Language Learners,Program Effectiveness,Low Income Students

The Early Literacy Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for &quot;at-risk&quot; students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments for testing and monitoring reading benchmark status three times per year in grades 1-3, ongoing professional learning, and the use of data to inform instruction. Beginning in SY 2013, local education agencies (LEAs) were required to assess, and report to the state, students' reading competency three (3) times a year (beginning, middle, and end of the school year) using the Acadience Reading assessment. Acadience Reading data includes several measures that can be used together to evaluate whether students' reading abilities meet grade level reading standards (Lexiles), whether a student is likely to need support to achieve future reading goals (Acadience Reading Benchmarks), and meet adequate growth thresholds as compared with similarly performing students (Acadience Reading Pathways of Progress). LEAs must also report to the state on whether the student received reading interventions at any time during the school year. Following the background and findings to the 2020-2021 Early Literacy Report, this report presents: (1) Early Literacy Program; (2) Reading Benchmarks by Grade Level; (3) Reading Benchmarks over Time; (4) Pathways of Progress; and (5) Reading Benchmark by LEA. A section with students included in the data set is appended. [For the &quot;2019-20 Early Literacy Report,&quot; see ED613325.]
Update: Transitional Bilingual Instruction Program (TBIP). Report to the Legislature
Author: Gallardo, Veronica Maria
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Bilingual Education Programs,Transitional Programs,State Programs,English Language Learners,State Legislation,Educational Legislation,Second Language Learning,Second Language Instruction,Language Proficiency,Language Tests,Eligibility,Academic Achievement,Scores,School Districts,Native Language,Spanish,Russian,Vietnamese,Afro Asiatic Languages,Ukrainian,Semitic Languages,Mandarin Chinese,Korean,Indo European Languages,Tagalog,Expenditures,Elementary School Students,Secondary School Students,Language of Instruction

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter 28A.180. The Transitional Bilingual Instruction Act recognized that classes taught only in English are inadequate to meet the needs of ELs. Through TBIP legislation, all eligible English learners in Washington shall receive bilingual instruction, or an approved alternative program of English language development instruction, until the student is proficient in English. During the 2018-19 school year, 134,763 students were identified as ELs, a 0.6% increase from 2017-18. Enrollment was highest in urban areas in the western part of the state and in the Yakima Valley. Students served by TBIP in 2018-19 spoke 233 different home languages. The most identified language was Spanish, spoken by 56% of students. While Spanish continues to be the top language other than English, school districts continue to serve students who speak a diverse range of languages. The next 10 most common languages were Russian, Vietnamese, Somali, Ukrainian, Arabic, Marshallese, Chinese Mandarin, Korean, Punjabi, and Tagalog. Total expenditures to support English language development services across the state was $277.8 million, of which $212.5 million was from TBIP funding. This was a 36.5% increase in the TBIP total expenditures from the previous year. [For the 2019 report, see ED601942.]
Update: Transitional Bilingual Instruction Program (TBIP). Report to the Legislature
Author: Randall, Katie Weaver
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Bilingual Education Programs,Transitional Programs,State Programs,English Language Learners,State Legislation,Educational Legislation,Second Language Learning,Second Language Instruction,Language Proficiency,Language Tests,Eligibility,Academic Achievement,Scores,School Districts,Native Language,Russian,Vietnamese,Ukrainian,Afro Asiatic Languages,Semitic Languages,Mandarin Chinese,Korean,Indo European Languages,Tagalog,Expenditures,Elementary School Students,Secondary School Students,Language of Instruction

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter 28A.180. The Transitional Bilingual Instruction Act recognized that classes taught only in English are inadequate to meet the needs of ELs. Through TBIP legislation, all eligible English learners in Washington shall receive bilingual instruction, or an approved alternative program of English language development instruction, until the student is proficient in English. During the 2019-20 school year, 139,238 students were identified as ELs, a 3% increase from 2018-19. Enrollment was highest in urban areas in the western part of the state and in the Yakima Valley. Students served by TBIP in 2019-20 spoke 231 different home languages. The most identified language was Spanish, spoken by 55% of students. While Spanish continues to be the top language other than English, districts continue to serve students who speak a diverse range of languages. The next 10 most common languages were Russian, Vietnamese, Ukrainian, Somali, Arabic, Marshallese, Chinese Mandarin, Korean, Punjabi, and Tagalog. Total expenditures to support English language development services across the state was $239.9 million, of which $227.7 million was from TBIP funding. This was a 7.1% increase in the TBIP total expenditures from the previous year. [For the 2020 report, see ED616409.]
Promoting a Culture of Continuous Learning in Early Care and Education Settings. OPRE Report 2021-208
Author: Halle, Tamara
Date: 2021-09-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Education,Federal Programs,Low Income Students,Educational Quality,Educational Improvement,Evidence Based Practice,Social Emotional Learning,Teaching Methods,Child Care Centers,Organizational Change,Feasibility Studies,Organizational Culture,Communities of Practice,Teamwork,Preschool Teachers,Administrators,College Faculty,Coaching (Performance),Parents

Young children and their families benefit from early care and education (ECE) settings implementing high-quality practices that support children's well-being, health, and safety. Activities to support quality are a focal point of federal and state investments, including over $1 billion of the Child Care and Development Fund and nearly $240 million in Head Start Training and Technical Assistance. The Culture of Continuous Learning (CCL) project tested the &quot;Breakthrough Series Collaborative&quot; (BSC), a quality improvement methodology developed by the Institute for Healthcare Improvement. As part of the CCL project, ECE centers participating in the BSC learned new strategies for improving evidence-based practices. Participating centers focused on improving teaching practices associated with children's social and emotional learning (SEL). The purpose of this report is to share findings from the BSC feasibility study in ECE centers. The feasibility study examined how ECE centers (i.e., child care centers and Head Start) participated in BSC quality improvement activities and the extent to which the BSC promoted changes in individual practices and organizational dynamics. Findings from the CCL feasibility study can inform recommendations for implementing and evaluating a BSC at a larger scale by including more ECE centers of different types, and across diverse geographic areas. [This report was prepared with University of Massachusetts Boston, Institute for Early Education Leadership and Innovation and JRA Consulting Ltd. For &quot;Promoting a Culture of Continuous Learning in Early Care and Education Settings: A Summary for ECE Leaders. OPRE Report 2021-207,&quot; see ED616364.]
The Role of Utility Value in Promoting Interest Development
Author: Hecht, Cameron A.
Date: 2020-04-30
Type: Reports - Research
Subjects: Student Interests,Learning Motivation,Instructional Materials,Undergraduate Students,Majors (Students),Intervention,Introductory Courses

An individual's initial interest in a topic may quickly fade, or it may become deeper and more enduring. One factor that may support an emerging interest is to discover utility value (or usefulness) in the topic. Instructional materials that emphasize the utility value of a topic can enhance learning and motivation, but whether these materials can foster interest development among individuals who show initial interest in a topic is uncertain. Across two studies, we tested utility-value (UV) manipulations under conditions in which we expected the manipulations to promote the development of interest. In Study 1, we manipulated whether participants received utility-value information during a learning session and found that such information triggered a state of interest for participants who had reported higher levels of interest at the outset of the session. In Study 2, we provided all participants with the same utility-value information provided to some participants in Study 1, and then manipulated whether they wrote one of three kinds of essays about the utility value of the task (or a control topic). For participants with higher interest, we found that subsequent reflection on the usefulness of the material for the distant future in a writing activity (rather than the present or near future) further promoted interest development. In addition, engaging in any type of utility-value writing improved performance on a test of the material--overall, and specifically for less confident participants--replicating previous research. Findings suggest that, under the right conditions, emphasizing utility value can catalyze the interest-development process. [This is the online version of an article published in &quot;Motivation Science&quot; (ISSN 2333-8113).]