ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Cognitive Abilities and Bilingualism in Early L2 Acquisition: Individual and External Factors
Author: Kersten, Kristin
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Cognitive Ability,Bilingualism,Second Language Learning,Language Aptitude,Environmental Influences,Language Acquisition,Cognitive Development,Socioeconomic Background,Second Language Instruction,Immersion Programs,Input Output Analysis,Educational Environment,Causal Models

Human language and cognition do not develop independently of each other but are intricately intertwined in various ways. This contribution presents the interplay between linguistic and cognitive abilities of learners at the individual level and relates them to the level of external contextual factors in social and educational environments. In empirical research, it is important to differentiate between so-called proximal and distal external factors: A causal effect on the individual learner can be primarily assumed through the direct stimulation of proximal factors, i.e., in personal interaction (Proximity of Stimulation approach, Kersten 2020, 2023). Therefore, external factors should be differentiated and special attention should be given to the proximal factors as direct influencing factors in empirical studies. This contribution begins with some terminological clarifications. In the following section, the connections between individual linguistic and cognitive development are discussed using selected variables in both directions (internal perspective). Initially, findings regarding the influence of multilingualism on cognitive abilities are examined, followed by the influence of cognitive abilities on L2 acquisition in the reverse direction. Finally, the contribution focuses on external contextual factors. Findings on family contextual factors such as linguistic and social background are presented. Lastly, educational contextual factors are explored, particularly discussing whether and how instructional factors can contribute to creating conducive conditions for mutual development in both domains, cognition and language, and potentially compensating for disadvantaged learner groups (cf. Kersten 2019). [This is the translated version of originally published title &quot;Der Zusammenhang von kognitiven Fähigkeiten und Mehrsprachigkeit im frühen L2-Erwerb: Individuelle und externe Variablen,&quot; which was published in: &quot;Language Education and Acquisition Research: Focusing Early Language Learning,&quot; edited by H. Böttger et al., Klinkhardt, 2020, pp. 82-116.]
Mendeleev Eponyms in the Epoch of Educational Ethnocentrism
Author: Slabin, Uladzimir
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: STEM Education,Ethnocentrism,Language Usage,Copyrights,Chemistry,Textbooks,Russian,Social Systems,English,Indo European Languages,Polish,Ukrainian,Internet,Web Sites,Plagiarism,Science Education,History,Interdisciplinary Approach,Foreign Countries,Scientists,Naming,Scientific Principles,Classification

Eponymous terms play an important role in STEM education. This research focuses on the current state of Mendeleev eponyms in the context of education and ethnocentrism, addressing their usage in various languages, their educational value, cases of questioned priority and copyright violation in Mendeleev major eponyms--periodic table and periodic system. 106 chemistry textbooks in 4 languages including Soviet-time and current Russian textbooks were perused to identify and trace Mendeleev eponyms over 1924-2016. Advanced Google Search with queries in Belarusian, English, Latvian, Polish, Russian, and Ukrainian was conducted to evaluate online presence of eponyms &quot;Mendeleev periodic table&quot; and &quot;Mendeleev periodic system.&quot; It was found that while Mendeleev eponyms occur generously on the Internet, periodic table and system with Mendeleev's name attached are seldom used on non-Russian webpages. Most Mendeleev eponyms were made up in the USSR and remain popular and Russia, which can be explained within the framework of ethnocentrism as a ruling tendency. Recognizing Mendeleev's priority, Flinn and Ross's periodic systems can be considered plagiarized; a few factors might favor their emergence, but ethnocentrism is unlikely to be one of them. Mendeleev eponyms remain valuable assets for science education, acting as shortcuts to the history of science and actualizing interdisciplinary connections. [For the full proceedings, see ED629086.]
Implementing a National Database on Young Children&apos;s Learning: A Preliminary Analysis of a Longitudinal Study to Evaluate the Quality of Preschools
Author: Cheng, Ching-Ching
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Educational Improvement,Early Childhood Education,National Curriculum,Outcomes of Education,Preschool Children,Elementary School Students,Databases,Longitudinal Studies,Educational Policy,Curriculum Design,Foreign Countries,Preschools,Educational Change,Child Development,Family Environment,Educational Environment

In recent years, many policies have been formulated and strongly promoted to improve the quality of early childhood education. In 2012, the Taiwanese government enacted a new national curriculum framework for early childhood education to enhance the quality of early childhood education programs. This new framework is key competence-oriented, meaning preschool educators must focus on children's learning and inquiry processes when designing the curriculum. A series of projects collecting information on the quality of the learning environment and learning outcomes of children aged 2 to 9, called the Early Childhood Learning Database, was built to understand the effectiveness of the curriculum reform. As a longitudinal study, young children's learning is long-term tracked and analyzed to understand the authentic situation and relevant factors to form a policy for optimizing education quality. The preliminary analysis confirmed the positive influence of the new curriculum. [For the full proceedings, see ED629086.]
Ready for College Update. Austin Independent School District. 15.34 RB
Author: Looby, Karen
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: School Districts,College Readiness,Language Arts,Academic Achievement,Mathematics Achievement,College Entrance Examinations,Scores,High School Seniors

This report provides an overview of AISD's college readiness outcomes and changes in the methods for determining students' college readiness.
Year 2 Evaluation of the Educator Excellence Innovation Program in Austin Independent School District. Publication Number 15.76
Author: Hutchins, Shaun D.
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Teacher Evaluation,Elementary School Teachers,Disadvantaged Schools,Student Educational Objectives,Communities of Practice,Beginning Teachers,Mentors,Peer Evaluation,Educational Improvement,Faculty Development,Observation

This report describes feedback from teachers at the six EEIP schools in AISD during school year two of the program (2015-2016). EEIP includes implementation of a new teacher appraisal system, student learning objectives, professional learning communities, novice teacher mentoring, and targeted peer observation.
The Creative Learning Initiative Benefits AISD English Language Learners: Impact Highlights of CLI on ELL Students. Publication 15.79
Author: Wang, Crystal
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: School Districts,Creativity,Creative Development,English Language Learners,Art Education,Creative Teaching,Outcomes of Education,Program Evaluation,Attendance Patterns,Standardized Tests,Reading Achievement,Mathematics Achievement

English language learners were more likely to attend school and to meet the STAAR passing standards in reading and math when their teachers used creative teaching strategies more frequently. These findings coincide well with the research that encourages teachers of foreign languages to be creative in their teaching so that students not only benefit from language learning, but also develop broader educational objectives and learning outcomes (Maley &amp; Peachey, 2015).
Social and Emotional Learning. Technical Report: Student Level Outcomes, 2015-2016. Publication Number 16.16
Author: Lamb, Lindsay M.
Date: 2017-01-00
Type: Reports - Research
Subjects: Social Emotional Learning,Skill Development,Educational Environment,Elementary Secondary Education,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,School Districts,Test Validity,Academic Achievement,Student Characteristics,Elementary School Students,Middle School Students,High School Students,Interpersonal Competence,Self Management,Decision Making,Attendance,Discipline,Student Behavior,Learner Engagement,Self Esteem,Teacher Expectations of Students,School Safety,Student Attitudes

This technical report summarizes student-level analyses conducted with the SEL Skills Survey and the Student Climate Survey to determine if a single measure of students' SEL skill acquisition and perceptions of school climate is possible. A separate research brief of this report also was published. [This report was supported by St. David's Foundation, Tapestry Foundation, Lowe Foundation, Stratus Properties, MFI Foundation, Allergan Foundation, AK Reynolds Foundation, and One Skye Foundation. In addition, SEL has been selected as a signature initiative of the Austin Ed Fund. For the Research Brief, see ED629196.]
Research Brief for the Social and Emotional Learning Technical Report: Student Level Outcomes, 2015-2016. Publication 16.16 RB
Author: Lamb, Lindsay M.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Skill Development,Educational Environment,Elementary Secondary Education,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,School Districts,Test Validity,Academic Achievement,Student Characteristics,Elementary School Students,Middle School Students,High School Students,Interpersonal Competence,Self Management,Decision Making,Attendance,Discipline,Student Behavior,Self Esteem,Teacher Expectations of Students,School Safety,Student Attitudes

This research brief highlights findings from the technical report (published separately). Student-level analyses were conducted with the SEL Skills Survey and the Student Climate Survey to determine if a single measure of students' SEL skill acquisition and perceptions of school climate is possible. [For the Technical Report, see ED629195.]
The Heterogeneous and Longer-Term Effects of the Great Recession on Public School District Finances. EdWorkingPaper No. 23-796
Author: Fazlul, Ishtiaque
Date: 2023-06-00
Type: Reports - Research
Subjects: Economic Climate,Public Schools,School Districts,Educational Finance,School District Spending,Expenditure per Student,State Aid,Educational Equity (Finance)

During the Great Recession and in the years that immediately followed, previous research has well-documented that U.S. public school districts receiving larger shares of their funding from state governments experienced larger declines in expenditures per student, as the GR impacted state tax bases more than it impacted local tax bases. Using detailed financial data from the academic years 2004 to 2020, we analyze the longer-term effects of the GR on a broader array of U.S. public school district finances. Employing both difference-in-differences and event study approaches, our results indicate that public school expenditures and unspent end-of-year fund balances recovered and eventually exceeded pre-GR levels on an inflation-adjusted and per-student basis. However, the funding increases were heterogeneous such that districts receiving larger shares of funding from states were less successful at increasing spending and fund balances through 2020--more than ten years after the GR officially ended. Our empirical strategy survives a host of robustness checks. This pattern is concerning as more state-dependent districts tend to have higher proportions of disadvantaged students.
The Impact of Federal Administrative Burdens on College Enrollment. EdWorkingPaper No. 23-800
Author: Gurantz, Oded
Date: 2023-06-17
Type: Reports - Research
Subjects: College Enrollment,Financial Aid Applicants,Eligibility,Audits (Verification),Student Financial Aid,Grants,College Admission,Federal Aid

Government programs impose eligibility requirements to balance the goals of improving welfare while minimizing waste. We study the impact of eligibility monitoring in the context of Federal Application for Federal Student Aid (FAFSA) submissions, where students may be subject to &quot;verification&quot; requirements that require them to confirm the accuracy of the data. Using a matching on observables design we do not find that students flagged for verification are less likely to enroll in college, which contrasts prior research. Verification reduces grant aid received but average changes are small, raising questions about the benefits of this administrative process.
Re-Entry Policy Implementation Effectiveness: A Case of Secondary Schools in Lusaka, District, Zambia
Author: Muyunda, Gift
Date: 2021-06-00
Type: Journal Articles
Subjects: Reentry Students,Secondary School Students,Educational Policy,School Districts,Administrator Attitudes,Foreign Countries,Policy Analysis,Case Studies,Teacher Attitudes,Parent Attitudes,Early Parenthood,Mother Attitudes,Educational Objectives,Policy Formation,Educational Change

The overall purpose of this study was from an educational management perspective to explore the effectiveness of the re-entry policy implementation in public schools in Lusaka District, Zambia, and highlight the missing links between the stipulated re-entry policy of 1997 and the actual practice on the ground in terms of its implementation in secondary schools. This study was qualitative and employed a case study approach, and standard open-ended interviews were used to obtain data from the district education officers, headteachers, teachers, and parents to teen mothers. The study's findings imply that the re-entry policy implementation in the selected secondary schools is not practical to a high degree. The study findings further indicated that the policy is silent, and there is no awareness of the policy in secondary schools due to unclear policy goals and objectives. The study findings also indicated no sense of ownership of the policy by stakeholders responsible for implementing the policy. Further, the study concluded that secondary schools' policy implementation is not practical because there are no clear stated objectives, implementation and monitoring strategies, financial, human, and legal resources. Hence, this study recommended that the Ministry of General Education redesign the policy, including all stakeholders in the formulation process, and clearly state its goals and objectives to ensure future successful implementation.
Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners
Author: Masadeh, Thouqan Saleem Yakoub
Date: 2021-06-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Thinking Skills,Pedagogical Content Knowledge,Creative Thinking,Teacher Attitudes,Elementary Secondary Education,Single Sex Schools,Males,Foreign Countries

The development of students' creativity has been a prerequisite for survival in this fast-changing technological age. Therefore, enhancing learners' higher-order thinking skills should be the primary concern of education systems worldwide. The present study aims to survey EFL teachers' knowledge about creative thinking and their activities to enhance creative thinking skills. It also aims to understand EFL teachers' perceptions about the importance of creative thinking activities in promoting EFL learners' creativity. Moreover, it aims to check if there are significant differences between participants' perceptions due to teaching experience and stage. Fifty-six teachers took part in the present study by responding to a questionnaire developed to achieve the aims. Results revealed EFL teachers' lack of knowledge of creative thinking skills. Nevertheless, they showed that they &quot;Often&quot; practice creative thinking activities in the classroom. Results also indicated that these activities were perceived as &quot;Important&quot; to enhance EFL learners' creative thinking skills.
Democracy Education for Children Using a Cartoon Video and Mock Voting
Author: Makita, Jun
Date: 2021-06-00
Type: Journal Articles
Subjects: Democracy,Voting,Elections,Cartoons,Teaching Methods,Social Studies,Educational Planning,Video Technology,Elementary School Students,Instructional Effectiveness,Student Attitudes,Outcomes of Education,School Visitation,Foreign Countries

In democracy education, determining how best to teach young children about democracy and how to measure the effectiveness of such learning is difficult, as &quot;democracy&quot; is a subjective and intangible concept. Given the challenge that this presents to educational planners, the author has created a cartoon video about democracy accompanied by an opportunity for children who watch the video to &quot;mock vote.&quot; The author used the video in a series of elementary school visits to teach the children the meaning of democracy. The effects of the video learning were assessed by analyzing the children's questionnaire responses before and after the class using text data mining. It was found that the children were able to assimilate the contents of the video and the themes behind the story; that is, they understood the meaning of democracy and democratic elections.
Analysis of the Value and Advantages of Financial Literacy and Digitalization to the Individual
Author: Munna, Afzal Sayed
Date: 2021-06-00
Type: Journal Articles
Subjects: Financial Literacy,Digital Literacy,Foreign Countries,College Students,Decision Making,Banking,Computer Oriented Programs,Money Management

Digital literacy is the ability to analyze, evaluate, and create a teaching and learning media which enables adults and youth to understand complex communication. Fintech has transformed the history of the financial sectors and places an individual at significant advantages. Therefore, this research study has examined how digital knowledge could provide an opportunity to learn financial capability. For this research, the authors have selected Bankers, Teachers, Information Technology (IT) professionals, and university students from Bangladesh and United Kingdom to respond to our questions. In this research study, the authors aim to determine the participant's financial literacy level and digital knowledge about individual adults' advantages. The authors have developed hypotheses, financial literacy tests, survey questionnaires. The survey was carried out by financial professionals and university students in the UK and Bangladesh. A small group of participants was selected on a later stage using convenience sampling to conduct a small-scale interview. The research findings have found that present financial decision-making and assets' growth depend on an individual adult's financial capability.
Implementation Matters: Generalizing Treatment Effects in Education. EdWorkingPaper No. 23-802
Author: Angrist, Noam
Date: 2023-06-00
Type: Reports - Research
Subjects: Teaching Methods,Low Income,Program Implementation,Intervention,Instructional Effectiveness,Foreign Countries,Basic Skills,Numeracy,Literacy,Developing Nations,Achievement Gains,Influences,Learning

Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomized trials across five contexts, and use the results to inform a new randomized trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalizability, with similar effect sizes across studies. Thus, reporting treatment-on-the-treated effects, a practice which remains limited, can enhance external validity. We also introduce a new Bayesian framework to formally incorporate implementation metrics into evidence aggregation. Results show targeted instruction delivers average learning gains of 0.42 SD when taken up and 0.85 SD when implemented with high fidelity. To investigate how implementation can be improved in future settings, we run a new randomized trial of a targeted instruction program in Botswana. Results demonstrate that implementation can be improved in the context of a scaling program with large causal effects on learning. While research on implementation has been limited to date, our findings and framework reveal its importance for impact evaluation and generalizability. [Funding for this report was provided by the Center of Excellence for Development Impact and Learning (CEDIL).]
A Global Regression Discontinuity Design: Theory and Application to Grade Retention Policies. EdWorkingPaper No. 23-798
Author: Opper, Isaac M.
Date: 2023-06-00
Type: Reports - Research
Subjects: Grade Repetition,Educational Policy,Educational Theories,Regression (Statistics),Academic Achievement,Low Achievement,Models,Elementary School Students,Primary Education,Reading Achievement

We propose a novel estimator for use in a fuzzy regression discontinuity setting. The estimator can be thought of as extrapolating the traditional fuzzy regression discontinuity estimate or as an observational study that adjusts for endogenous selection into treatment using information at the discontinuity. We show that it can be motivated as being the least complex model consistent with the data or as an estimator that is preferable to both a traditional regression discontinuity design and an observational study. We further show theoretically that no other estimators consistently generate better estimates than our proposed estimator. We then use this approach to examine the effects of early grade retention beyond the compliers around the retention cutoff. We show that the benefits of early grade retention policies are larger for students with lower baseline achievement and smaller for low-performing students who are exempt from retention. These findings imply that: (1) the benefits of early grade retention policies are larger than have been estimated using traditional fuzzy regression discontinuity designs; and (2) retaining additional students would have a limited effect on student outcomes.
Introducing the Concept of Energy: Educational and Conceptual Considerations Based on the History of Physics
Author: Bussotti, Paolo
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Scientific Concepts,Energy,Science History,Physics,Energy Conservation,Heat,Mechanics (Physics),Thermodynamics

In this research, an educational approach to the concept of energy is proposed. It is based on the history of physics. In 1854 Hermann Hemlholtz gave a popular lecture on the recent discovery that energy is conserved. Such lecture is used as a guide to introduce the pupils within several nuances of this concept. Not much mathematics is used, so Helmholtz's work, with several additions proposed here, is an excellent guide to understanding, from a qualitative point of view, the reasons that led scientists to establish the principle of conservation of energy. At the same time, it allows us to grasp two other concepts which are fundamental in reference to energy: work and heat. This panorama will be drawn in the first section. In the second one, some more mathematical and physical details on the teaching of energy in mechanics and thermodynamics will be offered. Finally, in the Conclusion, the interdisciplinary value of a historical approach to physics education will be pointed out. [For the full proceedings, see ED629086.]