ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Tennessee. Technical Report
Author: Edwards, Bethany
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Academic Degrees,Program Descriptions,Course Content,Teacher Characteristics,Enrollment,Student Personnel Services,Required Courses,Field Experience Programs,Articulation (Education),Alignment (Education),Teaching Experience,Faculty Development

Tennessee is home to more than 463,000 children under the age of six. Sixty-three percent of these young children have all available parents in the workforce and, thus, potentially need child care. Stakeholders and advocates in Tennessee remain committed to advancing strategies that improve early care and education (ECE) services, including workforce preparation and development in order to ensure that early educators have what they require to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. This technical report presents findings from the &quot;Tennessee Early Childhood Higher Education Inventory&quot; and the extent to which ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [For the narrative report, see ED614309. For the Highlights, see ED614311.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Tennessee. Highlights
Author: Edwards, Bethany
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Academic Degrees,Program Descriptions,Course Content,Field Experience Programs,Teacher Characteristics,Expertise,Articulation (Education),Alignment (Education),Family Involvement,Elementary School Mathematics,Bilingual Students,Bilingual Education

Tennessee is home to more than 463,000 children under the age of six. Sixty-three percent of these young children have all available parents in the workforce and, thus, potentially need child care. Stakeholders and advocates in Tennessee remain committed to advancing strategies that improve early care and education (ECE) services, including workforce preparation and development in order to ensure that early educators have what they need to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. This document highlights findings from the &quot;Tennessee Early Childhood Higher Education Inventory&quot; and the extent to which ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. The full narrative report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Tennessee,&quot; and the accompanying technical report present the full findings. [For the narrative report, see ED614309. For the technical report, see ED614310.]
Rhetorical Structure and Linguistic Features of Abstracts: A Comparative Study of Local, National and International Journals in English Education Written by Indonesian Authors
Author: Arsyad, Safnil
Date: 2021-03-00
Type: Journal Articles
Subjects: Comparative Analysis,Authors,Second Language Learning,Second Language Instruction,English (Second Language),Research Reports,Documentation,Foreign Countries,Rhetoric,Text Structure,Discourse Analysis,Periodicals,Journal Articles,Sentence Structure

The abstract is an important part of a research article; it is a research summary that must be attached, presented together with the research article. Therefore, the quality of an abstract is explicitly significant. This article aims to determine the similarities and differences of the rhetorical moves and linguistic features of abstracts of local, national, and international journals by Indonesian authors in the field of English language teaching. The method used is descriptive, quantitative, and qualitative methods or mix-methods, by analyzing the communicative objectives and linguistic features of the abstract parts of research articles. The results show that the majority of Ijal abstracts have five moves while the majority of Edu-Ling abstracts have only three moves. In general, active sentences are used more dominantly used than passive sentences in all moves of all three groups of abstracts, and present tense is far more frequently used in Ijal and Teflin abstracts but past tense is more frequently used in Edu-Ling abstracts while that complement clause in Move-4 of Ijal abstracts is the most frequently used among the three groups of abstracts. It can also be concluded that Teflin article abstracts are more similar to those of Ijal articles than to Edu-Ling articles in all aspects. This is probably because Teflin authors are more experienced in writing journal articles than those of Edu-Ling articles.
2020-2021 Instructional Guidance for Diverse Learning Settings
Author: Colorado Department of Education
Date: 2020-07-00
Type: Guides - Classroom - Teacher
Subjects: Blended Learning,Distance Education,Electronic Learning,Academic Standards,Alignment (Education),Equal Education,Conventional Instruction,Health Education,Computer Science Education,Dance Education,Theater Arts,Art Education,Mathematics Education,Music Education,Physical Education,Reading Instruction,Writing Instruction,Science Education,Social Studies,Second Language Learning,Educational Practices,Elementary Secondary Education

When the Colorado Department of Education (CDE) describes best, first instruction, it is assumed that instruction is occurring in a traditional environment: teachers and students gathered together in a classroom, working in small groups, large groups, and individually, and that there are no safety risks posed by having people in close proximity of each other or touching shared objects. Due to COVID-19, it can no longer be assumed that this traditional environment is possible or preferable under the current circumstances. Districts and schools have had to consider other options, including hybrid/blended learning, online-only options, or switching to remote learning on an emergency basis when circumstances require it. For most educators, this has created challenging teaching conditions--not only is teaching under these non-traditional settings challenging compared to the classroom environments teachers are accustomed to, but the uncertainty of the moment makes long-term planning and preparation especially difficult. The purpose of this document is to provide some guidance under these uncertain times for each of the content areas addressed by the Colorado Academic Standards. While some compromises are inevitable when shifting instruction to non-traditional settings, maintaining high-impact instruction (or the highest impact instruction under the circumstances) requires adherence to certain principles, practices, and strategies. Teaching is a very complex endeavor and while it is not possible to cover every approach, tool, or practice for every situation, this document aims to inform educators about what teaching should ideally look like given a variety of instructional settings. [This report was produced by Colorado Department of Education, Office of Standards and Instructional Support.]
STEM Courses during the COVID Pandemic: Lessons from Spring 2020
Author: Means, Barbara
Date: 2020-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,STEM Education,Undergraduate Students,Barriers,Teacher Attitudes,Student Attitudes,College Faculty,Teaching Methods,Active Learning,Cooperative Learning,Equal Education,Student Satisfaction,Access to Computers,Internet,At Risk Students,Student Motivation,Educational Environment,Help Seeking,Student Responsibility,Health,Student Employment,Feedback (Response),Peer Relationship,Cooperation,Grading,Student Evaluation,Educational Practices

Higher education experienced an unprecedented and unplanned shift to remote instruction in response to the COVID-19 pandemic in spring 2020. For the first time, the great majority of postsecondary faculty and students were engaged in remote instruction. Faculty members who had never taught (or learned through) online courses were challenged to teach in a new format. Students who had never learned online before, and were not expecting to do so, had to shift to learning at a distance at the same time they were coping with abrupt changes in their living circumstances. As the pandemic has persisted, restrictions on classroom-based instruction have extended much longer than envisioned in spring 2020. Colleges and universities are looking for ways to design courses that are resilient in the face of epidemics and other interruptions to campus-based teaching while also being equitable to all students. This report highlights challenges and equity issues that surfaced in spring 2020 and that should be considered in course design and implementation, even beyond the pandemic. Its description of specific practices associated with higher student satisfaction with their STEM courses has applicability far beyond the first semester of pandemic-induced remote learning. This report describes findings from two research activities conducted concurrently: (1) Survey of a nationally representative sample of over 650 undergraduates who were taking STEM courses that included in-person meetings when they began and had to switch to entirely remote instruction; and (2) Qualitative descriptions of 28 STEM courses offered by nine institutions, based on interviews and focus groups with students and instructors. In this report the authors provide selected survey findings along with related descriptions of STEM remote teaching practices and learning experiences from the course case studies.
Scaffolding Attention and Partial Word Learning through Interactive Coviewing of Educational Media: An Eye-Tracking Study with Low-Income Preschoolers
Author: Neuman, Susan B.
Date: 2019-10-31
Type: Reports - Research
Subjects: Scaffolding (Teaching Technique),Attention,Vocabulary Development,Educational Media,Eye Movements,Low Income Students,Preschool Children,Receptive Language,Expressive Language,Repetition,Television Viewing,Word Frequency,Novelty (Stimulus Dimension),Instructional Effectiveness

This study was designed to examine the effects of coviewing on low-income children's attention to and understanding of novel words in educational media. In addition, we sought to understand coviewing's contribution to children's receptive and expressive word learning when some target words were repeated more or less frequently. Using a within-subjects design, 83 preschoolers viewed 2 educational media stories, 1 with an adult coviewer, and the other without, in a counterbalanced approach. Eye-tracking technology recorded children's attention throughout viewing; pre- and posttests examined children's gains in receptive and expressive word identification. Results indicated that children's attention to target words was greater in the coviewing condition but appeared to contribute to expressive word learning only of lower repetition words. Attention mediated the relationship between coviewing and low-repetition word learning for expressive, but not receptive, vocabulary. Regardless of condition, children learned more words when they were repeated more frequently. This study provides further evidence that low-income children can pick up at least partial word knowledge on their own, particularly when words are repeated frequently. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
Learning Renewed: A Safe Way to Reopen Schools in the Global South. Paper 1 of the Learning Renewed Series
Author: McAleavy, Tony
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Disease Control,Educational Needs,Blended Learning,Barriers,Community Programs,Access to Computers,Internet,Educational Technology,Technology Uses in Education,Low Income Groups,Teacher Student Ratio,Sanitation,Family Structure,Housing,Geographic Regions,Faculty Development,Parent Participation,Lay People,Educational Resources,Leadership Responsibility,Quality Assurance,Foreign Countries

As education systems around the world begin to emerge from COVID-19-related lockdown, governments are facing the difficult decision of when and how to reopen schools, balancing the risks of widespread learning loss -- and the impact this will have on a generation of learners -- with the risks of virus transmission, which are more significant in low-income settings. Throughout the COVID-19 pandemic, Education Development Trust has sought to be highly responsive to the changing needs of educators, system leaders and partners around the world. In doing so, Education Development Trust has developed an evidence base from which new thinking has been developed, called 'Learning Renewed', which reimagines what more effective, equitable and resilient education systems might look like, and how they might better withstand future shocks. This programme of work will be continuing in the coming months, but this report is the first major think piece in this series. In it, a vision for 'flexible reopening' of schools is outlined, supplemented by community-based learning. A 'middle way' is proposed between full closure and full reopening, featuring smaller, tutorial-style classes attending school on a part-time basis, supplemented by community-based learning. The flexible opening model is not without challenges, but it offers the real potential to ensure higher quality education provision for some of the world's most vulnerable children. [For &quot;Maintaining Learning Continuity during School Closure: Community Health Volunteer Support for Marginalised Girls in Kenya. Paper 2 of the Learning Renewed Series,&quot; see ED614319.]
Maintaining Learning Continuity during School Closure: Community Health Volunteer Support for Marginalised Girls in Kenya. Paper 2 of the Learning Renewed Series
Author: Amenya, Donvan
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Access to Education,Females,Volunteers,Intervention,Lay People,Community Involvement,Disadvantaged Youth,Educational Resources,Geographic Regions,Parent Role,Peer Teaching,Allied Health Personnel,Gender Bias,Barriers,Student Needs,Program Effectiveness,Access to Health Care,At Risk Persons

The COVID-19 pandemic has been intensely disruptive to education all around the world. With children in many countries continuing to face prolonged absences from the classroom, innovative solutions are needed to maintain education continuity, especially for the most vulnerable students. Such crises require solutions that go beyond the resources of the 'traditional' education workforce, with local communities and inputs from other sectors playing a potentially important role in ensuring continuity of learning. Throughout the COVID-19 pandemic, Education Development Trust has sought to be highly responsive to the changing needs of educators, system leaders and partners around the world. In doing so, Education Development Trust has developed an evidence base from which new thinking has been developed, called 'Learning Renewed', which reimagines what more effective, equitable and resilient education systems might look like, and how they might better withstand future shocks. This report, the second in the Learning Renewed series, explores the solutions adopted by a team in Kenya, where the roles of community health volunteers (CHVs) have been redesigned to support continuity of learning for the vulnerable girls, and identifies key lessons which may prove valuable both during and beyond the current crisis. To do so, Education Development Trust commissioned a research study to explore, in detail, CHV activities during school closure. Data was collected remotely through surveys, diaries written by CHVs and interviews with stakeholders. The research covered CHVs operating in both rural Arid and Semi-Arid Lands (ASAL) and urban areas. The research highlighted both many positive outcomes for girls and significant challenges. [Foreword is written by Tony McAleavy. For &quot;Learning Renewed: A Safe Way to Reopen Schools in the Global South. Paper 1 of the Learning Renewed Series,&quot; see ED614318.]
Effects of Classroom Observation of Parents to the Performance of Pupils
Author: Ceria, Emerson T.
Date: 2021-01-00
Type: Journal Articles
Subjects: Observation,Parents,Parent Participation,Classroom Environment,Elementary School Students,Performance Factors,Mathematics Achievement,Pretests Posttests,Scores,Children,Grade 4,Grade 5,Grade 6,Foreign Countries

The study aimed to determine the effects of classroom observation of parents to the performance of pupils in Pandayan Elementary School for the school year 2019-2020. A descriptive research method was utilized in this study. A research-made instrument for pre-test and post-test aligned with the given learning competencies in the K to 12 Curriculum Guide in Grades 4 -6 was designed and undergone validity and reliability examination by peer-experts. After the validation from other Principals, the Division Research Chairperson has approved the instrument. The researcher also carried out a dry run before the actual pre-test and post-test assessment to the respondents. The gathered data from the tests were recorded and analyzed using Microsoft Excel and SPSS. The findings showed that the post-test scores have increased after the classroom observation of parents. In conclusion, there was a significant difference on the academic performance of pupils in Mathematics before and after classroom observation of parents. [Note: The publication year (2020) shown via the PDF is incorrect. The correct publication year is 2021.]
Creating a More Bilingual Texas: A Closer Look at Bilingual Education in the Lone Star State
Author: Sikes, Chloe Latham
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Bilingualism,Bilingual Education,Programs,English Language Learners,Classification,English (Second Language),Second Language Learning,Second Language Instruction,Educational Finance,Financial Support,Expenditure per Student,Low Income Groups,Public Schools,Enrollment Trends,Barriers,State Aid,Statewide Planning,Academic Achievement,Equal Education,Evidence Based Practice,Teacher Shortage,Elementary Secondary Education,Program Descriptions,Teacher Salaries,Teacher Certification,Teaching Methods

Texas educates the second-most students in the country with a home language other than English. Students are identified as English learners (EL) based on a state language assessment that evaluates a student's primary language other than English to determine if the student qualifies for additional support to develop the English language skills necessary for success in school. Students with the EL classification -- also known as emergent bilingual students (EB) -- are able to acquire additional language education, access public pre-K, and generate additional funding for their school district to provide bilingual and English as a Second Language (ESL) education. However, the percent of additional funding for EL students above the base level of per-student funding has not changed since 1984. What's more, campus level spending on bilingual education suffered some of the most drastic cuts in 2011 at elementary schools with the highest percentage of low-income students. The big 2019 school finance reform added back some funding but still did not fully make up for the earlier cuts. Meanwhile, Texas serves an increasing number of EL students in public schools as total student enrollment grows across the state. This report introduces the current state of education for English learners in Texas, discusses the challenges and outcomes of bilingual and ESL education, and provides recommendations to improve equitable student performance, opportunities, and state funding.
Successful School Leadership
Author: Day, Christopher
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Success,Leadership Effectiveness,School Effectiveness,Educational Improvement,Instructional Effectiveness,Educational Practices,Institutional Research,Best Practices,Literature Reviews,Leadership Role,Models,Transformational Leadership,Instructional Leadership,Values,Morale,Ethics,Change Strategies,Leadership Styles,Motivation,Participative Decision Making,Educational Policy,Foreign Countries,Principals,Educational Needs

This new edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts. The evidence examined by this review indicates that effective school leadership is important but, in isolation, is not a sufficient condition for successful school improvement. It shows that leadership has important effects on school organisation, culture and on teachers. Effects on student outcomes are largely indirect operating through direct effects on the organisation, culture and teaching and learning environment. The review draws particular attention to three concepts of leadership: transformational, pedagogical/instructional and distributed. While there is evidence that pedagogical/instructional leadership is important for promoting better academic outcomes for students, it is concluded that the three concepts of leadership are not mutually exclusive. It finds that most leadership effects operate indirectly to promote student outcomes by supporting and enhancing conditions for teaching and learning through direct impacts on teachers and their work, and that successful student outcomes are defined more broadly than academic performance alone (including attendance, behaviour, engagement and motivation, etc.). Moreover, single leadership strategies unrelated to educational purposes and national and local contexts are less likely to lead to success than combinations and accumulations of values-led and context-sensitive strategies which best illustrate the dynamic and complex nature of schools in the 21st century. Whether CEOs of multi-academy trusts, groups of schools, or principals of individual schools, school leaders have a key role to play in setting direction and creating and sustaining a positive school culture. This includes establishing a proactive, collaborative school mindset, supporting and enhancing staff, as well as student motivation, engagement and well-being, and the collective commitment needed to foster improvement and promote and sustain success for schools and classrooms which serve a range of advantaged and disadvantaged communities. [For the 2016 edition, see ED565740.]