ethanporcaro/eric-fulltext-meta huggingface dataset:
England&apos;s Approach to School Performance Data--Lessons Learned
Author: Kaliszewski, Martin
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Improvement,Databases,Accountability,Student Characteristics,Value Added Models,Educational Change,Comparative Analysis,Academic Achievement,Outcomes of Education,National Competency Tests,Data,Secondary Schools,Access to Education,Self Evaluation (Groups)

Data has played an important role in England's recent school improvement journey. The evolution of the approach has not been perfect but the National Pupil Database has become a vital tool for health checking the education system, driving accountability, directing education policymaking, and tracking the educational attainment of key vulnerable groups. Within the United Kingdom, education is a 'devolved' responsibility managed at the level of each of the four national jurisdictions: England, Northern Ireland, Scotland, and Wales. This report focuses on experiences in England, which is by far the largest of the four political units. The purpose of this report is to highlight some of the lessons learned and successes of the England national pupil data story. This report is based on the expertise and experience of its authors and draws on some relevant literature to support key points and provide illustrations. This report is intended to offer insights for policymakers in other countries where a national pupil level data system is being developed or refined. By sharing England's story the authors hope that others may be able to avoid some of the mistakes and unexpected consequences that were made in the last three decades of development in England. The report provides analysis of seven key lessons: (1) The school accountability system in England benefits from a data infrastructure of national tests and information about pupil characteristics, supported by technology; (2) English experience demonstrates the risks of an over-simplistic approach to school performance data; (3) In England, there has been an important and lively debate about 'value-added' measures which take into account the starting points of pupils; (4) There is a need for a national accountability system that evolves over time; (5) Accountability measures used in England have played a significant role in the development of school self-evaluation; (6) Schools can benefit from comparing their own students' performance with that of the national database through item level analysis; and (7) There should be an alignment between data-based support for internal school improvement and external school improvement through inspection.
Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students: Lessons for State and Local Education Agencies
Author: Umansky, Ilana
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Immigrants,English Language Learners,Student Needs,Student Diversity,Refugees,Student Characteristics,Health Needs,Social Influences,Trauma,Student Adjustment,Board of Education Policy,School Policy,State Policy,Educational Policy,Partnerships in Education,School Community Programs,Elementary Secondary Education,Graduation,School Personnel,Financial Support,Technical Assistance,State Departments of Education

Recently arrived immigrant English learners (RAIELs) are a highly diverse group, encompassing important subgroups such as students with refugee status, unaccompanied minors, and students with limited or interrupted formal education (SLIFEs). RAIELs arrive in the U.S. filtering into all grade levels, with varied initial English proficiency levels, educational backgrounds, and home language literacy levels. These students bring unique and valued strengths to the classroom, but also frequently face shared challenges. While RAIELs share with other English learners (ELs) a common need to acquire English proficiency, they also often have needs that non-recently arrived EL students do not typically have. These include mental, physical, and social needs that are shaped by dislocation and trauma exposure; academic needs that pertain to limited or interrupted prior formal schooling; and adjustment to the norms and characteristics of a new country, community, and school setting. There is limited understanding of who RAIELs are as a student group and how their needs differ from those of English learners more broadly. This report, and the studies that form the backbone of the findings reported here, were initiated by the Council of Chief State School Officers' (CCSSO) English Learner State Collaborative on Assessment and Student Standards (EL SCASS). This group, made up of leaders of English learner education from state departments of education across the country, identified a need to understand and improve their work supporting the education of immigrant students who had recently arrived in the U.S. This report explores answers to three critical questions: (1) Who are recently arrived immigrant EL students; (2) What are their educational needs; and (3) What school, district, and state-level policies and practices are being implemented to support them? The hope is that the report offers information, support, and guidance for the work of both state departments of education and local education agencies as they design, implement, adapt, and evaluate their programs, policies, and services for this important group of students. A glossary is provided.
Empowering Males of Color: Year 1 of a Community-Wide Investment in Our Students
Author: District of Columbia Public Schools
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Males,Minority Group Students,Achievement Gap,Public Schools,Empowerment,Academic Ability,Interpersonal Competence,Success,College Readiness,Career Readiness,Culturally Relevant Education,Early Childhood Education,Preschool Teachers,Faculty Development,Staff Development,Paraprofessional School Personnel,Mentors,Literacy Education,Student Development,Single Sex Schools,High Schools,College Preparation,Grants,Role Models,Teacher Recruitment,Minority Group Teachers

Nearly half (45%) of students in DC Public Schools are males of color. Despite improvements district-wide, there are still considerable achievement gaps between young men of color and their peers. We must work harder to ensure that all students--particularly boys and young men of color--share equally in District of Columbia Public Schools' (DCPS') progress. Empowering Males of Color (EMOC) is a comprehensive effort to change that narrative, improve the student experience, and help our young men develop the academic and social skills that lead to success. Led by DCPS, the initiative engages the entire city in an effort to prepare our boys and young men of color for college, careers and life. This report outlines highlights of EMOC's first year: (1) Working with Bank Street College of Education and the national Office of Head Start, DCPS developed a culturally responsive professional development program for classroom teachers and paraprofessionals of 3- and 4-year-olds; (2) In the 500 for 500 program, the academic focus is literacy, but the mentors build relationships to support their students both academically and personally; (3) DCPS will soon open the city's first public, all-male college-preparatory high school at the site of the the former Ron Brown Middle School, which is currently being modernized to accommodate the needs of a full high school program; (4) A competitive grant opportunity for DC Public Schools, Innovation Grants enable individual schools to address the unmet needs of their male students of color; and (5) DCPS is amplifying its recruitment efforts to ensure that boys and young men of color see teachers and role models who look like them.
Disadvantaged Girls in Kenyan Schools
Author: di Marco, Alexia
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Disadvantaged Youth,Females,Economically Disadvantaged,Elementary School Students,Slums,Academic Achievement,Enrollment,Disproportionate Representation,Educational Change,Fees,Teacher Student Relationship,Low Income Students,Educational Environment,Access to Education,Teacher Attendance

This research is related to Education Development Trust's Department for International Development-funded Girls' Education Challenge (GEC) programme in Kenya. Complementing the monitoring and evaluation data gathered for the programme, this research was funded by Education Development Trust to enrich and develop a deeper understanding of girls' experiences at school in Kenya. It explores aspects of school and schooling that affect the participation and learning of marginalised girls in the Arid and Semi-Arid Lands (ASALs) of Turkana and the slums of Nairobi. The report offers a detailed, qualitative analysis of the practices and experience of education of 128 girls across 16 primary schools in these two regions. It examines: (1) Why marginalised girls in ASALs and slums participate and learn better in some schools compared to others; (2) Why there might be a higher proportion of girls enrolled in some of these schools; and (3) How reform can be supported in other Kenyan schools to increase enrolment, achievement and the completion of basic education for girls. The study involved visiting a total of 16 schools (eight in Turkana and eight in the Nairobi slums) for two days each in term two of the 2014 school year. Over the course of the research the team met with 128 girls, 53 2 teachers, 14 heads and two deputies, observed 53 lessons and carried out 48 'out-of-class' observations. Findings are presented in two chapters. The first gives the findings from each data source and the second presents a cross-case thematic analysis. The key points are described in this report. This report suggests that schools should consider how they collect fees, build positive relationships between female pupils and teachers, and encourage active and professional leadership in order to build better learning environments in which girls are more likely to complete schooling and do well. Schools also need to continue to address quality issues and maximise learning time during the school day, and ensure that girls are not inadvertently excluded from additional learning opportunities offered outside the school day.
An Examination of the Number Sense Performances of Preservice Elementary Mathematics Teachers
Author: Cansiz Aktas, Meral
Date: 2017-00-00
Type: Journal Articles
Subjects: Number Concepts,Computation,Preservice Teachers,Elementary Education,Foreign Countries,Mathematics Teachers,Mathematics Instruction,Grade 2,Grade 3,Fractions

The aim of this study is to examine the number sense skills of preservice elementary school mathematics teachers. This study was conducted by using the survey model among descriptive research methods. A total of 111 preservice teachers studying at second and third grades in the elementary school mathematics teaching program at a state university participated in the study. The data of the study were collected by using the number sense test consisting of 17 questions and developed by Kayhan-Altay (2010). The findings of the study indicated that the number sense performances of preservice elementary mathematics teachers were lower than expected and there was a significant difference in favour of third-grade students. It is considered that the &quot;Special Training Methods I and II&quot; courses and the &quot;Mathematics Curriculum&quot; course, which are taught in third grades and in which subjects such as estimation and making mental calculations, etc. superficially related to number sense are mentioned, may cause this difference. Thus, it was suggested that it was necessary to include courses consisting of number sense and how it can be developed in the curriculum.
The Effect of Dynamic and Static Core Exercises on Physical Performance in Children
Author: Boyaci, Abdurrahman
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Adolescents,Team Sports,Athletes,Exercise,Physical Education,Control Groups,Pretests Posttests,Comparative Analysis,Body Weight,Body Height,Human Body

The study aims to investigate whether or not there is an acute effect of dynamic and static core exercises applied to footballer children with 12-14 years of age on their physical performances. The experimental method with pre-test and post-test pattern and control group has been used in the study. A sampling of the study has been created from the athletes between 12-14 years of age and playing in a football team in a private school. A total of 48 students have participated voluntarily as dynamic core group (DCG, n=15), static core group (SCG, n=15) and Control Group (CG, n=15). Static and dynamic core exercises with 30-35 minutes and 3 days have been applied during 10 weeks to the study groups. Pre-test measurements of height, weight, vertical jump, pull-up, standing long jump, flamingo balance, flexibility hand grip strength and plank have been taken from child athletes before exercises. After obtained data has been applied in a computer environment, arithmetic mean (x) and standard deviation (ss) of DCG, SCG and CG groups have been taken and Paired Samples t-test has been applied for the differences between pre-test and post-test. Significance level has been studied in p&gt;0.05 level. According to the findings, static and dynamic core exercises of 10 weeks have exhibited significant differences according to the performances of control group athletes. (p&lt;0.05). In addition to this, it is observed that physical performance values of dynamic core exercises are better when compared with the group performing static core exercises. As a result, a contribution can be provided to development periods of child athletes with core exercise to be applied. Also, the fact that there are dynamic core exercises of movements within exercise program will affect strength developments much more when compared with static movements. It is contemplated that applying dynamic and static exercises in combination will affect their developments much more efficiently.
Comparison of Turkish Elementary School Science Curriculum: 2005-2013-2017
Author: Sentürk, Cihad
Date: 2017-12-00
Type: Journal Articles
Subjects: Science Curriculum,Elementary School Curriculum,Educational Change,Feedback (Response),Comparative Analysis,Constructivism (Learning),Educational Philosophy,Foreign Countries

Change is an inevitable reality of life. The developments in the world affect the qualities expected from individuals and this reflects on the educational systems. For this reason, the high competitiveness of the countries in the international arena requires that the education systems comply with the requirements of the age. In Turkey, it is seen that the curriculum has been changed in various times since the announcement of the Republic. In 2005, a major change was done and the curriculum was prepared in line with the philosophical and structural approach as well as the the requirements of the age. These programs were updated in 2013 by reviewing the 4 + 4 + 4 education system which was designed in 2012. In 2017, the curriculum has been updated with stakeholder's feedback in line with the problems faced by previously developed programs and practices. In this context, the aim of the study is to compare the elementary school science curriculums which were prepared based on the constructivist approach in 2005, updated in 2013 and re-revised in 2017, and to reveal their similarities and differences. In the study, the elementary school science curriculums (2005-2013-2017) were compared by investigating in terms of basic philosophy of the curriculum, the general aims of the curriculum, key competences in the curriculum, and the approaches during the teaching situations, the evaluation process, the subject areas, the achievements and the course hours. The research was carried out by document analyzing method of qualitative research methods. As a result of the study, we found out that while there was not much difference between primary school sciences curriculums in 2013 and 2017, there was a great deal of differences between the 2005 curriculum and the 2013 and 2017 curriculum especially in the number of achievements and course hours.
An Iterative Participatory Approach to Developing an Early Childhood Problem-Based STEM Curriculum
Author: John, Melissa-Sue
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Problem Based Learning,STEM Education,Curriculum Development,Curriculum Design,Preschool Children,Engineering,Preschool Teachers,Self Efficacy,Teacher Empowerment,Participative Decision Making,Teacher Persistence,Outcomes of Education

This paper describes an iterative participatory curriculum design approach to developing a problem-based STEM curriculum for preschool children. The curriculum aims to teach young children problem-solving using an adapted version of the engineering design process (EDP). Despite evidence showing that a rigorous, integrated STEM curriculum promotes cognitive development and curiosity, very little STEM or engineering instruction occurs in classrooms for three- to five-year-old children, and few studies include teachers in the curriculum design process. Research has shown that, when children experience an engineering curriculum, they show an increase in engagement, in the number of engineering behaviors displayed, and in persistence in completing activities. As well, when teachers are involved in designing curriculum, they are more likely to feel empowered and sustain implementation. Qualitative analysis of semistructured interviews with 13 preschool teachers after the development process showed that teachers who participated in the process perceived increased knowledge and self-efficacy in teaching STEM in their classrooms. These reflections support using a participatory curriculum design approach for empowering teachers and enhancing self-efficacy in teaching STEM to young children. High teacher self-efficacy has been associated with positive classroom outcomes and teacher retention in the profession. [This article was published in &quot;European Journal of STEM Education&quot; (EJ1190775).]
Psychological Consequences of Cyber Bullying Experiences among Turkish Secondary School Children
Author: Erdur Baker, Özgür
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Bullying,Computer Mediated Communication,Victims,Depression (Psychology),Age,Sex

This study aimed to examine the relations of cyber bullying experiences of Turkish secondary school children (as a victim and bully) to demographic variables (age and gender) and depressive symptoms. The participants were 165 secondary school students (94 females and 71 males) whose ages ranged from 10 to 14. According to the results, there is a significant interaction effect between age and gender on cyber bullying experiences, but they are not related to being a cyber victim. In other words, while school children's age and gender are related to being a cyber bully, school children may have the potential to be a cyber victim regardless of their age and gender. Moreover, the results revealed that the students who reported to being cyber victim indicate higher level of depressive symptoms. [Paper presented at WCES 2010.]
Scaffolding Made Visible
Author: Olney, Andrew M.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Scaffolding (Teaching Technique),Intelligent Tutoring Systems,Tutoring,Expertise,Instructional Effectiveness,Definitions,Educational History,Educational Theories

This chapter presents a critical analysis of the concept of scaffolding as it has evolved over time. The analysis differs from existing reviews (Stone, 1998a; van de Pol, Volman &amp; Beishuizen, 2010) in at least two ways. First, rather than assuming that scaffolding is a metaphor that needs to be formalized with a normative framework, we closely analyze source texts to uncover the epistemology of scaffolding. Second, rather than exclusively focusing on the origins of scaffolding, we use later work from the original line of research to augment and clarify its origins. The analysis begins by examining the current controversies surrounding the common notion of scaffolding as a metaphor for support. After reviewing the history of scaffolding and its theoretical foundations, we explore the structure and function of scaffolding. We examine the implementation of scaffolding in human tutoring and intelligent tutoring systems. Our analysis suggests that key components of expertise have a larger role to play in scaffolding than appears in common practice. In particular, we argue that the most effective scaffolding makes expertise visible. [Published in: R. Sottilare, A. Graesser, X. Hu, &amp; B. Goldberg (Eds.), &quot;Design Recommendations for Intelligent Tutoring Systems. Vol. 2 of Adaptive Tutoring,&quot; (pp. 327-340). Orlando: U.S. Army Research Laboratory.]
Evaluating Student Cognitive and Social-Emotional Growth during a High School Mindfulness Course Using Mixed-Method Design. SAGE Research Methods Cases Part 2
Author: Levitan, Joseph
Date: 2018-00-00
Type: Reports - Research
Subjects: Metacognition,Health Education,Well Being,Stress Variables,High School Students,Program Descriptions,Program Effectiveness,Control Groups,Experimental Groups,Pretests Posttests,Social Isolation,Case Studies,Interpersonal Relationship,Psychometrics,Student Attitudes,Symptoms (Individual Disorders)

Between 2014 and 2017, an interdisciplinary group of researchers examined whether a high school health class that incorporated mindfulness techniques lowered students' stress and improved their wellbeing. We received a grant from the Institute of Educational Sciences from the United States Department of Education to (1) train high school health teachers to implement the mindfulness-based curriculum and (2) study how the program impacted students. We examined changes in cognitive, social, emotional, and physical wellbeing indicators from before the course to after the course, using a quasi-experimental (intervention and control group with pre and post tests), mixed-methods (concurrent triangulation) design. Data consisted of student responses to psychometric surveys and interviews with a subsample of students. When we compared qualitative findings with quantitative outcomes, we discovered instances of different results through each method. This allowed us to provide explanations and context for certain outcomes. For example, the recent loss of a grandparent explained why one student scored high in social isolation. At other times, the two methods found two different &quot;outcomes stories&quot; from the same student. For example, a student reported in the interview that he was struggling with social interactions, but the psychometric indicators had him in the top quintile of social wellbeing indicators as compared to his peers. This case study discusses methodological approaches to mixed-method educational psychology research, the challenges of making sense of data from different sources, and the usefulness and limitations of mixed-methodologies for psychological outcome evaluations of student wellbeing interventions. We also discuss the process of working as a large group of researchers. This case is useful for students in psychology and education, and it is equally useful for early career researchers.