ethanporcaro/eric-fulltext-meta huggingface dataset:
College Administrator-Student Communication via Twitter
Author: Al-Jarf, Reima S.
Date: 2015-05-00
Type: Speeches/Meeting Papers
Subjects: College Administration,Administrators,College Students,Computer Mediated Communication,Social Media,Foreign Countries,Student College Relationship,Content Analysis,Student Attitudes,Administrator Attitudes

This paper analyzes the tweet content of the official Saudi language, literature and translation institutions' Twitter accounts to find out the types of issues tweeted and characteristics of administrator-student interaction. 115 students and 5 administrators were also interviewed to find out how they perceive their institution Twitter accounts and their advantages and shortcomings. It was found that only 20 (34%) language, literature and translation colleges and departments at 10 universities have Twitter accounts. Twitter is mainly used for announcements about admission, registration, drop-ad and withdrawal dates, exam schedules, class cancellation, extra-curricular activities, student clubs, and others. Announcements are mainly tweeted in Arabic, whereas English is used for course-related issues and language learning tips. Photos tweeted consist of images of course lists, memos, forms and schedules, activities and functions held by the students and faculty. No significant differences between male and female department Twitter accounts were found in the above aspects. Both students and administrators find Twitter to be very useful in sending notifications about the department logistics and functions in a quick and easy way. Results of the quantitative and qualitative analyses of the Twitter accounts under study together with student and administrator views are reported in detail.
Communication among Language and Translation Instructors and Students via Twitter
Author: Al-Jarf, Reima
Date: 2015-09-12
Type: Speeches/Meeting Papers
Subjects: Social Media,Translation,Language Teachers,Interpersonal Communication,Second Language Learning,Arabic,English (Second Language),Language Usage,Foreign Countries,College Faculty,College Students,French,Computer Mediated Communication,Student Attitudes,Teacher Attitudes,Barriers,Educational Technology

Twitter accounts of a sample of language and translation instructors in Saudi Arabia were examined to find out the percentage of language and translation instructors having a twitter account; the number of followers, tweets, pictures, links and date created; issues and topics tweeted; the percentage and types of instructional tweets; the language of communication; types of queries students raise on Twitter; and students and instructors' views on the advantages and shortcomings of instructor-student communication via Twitter. It was found that instructors mainly use Twitter for making announcements. Some tweet language learning tips and links for the students. Retweets and queries by participating students are very few. Announcements are tweeted in Arabic; whereas English is used for course-related issues and language learning tips. The students find instructor Twitter accounts significant and useful. Results of the quantitative and qualitative analyses of the instructors' Twitter accounts together with student and instructor views are reported in detail.
Comparative Signaling Generated for Expository Texts by 4th-8th Graders: Variations by Text Structure Strategy Instruction, Comprehension Skill, and Signal Word
Author: Meyer, Bonnie J. F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Text Structure,Grade 4,Grade 5,Grade 7,Grade 8,Teaching Methods,Conventional Instruction,Intervention,Reading Skills,Reading Comprehension,Gender Differences,Age Differences,Elementary School Students,Middle School Students,Reading Instruction

Explicit signals of important relationships in expository texts can provide efficient processing instructions for readers with strategic knowledge about text structures. However, such signal words do not help readers without strategic knowledge about use of text structures and signal words. This study provided the first detailed investigation about the effects of structure strategy instruction on understanding several types of comparative signal words in multi-paragraph expository texts. The study, set in 41 school districts, examined four comparative signal words generated by three groups of reading comprehenders in Grades 4, 5, 7, and 8 and how such understandings were impacted by instruction with the text structure strategy. Students in classrooms randomly assigned to structure strategy instruction showed more understanding of comparative signal words than those in the business as usual control. The intervention aided 4th, 5th, and 7th graders' generation of all signal words, but more so for the more difficult signaling words that transitioned between paragraphs. For Grade 4 the intervention helped some reading comprehension groups more than others depending on signal word difficulty. For Grade 8 the intervention increased understanding of difficult signal words, but not the easiest signal word. Males in Grade 5 using the web-based structure strategy instruction improved their generation of the easiest signal word more than females, but females improved more on the difficult signal words. The comparison text structure and its signaling words appear ideal targets for instruction at upper elementary and middle school. The findings have implications for classroom instruction about text structures. [This article was published in &quot;Reading and Writing&quot; (EJ1193946).]
Evaluation of the Freedom Schools Program in Charlotte, NC. CEME Technical Report. CEMETR-2017-06
Author: Butts, C. Missy
Date: 2017-12-00
Type: Reports - Research
Subjects: Partnerships in Education,Program Evaluation,Leadership,Internship Programs,Educational Experience,Student Attitudes,Reading Skills,Personal Autonomy,Interpersonal Competence,Goal Orientation,Elementary Secondary Education,College Students,Social Development,Emotional Development

This report outlines the results of an evaluation of the Freedom Schools project as it was implemented in Charlotte, North Carolina, during the summer of 2017. The evaluation study was a collaborative project between the Center for Adolescent Literacies (CFAL) and the Center for Educational Measurement and Evaluation (CEME). Both centers are housed within the College of Education at the University of North Carolina (UNC) Charlotte and have extensive records of collaboration with community groups as well as state and local educational agencies. The survey items that were used in the data collection process were initially developed and piloted during the 2016 Freedom Schools program year. This process was accomplished by a collaborative effort of CFAL, CEME, and Freedom Schools. An initial set of draft survey items were developed through an iterative process by CFAL and CEME staff. The Freedom Schools program goals and objectives, and the goals of the program evaluation effort were carefully considered as each draft was reviewed and revised. Freedom schools staff were given an opportunity to review the draft survey items and were interviewed to gather their input regarding whether the survey would meet the needs of the program and effectively solicit the feedback of program participants.
Recommendations for the Implementation of a Statewide Formative Assessment Process. CEME Technical Report. CEMETR-2020-01
Author: Ferrara, Angela M.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Program Implementation,State Programs,Formative Evaluation,Kindergarten,School Readiness,Student Evaluation,Student Placement,Faculty Development,Administrator Role

This report contains information on the background of and research on the North Carolina Kindergarten Entry Assessments (NC KEA). Evidence shows that implementing formative assessment is difficult for teachers and schools. Given that North Carolina will be adopting a new KEA measure for the fall of 2020, this report summarizes previous research on the NC KEA, as well as formative assessments throughout the United States, in order to provide a set of data-based recommendations to help support implementation during this transition. The recommendations provided in this report can be divided into three broad areas: (1) initial and ongoing professional development; (2) supporting implementation practices; and (3) administrative best-practices.
Catholic School Enrollment Boomed during COVID. Let&apos;s Make It More than a One-Time Bump. Issue Brief
Author: Porter-Magee, Kathleen
Date: 2022-06-00
Type: Reports - Research
Subjects: Catholic Schools,Enrollment Trends,COVID-19,Pandemics,School Closing,In Person Learning,Elementary Secondary Education,Preschool Education,Geographic Regions,Public Schools,School Choice

The 2022 National Catholic Educational Association (NCEA) data provide a window into how the landscape of American education has shifted over the past two years in response to COVID-19-related school disruption. Between 2020 and 2022--a period marred not only by the health and safety worries that COVID brought but also by the heated debates about how schools should serve students amid a pandemic. In early spring 2020, many Catholic schools were the first to close, responding quickly to the threat that was still not fully understood. Then in fall 2020, Catholic schools, far more so than either public or charter schools, stood apart again by finding a way to reopen safely for in-person learning. The 2022 NCEA enrollment results reveal a historic 3.8% nationwide enrollment increase for all Catholic elementary and secondary schools. In order to understand whether the 2022 rebound represents a true reversal of the previous decline in Catholic school enrollment, it's important to dive deeper to understand where the increases were concentrated and what can be learned from them. To that end, analyzing the numbers by grade level provides some insight into just what may have changed and where. Pre-K, for instance, accounts for 40% (or 44,584 students) of the 2021 enrollment decline and 66% (41,190 students) of the 2022 rebound. K-8 Catholic school enrollment, by contrast, rose by 2.4% (23,100 students) between 2021 and 2022, and secondary school enrollment saw a modest 0.4% (2,164 students) decline from 2021 to 2022.
How Do Work Environment Conditions Affect Teachers of Color?
Author: Carter, Victor Coy, Jr.
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Work Environment,Minority Group Teachers,Faculty Mobility,Inclusion,Professional Autonomy,Racial Discrimination,Faculty Development

According to the 2019 Biannual Teacher Supply and Demand Report, approximately 25% of teachers in Minnesota left the teaching profession for personal reasons. A trend of teacher instability-- particularly amongst teachers of color--is high and is shown to be influenced by working conditions. A lack of teacher classroom autonomy, administrative support, and faculty influence in decision making negatively impacted attrition rates of teachers of color. The research of the workplace environment for teachers of color is still growing and further honing in on more specific and nuanced ways of understanding how they navigate school spaces. This brief is meant to assist schools and educational spaces with beginning to alter their workplace environments to become more inclusive, safe, and inviting for teachers of color in efforts not simply to recruit and retain them, but to systemically embed and normalize their contributions, value, and place in schools.
Trends in the State of Teaching in the United States and Minnesota
Author: Carter, Victor Coy, Jr.
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Educational Trends,Elementary Secondary Education,COVID-19,Pandemics,Teacher Certification,Teacher Shortage,Minority Group Teachers,Age Differences,Gender Differences,Comparative Analysis

As the impact of the COVID-19 pandemic exacerbates existing racial inequities, the spotlight shines on Minnesota's gaps in income, health care, housing, and college completion rates. Most notably, COVID-19 is significantly impacting K-12 education. Forced to evacuate school buildings and shift to teaching and learning online, this is a necessary time to reflect on and reevaluate K-12 education. In 2018, researchers examined the state of teaching in the United States. Covering approximately three decades of teaching, the researchers highlight seven notable trends in the United States teaching workforce that are examined in this report. The current state of teaching in Minnesota is also examined in this report. The authors draw parallels in the themes identified by the state of teaching in the United States and Minnesota.
Biliteracy Seals in a Large Urban District in New Mexico: Who Earns Them and How Do They Impact College Outcomes? REL 2023-140
Author: Mihaly, Kata
Date: 2022-12-00
Type: Reports - Research
Subjects: Urban Schools,Language Proficiency,High School Graduates,Student Characteristics,College Readiness,Grade 12,Hispanic American Students,Low Income Students,English Language Learners,Spanish Speaking,College Attendance,Enrollment,Bilingualism,Awards,Recognition (Achievement),Equal Education,Access to Education,Bilingual Students,Grade Point Average,Bilingual Schools,Minority Group Students,Academic Achievement,Standardized Tests,Scores,Grade 9,Grade 10,Grade 11

New Mexico is one of 48 states that offer a biliteracy seal to high school graduates to recognize their proficiency in a non -English language. The Regional Educational Laboratory Southwest English Learners Research Partnership collaborated with a large urban district in New Mexico to study the characteristics and college readiness of students who earned different types of biliteracy seals (state, district, and global seals), the number of students who met some requirements for a seal but did not earn one, and the effect of earning a seal on college outcomes. The study used data from three cohorts of grade 12 students in the district from 2017/18 to 2019/20. Between 2017/18 and 2019/20, 7 percent of graduates earned at least one type of biliteracy seal, and these graduates were more likely than graduates who did not earn a seal to be Hispanic, to be eligible for the National School Lunch Program, to be a current English learner student, to have ever been an English learner student, and to speak Spanish at home. Graduates who earned a biliteracy seal were more likely than similar graduates who did not earn a seal to enroll in college within one year of high school graduation. Finally, among graduates who enrolled in college, graduates who earned a biliteracy seal were more likely than graduates who did not earn a seal to enroll in a four-year college and to enroll in college full time. The New Mexico Public Education Department and district leaders can use the findings to decide how to expand access to biliteracy seals. [For the Study Snapshot, see ED624244. For the appendixes, see ED624246.]
Naturalistic Observation within Action Research: Plausibility
Author: Ryan, Thomas G.
Date: 2022-06-30
Type: Journal Articles
Subjects: Naturalistic Observation,Action Research,Research Methodology,Postsecondary Education

Naturalistic Observation and Action Research share common qualitative rudiments. This is not inflammatory nor controversial as each means of inquiry requires careful planning, application, and review to realize worthwhile personal and professional outcomes. Both research modes are largely subjective non-experimental efforts that complement other types of research and supply perspective and next steps that generate theory while verifying data. Differences are overt and so are similarities that need be illuminated to support both research and researchers who may need to disentangle each. To aid in this exercise of clarity, exemplars are included that illustrate possibilities within tertiary contexts.
Biliteracy Seals in a Large Urban District in New Mexico: Who Earns Them and How Do They Impact College Outcomes? Study Snapshot. REL 2023-140
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Urban Schools,Language Proficiency,High School Graduates,Student Characteristics,College Readiness,Grade 12,Hispanic American Students,Low Income Students,English Language Learners,Spanish Speaking,College Attendance,Enrollment,Bilingualism,Awards,Recognition (Achievement),Equal Education,Access to Education,Bilingual Students,Grade Point Average,Bilingual Schools,Minority Group Students,Academic Achievement,Standardized Tests,Scores,Grade 9,Grade 10,Grade 11

This study snapshot highlights key findings from a study that examined who earns biliteracy seals in a large urban district in New Mexico and how they impact college outcomes. New Mexico is one of 48 states that offer a biliteracy seal to high school graduates to recognize their proficiency in a non-English language. The Regional Educational Laboratory Southwest English Learners Research Partnership collaborated with a large urban district in New Mexico to study the characteristics and college readiness of students who earn different types of biliteracy seals (state, district, and global seals) and whether earning a seal improves college outcomes. The study used data from three cohorts of grade 12 students in the district from 2017/18 to 2019/20. The New Mexico Public Education Department and district leaders can use the findings to decide how to expand access to biliteracy seals. [For the full report, see ED624239. For the appendixes, see ED624246.]
Biliteracy Seals in a Large Urban District in New Mexico: Who Earns Them and How Do They Impact College Outcomes? Appendixes. REL 2023-140
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-12-00
Type: Reports - Research
Subjects: Urban Schools,Language Proficiency,High School Graduates,Student Characteristics,College Readiness,Grade 12,Hispanic American Students,Low Income Students,English Language Learners,Spanish Speaking,College Attendance,Enrollment,Bilingualism,Awards,Recognition (Achievement),Equal Education,Access to Education,Bilingual Students,Grade Point Average,Bilingual Schools,Minority Group Students,Academic Achievement,Standardized Tests,Scores,Grade 9,Grade 10,Grade 11

The full study to these appendixes examined who earns biliteracy seals in a large urban district in New Mexico and how they impact college outcomes. The study used data from three cohorts of grade 12 students in the district from 2017/18 to 2019/20. The New Mexico Public Education Department and district leaders can use the findings to decide how to expand access to biliteracy seals. This document presents the following three appendixes that accompany the study: (1) About biliteracy seals; (2) Methods; and (3) Supporting analysis. [For the full report, see ED624239. For the Study Snapshot, see ED624244.]
Multilevel Meta-Analysis of Individual Participant Data of Single-Case Experimental Designs: One-Stage versus Two-Stage Methods
Author: Declercq, Lies
Date: 2020-09-30
Type: Reports - Research
Subjects: Research Design,Data Analysis,Effect Size,Models,Meta Analysis,Research Methodology,Data

To conduct a multilevel meta-analysis of multiple single-case experimental design (SCED) studies, the individual participant data (IPD) can be analyzed in one or two stages. In the one-stage approach, a multilevel model is estimated based on the raw data. In the two-stage approach, an effect size is calculated for each participant and these effect sizes and their sampling variances are subsequently combined to estimate a meta-analytic multilevel model. The multilevel model in the two-stage approach has fewer parameters to estimate, in exchange for the reduction of information of the raw data to effect sizes. In this paper we explore how the one-stage and two-stage IPD approaches can be applied in the context of meta-analysis of single-case designs. Both approaches are compared for several single-case designs of increasing complexity. Through a simulation study we show that the two-stage approach obtains better convergence rates for more complex models, but that model estimation does not necessarily converge at a faster speed. The point estimates of the fixed effects are unbiased for both approaches across all models, as such confirming results from methodological research on IPD meta-analysis of group-comparison designs. In light of these results, we discuss the implementation of both methods in R. [This is the online version of an article published in &quot;Multivariate Behavioral Research.&quot;]
Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children
Author: de Kort-Young, Anne Marie
Date: 2016-11-00
Type: Guides - Non-Classroom
Subjects: Guides,Educational Administration,Principals,Teacher Supervision,Teacher Evaluation,Early Childhood Education,Educational Resources,Standards,Observation

This Manual is a practical guide especially created for early childhood principals, administrators, teachers, and others directly involved in providing appropriate, high-quality preschool and kindergarten programs for young children in both public and nonpublic settings. The purpose of this manual is to inform evaluators and administrators about the North Carolina Teacher Evaluation Process (NCTEP), a component of the North Carolina Educator Evaluation System (NCEES), and how it can be used to promote the professional development and growth of early childhood education professionals. The manual contains procedures for observing and evaluating prekindergarten and teachers in the early grades who hold the North Carolina Birth-through Kindergarten Initial (formerly SPI) or Continuing (formerly SPII) License and work in public or nonpublic schools. This manual may also be used by any personnel who have been formally trained in the NCTEP and are preparing to apply the system in early childhood settings. This document is not intended to replace or substitute for any part of the NCTEP rubric in any way. Evaluation ratings can only be made using the evaluation rubric.
Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education
Author: Schwab, Götz, Ed.
Date: 2022-07-25
Type: Books
Subjects: Professionalism,Second Language Learning,Second Language Instruction,International Cooperation,Foreign Countries,Teacher Empowerment,Teacher Educators,Faculty Development,Telecommunications,Handheld Devices,Cross Cultural Studies,Program Descriptions,Educational Cooperation,Teaching Methods,Learning Processes,Technology Uses in Education,Creativity,Instructional Innovation,Language Teachers,Preservice Teachers,Teacher Education Programs

This volume is based on an ERASMUS+ project that ran from 2017 to 2020. It aimed at empowering both prospective teachers and teacher educators to actively become agents of their own continuing professional development. It further intended to cooperatively establish a culture of self-reflection, as well as an intercultural network of professionals who creatively use mobile technologies and innovative ways of teaching and learning in the field of foreign language teaching. All contributions were provided by our partners from Germany, Sweden, Spain, and the UK and give an excellent insight into all the manifold aspects dealt with in this project -- including voices of participating students. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]