ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning Vocabulary as L2: Approaches in Spanish Textbooks
Author: Yoon, Jiyoung
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Second Language Learning,Second Language Instruction,Linguistic Input,Foreign Countries,College Students,Spanish,Textbooks,Content Analysis,Learning Activities,Theory Practice Relationship,Introductory Courses

This study examines the common pedagogical approaches of L2 Spanish textbooks that are currently used at the college-level in the United States, and investigates whether they embrace the notion of input as a key concept in aiding L2 learners in learning new vocabulary words through activities that guide them from input/comprehension to output/production in a meaningful way. The analysis revealed that the textbooks surveyed in this study overall exhibited the common organization and presentation of the new vocabulary words. Despite these apparent similarities of organization in presenting new vocabulary, the surveyed textbooks differed in the manner in which the input-based instruction and the output-based instruction were employed. More specifically, the activities found in the surveyed textbooks exhibited varying degrees of manipulation involved in both input and output-based tasks, and they also differed in the number of input-based and output-based activities as well as in the logical progression between the two types of activities. The findings of this study suggest that the surveyed textbooks showed a predominant tendency towards the output-based instruction of vocabulary, putting an emphasis on the production of new L2 vocabulary. This study provides further evidence that the input-based instruction, despite its effectiveness of teaching and learning L2 as demonstrated in many previous studies, is not systematically incorporated into most L2 textbooks, thus implying a gap between theory and practice.
Epstein&apos;s Model of Parental Involvement: Parent Perceptions in Urban Schools
Author: Newman, Nicole
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parent Participation,Classification,Urban Schools,Program Effectiveness,Parent School Relationship,Parenting Skills,Volunteers,Parents as Teachers,Participative Decision Making,Parent Teacher Cooperation,Parent Associations,Elementary Secondary Education

The purpose of this study was to determine if there was a statistically significant difference in parents' perceptions of frequency and effectiveness regarding parental involvement among various demographic groups (ethnicity, education level, socio-economic status, number of children in the home) based on Epstein's (2007) six typologies of parental involvement. Parents were asked to reflect on the degree to which their child's school carried out the activities informed by the six parental involvement typologies of Epstein's Model of Parental Involvement (i.e., parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community). Findings indicated that parents in this study had significantly different views regarding the implementation of effective parental involvement behaviors by schools. Results from the study will provide districts with knowledge on how to better serve parents as well as close the gap in communication between home and school.
Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention
Author: Doabler, Christian T.
Date: 2019-03-00
Type: Reports - Research
Subjects: Intervention,Program Effectiveness,Mathematics Instruction,Learning Problems,Kindergarten,Peer Teaching,Small Group Instruction,At Risk Students,Independent Study,Teaching Methods,Achievement Tests

Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically-validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities and the quality of explicit instruction served as treatment intensity metrics. A total of 465 kindergarten students with mathematics difficulties from 136 intervention groups participated. Results suggested comparable performances between the 2:1 and 5:1 intervention groups on six outcome measures. Observation data indicated that the intensity of student practice opportunities differed by group size. Students in the 5:1 groups received more opportunities to practice with their peers, while students in the 2:1 groups participated in more frequent and higher quality individualized practice opportunities. Implications in terms of delivering Tier 2 interventions in small-group formats and engaging at-risk learners in meaningful practice opportunities are discussed. [This paper was published in &quot;Journal of Learning Disabilities&quot; v52 n2 p168-180 Mar 2019 (EJ1203634). The published article was titled &quot;Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention within a Systematic Framework of Replication.&quot;]
Homeschooling in the United States: Results from the 2012 and 2016 Parent and Family Involvement Survey (PFI-NHES: 2012 and 2016). Web Tables. NCES 2020-001
Author: Cui, Jiashan
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Home Schooling,Educational Attainment,National Surveys,Student Experience,Student Characteristics,Family Characteristics,Parent Attitudes,Home Instruction,Public Schools,Private Schools,Colleges,Learning Activities,Teaching Styles,Curriculum,Online Courses,Expectation,Student Participation,Elementary Secondary Education,Place of Residence

This publication provides tables and figures showing data about the experiences of homeschooled students in 2012 and 2016. Topics include homeschooling rates, reasons homeschooled, providers of homeschool instruction (including virtual instruction and schools), teaching style and curriculum sources, subject areas, and homeschool activities.
Outdoor, Nature-Based Early Learning and Child Care Pilot Project. Substitute Senate Bill 5357, Chapter 162, Laws of 2017. Report to the Legislature
Author: Washington State Department of Early Learning (DEL)
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: State Legislation,Educational Legislation,Outdoor Education,Preschool Education,Access to Education,Educational Benefits,Certification,Program Implementation,Educational Development,Educational Objectives,Preschools

Substitute Senate Bill (SSB) 5357, passed in 2017, requires the Washington state Department of Early Learning (DEL) to establish a four year pilot project to license &quot;outdoor, nature-based early learning and child care programs,&quot; otherwise known as outdoor preschools. This report covers DEL's efforts to date and details the department's plans for the remainder of the pilot project.
Public Loss Private Gain: How School Voucher Tax Shelters Undermine Public Education
Author: Pudelski, Sasha
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Educational Vouchers,Public Education,Tax Credits,State Policy,Educational Finance,Tuition,Federal Legislation,Private Financial Support,Educational Legislation,Corporations

This report examines current trends in state tuition tax credit (TTC) policies and how proposed federal TTC policy could harm school district finances across the country. The report is divided into five sections. Part I explains the concept of tuition tax credits, why they were created, how they operate, and why they prove to be more lucrative for wealthy taxpayers than other charitable giving incentives. Part II describes the variations in how TTCs are set up and supervised by states. Part III focuses on the proposed federal legislation, the Educational Opportunities Act, and its various shortcomings, including how it would create avenues for corporations and successful investors to profit off their donations. Part IV outlines other issues associated with TTCs, including how they undermine public education. Part V concludes with action steps at the state and federal level that could protect education funding and reduce the prevalence of these schemes. [This report was co-produced by the Institute on Taxation and Economic Policy (ITEP).]
What Is the Price of College? Total, Net, and Out-of-Pocket Prices in 2015-16. Stats in Brief. NCES 2020-470
Author: Moore, Courtney A.
Date: 2019-12-00
Type: Reports - Research
Subjects: Student Costs,Public Colleges,Two Year Colleges,Proprietary Schools,Private Colleges,Undergraduate Students,Student Financial Aid,Attendance,Tuition,Self Supporting Students,College Students,Full Time Students,Two Year College Students,Noninstructional Student Costs,Family Income,Grants,Student Loan Programs

This report describes four measures of the price of undergraduate education in the 2015-16 academic year: total price of attendance (tuition and living expenses), net price of attendance after all grants, out-of-pocket net price after all financial aid, and out-of-pocket net price after all aid excluding student loans. Estimates are based on the 2015-16 National Postsecondary Student Aid Study (NPSAS:16), a nationally representative study of students enrolled in postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. Estimates are compared across four institution types: public 2-year institutions, public 4-year institutions, for-profit institutions at all levels (less-than-2-year, 2-year, and 4-year), and private nonprofit 4-year institutions. Prices are also presented separately for dependent and independent students, with these estimates being further separated by income level and institution control and level.
U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look. NCES 2020-051
Author: Provasnik, Stephen
Date: 2019-12-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Achievement Tests,Mathematics Achievement,Science Achievement,Mathematics Tests,International Assessment,Science Tests,STEM Education,High School Seniors,Grade 12,Advanced Courses,Advanced Students,Mathematics,Physics,Error Patterns,Misconceptions,Test Results

&quot;U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look&quot; expands upon the results described in NCES' [National Center for Education Statistics'] initial &quot;Highlights&quot; report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items. This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
STEM-Focused High School Graduation Options
Author: Achieve, Inc.
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: STEM Education,High School Students,Graduation Requirements,Incentives,Accountability,College Readiness,Career Readiness,Student Financial Aid

As a number of states have created Science, Technology, Engineering and Mathematics (STEM)-focused options for students, and more states will make them available in the future, several important policy considerations merit analysis. These include the ways states have designed their STEM graduation options, with a focus on comparing the requirements specific to mathematics and science, and other requirements students must meet to graduate with these options. Additional considerations include how well STEM options align with expectations for college and careers and how states are incentivizing schools and students to respectively offer and complete these options. Of significant importance is the extent to which groups of students, especially historically underserved groups, have equitable access to and are earning these STEM-focused options, and what data is available showing outcomes for these groups. This report discusses high school graduation requirements for STEM options; incentivizing STEM graduation options through public reporting, state accountability, and financial incentives; and providing STEM options to students.
Utah 2015 Graduation Rates
Author: Utah State Office of Education
Date: 2015-12-11
Type: Reports - Evaluative
Subjects: Graduation Rate,High School Graduates,Dropout Rate,Student Characteristics,Asian American Students,African American Students,American Indian Students,Hispanic American Students,Pacific Americans,White Students,Low Income Students,English Language Learners,Students with Disabilities,School Districts,High Schools

The Elementary and Secondary Education Act (ESEA) requires the State to calculate a four-year cohort rate to compare Utah's graduation rate with other states. Utah implemented this federally defined cohort graduation rate in 2008. This four-year cohort rate is used for all school accountability calculations. There are four outcome categories in the cohort rate calculation: Graduates, Dropouts, Continuing Students, and Other Completers. The &quot;graduate&quot; category only includes students who have earned a basic high school diploma or an adult education secondary diploma (Carnegie Units) achieved by September 30 following the end of their cohort school year. Students considered &quot;other completers&quot; include those students who completed the General Education Development test (GED) or a Certificate of Completion and students with disabilities who participated in the Utah Alternate Assessment (UAA). Students considered to be &quot;continuing students&quot; are students with disabilities (continued enrollment allowed until age 22), or those who transfer to higher education or the Utah College of Applied Technology (UCAT) without first receiving a high school diploma. The &quot;dropout&quot; category includes students who have not completed graduation requirements, such as those who have withdrawn, dropped out, or been expelled. Under the federal requirements, students who take longer than four years after entering ninth grade to receive their regular high school diploma are also considered dropouts. State graduation rate highlights include: (1) Utah's statewide graduation rate for the 2015 cohort was 84%; (2) Utah's graduation rate increased by 1% from 2014 to 2015; (3) Since 2008, the graduation rate has increased by 15%; and (4) 36,933 students graduated from high school in 2015.
A Peer-Delivered Intervention for High School Students with Impairing ADHD Symptoms
Author: Sibley, Margaret H.
Date: 2019-11-02
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Intervention,Peer Relationship,Adolescents,Program Effectiveness,Suburban Schools,African American Students,Outcomes of Treatment,Goal Orientation,Attendance,Student Attitudes,Student Motivation,Hispanic American Students,High School Students,Students with Disabilities,Skill Development,Grade 9

This study evaluates a peer-delivered intervention for high school students with impairing ADHD symptoms targeting organization, time management, and planning (OTP) and motivation (Students Taking Responsibility and Initiative through Peer Enhanced Support; STRIPES). A mixed-methods open trial (study 1; N=18) and parallel group randomized controlled trial (study 2; N=72) were conducted to examine acceptability, target mechanisms, student outcomes, population fit, and feasibility. Study 1 established acceptability for STRIPES delivered after-school but identified forgetfulness and competing social activities as population-specific implementation barriers. In study 2, three schools employed unique implementation strategies and results varied. An elective pullout model engaging 12th grade peer interventionists under teacher supervision demonstrated good fidelity, attendance, and population-fit, and significant between group differences in bookbag organization (d=1.11), academic motivation (d=0.85 to 2.05), and class attendance (d=1.47) over time compared to control. When implementation strategy demonstrates population-fit, STRIPES shows promise for preventing declining school engagement across ninth-grade. [This paper will be published in &quot;School Psychology Review.&quot;]
The Impact of Declining Teacher Retention on a School System
Author: Flowers, Anthony A., Jr.
Date: 2019-11-18
Type: Reports - Research
Subjects: Educational Trends,Teacher Persistence,High School Teachers,Rural Schools,Job Satisfaction,Faculty Mobility,Academic Achievement,Decision Making,School Districts,Scores,Educational Finance,Disadvantaged Schools,Teacher Salaries,Class Size,Teacher Administrator Relationship,Teacher Student Relationship,Teacher Evaluation

The purpose of this study was to identify the factors that impact the job satisfaction and retention of teachers at a rural high school in South Carolina. An electronic survey was given to 22 teachers in order to collect information on job satisfaction and teacher retention. Several factors were identified that impact job satisfaction and teachers expressed reasons for a likelihood to stay or leave their current job and or profession. A recommendation was made for schools to focus on the identified factors that lead to increased job satisfaction in order to improve teacher retention. The researcher attempted to establish a correlation between teacher retention and student achievement through the examination of South Carolina End of Course scores for the high school that participated in the study. A minor correlation was suggested between low teacher retention and low student achievement. The researcher recommended an expansion of future studies to include more data to strengthen the correlation. Financial data was collected from the participating school district to examine the cost of teacher recruitment, training, and retention efforts by the district. A recommendation was made for school districts to identify students that possess the desire and talent to teach and attempt to grow and internal talent pool of future teachers. The following is appended: Teacher retention and job satisfaction survey.
The Impact of Educational Films on Attitude and Awareness towards Environmental Problems
Author: Benzer, Semra
Date: 2019-12-00
Type: Journal Articles
Subjects: Films,Teaching Methods,Environmental Education,Grade 2,Comparative Analysis,Knowledge Level,Pretests Posttests,Scores,Preservice Teachers,Elementary School Teachers,Student Attitudes,Attitude Measures,Outcomes of Education

This study aimed to examine the effects of educational films on the second-grade elementary school teacher candidates' attitudes and awareness towards environmental problems. In this study, two pre-existing groups were randomly assigned to experimental and control groups, so the study was designed according to the pre-test post-test control group quasi-experimental design. Participants from whom data were gathered were identified through purposive sampling. The awareness scale towards environmental problems and the attitude scale towards environmental problems were used as data collection tools in the study. According to the results there was a significant difference between the awareness scale mean post-test scores in favor of the experimental group. Also, the attitude scale mean post-test scores of the teacher candidates were compared and there was no difference between the attitudes mean scores of the teacher candidates.
Utah 2016 Graduation Rates
Author: Utah State Board of Education
Date: 2016-11-17
Type: Reports - Evaluative
Subjects: Graduation Rate,High School Graduates,Dropout Rate,Student Characteristics,Asian American Students,African American Students,American Indian Students,Hispanic American Students,Pacific Americans,White Students,Low Income Students,English Language Learners,Students with Disabilities,School Districts,High Schools

The Elementary and Secondary Education Act (ESEA) requires the State to calculate a four-year cohort rate. Utah implemented this federally defined cohort graduation rate in 2008. The graduation rate for the 2016 cohort includes all students who started ninth grade in the 2012-13 school year, plus students who transferred into the Utah public education system after ninth grade. Students in the cohort have four possible final outcomes: (1) Graduate; (2) Continuing Student; (3) Other Completer; and (4) Dropout. The &quot;Graduate&quot; category includes students who have earned a basic high school diploma or an adult education high school diploma achieved by September 30 following the end of their cohort school year. &quot;Continuing students&quot; are students who have been allowed to continue attending school beyond their senior year, or those who transferred to higher education or the Utah College of Applied Technology (UCAT) without first receiving a high school diploma. Students considered &quot;Other Completers&quot; include those who completed the General Education Development test (GED) or a Certificate of Completion or students with disabilities who participated in the Utah Alternate Assessment (UAA). The &quot;Dropout&quot; category includes students who have not completed graduation requirements, such as those who have withdrawn, dropped out, or have been expelled. Under the federal requirements, students who take longer than four years after entering ninth grade to receive their high school diploma are also considered dropouts. State graduation rate highlights include: (1) Utah's statewide graduation rate for the 2016 cohort was 85%; (2) 38,326 students graduated from high school in 2016; and (3) Over the past five years, Utah's graduation rate has increased by 6.4 percentage points. [For the 2015 report, see ED601978.]
Classroom Observation as an Important Tool for Initial Trainee Teachers
Author: Jogan, Sushma N.
Date: 2018-11-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Preservice Teachers,Preservice Teacher Education,Teacher Evaluation,Student Attitudes,Reflective Teaching

The main purpose of this paper is to bring out an overview or feedback of initial trainee teachers on regular classroom teaching observation. The researcher acted as a mentor, observed the trainees, their behaviour and found their difficulties to face real observation is a formal and informal observation of teaching. purposeful examination of teaching and/or learning events through the systematic processes of data collection an phase, observation phase and post observation phase. It is aimed to develop the confidence of trainees during classroom observation; to identify the difficulties during objectives were followed by research questions. The researcher has followed observation method and collected data. The data were analysed through pie chart and graphs. The result of the study shows that initial trainee teacher teachers. Thus, this is an attempt for improving credibility of the classroom observation.