ethanporcaro/eric-fulltext-meta huggingface dataset:
Using &apos;Problems&apos; to Promote Students&apos; Writing Skills in EFL
Author: Sutrisna, Gede
Date: 2019-00-00
Type: Reports - Research
Subjects: Problem Based Learning,Writing Instruction,Writing Skills,Middle School Students,Grade 7,Foreign Countries,Collaborative Writing,Cooperative Learning,Outcomes of Education

This study aimed at investigating the impact of problem-based learning (PBL) on students' writing skills and the process of teaching and learning. An embedded mixed-method design was applied involving 41 seventh grade students of SMP Negeri 4 Denpasar. In this study, the quantitative data were students' writing skills which were collected through writing test. The students' writing were scored by using analytical scoring rubric. Then, the acquired data were analyzed statistically by using descriptive statistics and paired sample t-test. Meanwhile, the qualitative data were obtained from classroom observation which was facilitated by field notes; and questionnaire administration which was facilitated by open-ended questionnaire. The results revealed significant difference in students' writing skills before and after the study. Problems were found to stimulate them to produce better content and organization of writing. During PBL activities, students were observed to actively share ideas and work collaboratively in composing their writing. Such a classroom situation has brought an implication that PBL obviously managed to improve students' collaborative learning skills.
Fiscal Year 2013 Monitoring Report on the Delaware Division of Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-08-21
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Educational Finance,Program Implementation,Grants,Costs,Employment Level

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Delaware Division of Vocational Rehabilitation (DVR) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) identified emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from April 17, 2013, through April 19, 2013, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
California College Promise: The Relationship between State Policy and Local Programs. California College Promise Project. Brief #3
Author: Smith, Amelia
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: College Programs,Community Colleges,State Legislation,Educational Legislation,Program Design,Program Development,Educational Change,Eligibility,College Bound Students,Student Financial Aid,Tuition,In State Students

This brief, the third in a series produced by the California College Promise Project (CCPP) at WestEd, describes research conducted by the CCPP on the relationship between the 2017 legislation &quot;Community Colleges: California College Promise&quot; (AB19) and the structure of local College Promise programs. The analysis examines College Promise programs between August 2017 and August 2019, exploring the extent to which the legislation may have contributed to structural changes in programs that had existed before the legislation as well as the degree to which it is reflected in the design of programs that were developed after the legislation was in place. [For the second CCPP brief, see ED610095.]
College Promise Programs: A Description of the California Landscape. California College Promise Project. Research Brief
Author: Rauner, Mary
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: College Programs,Student Financial Aid,Eligibility,Community Colleges,In State Students,High School Graduates,College Freshmen,Tuition

This research brief highlights key similarities and variations in California's College Promise Programs. It describes the current program structures and provides reflections on how program characteristics relate to equitable student access and outcomes. This is the second in the CCPP brief series that sheds light on various aspects of the College Promise movement in California. The first CCPP brief outlines the policy context that helped fuel the growth of such programs in California; highlights implementation challenges; and makes recommendations for maximizing programs' equity and impact. [For the first CCPP brief, see ED610096.]
College Promise in California: Recommendations for Advancing Implementation, Impact, and Equity. California College Promise Project. Policy Brief
Author: Rauner, Mary
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: College Programs,Educational Policy,State Legislation,Educational Legislation,Educational Change,Program Implementation,Equal Education,Student Financial Aid,Grants,Eligibility,Low Income Students,Costs,Tuition

The California College Promise Policy brief outlines the policy landscape that helped fuel the growth of College Promise in California. It reflects on issues that have arisen as the state's College Promise legislation and reforms have been implemented, and offers recommendations for maximizing the equity and impact of the California model of College Promise.
Digital Professional Learning for K-12 Teachers: Literature Review and Analysis. Knowledge Brief
Author: Talakoub, Chelsea
Date: 2020-12-00
Type: Information Analyses
Subjects: COVID-19,Pandemics,Distance Education,Teaching Methods,Technological Literacy,Faculty Development,Learning Experience,Best Practices,Learning Motivation,Communities of Practice,Computer Software,Electronic Learning,Educational Change,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Preschool Teachers,Elementary School Teachers,Secondary School Teachers

Due to the COVID-19 pandemic, the world of education has had to abruptly pivot to relying heavily on digital methods of delivery. For teachers, much of their professional learning has gone digital as well. To help those in charge of developing and delivering teacher professional learning online, this knowledge brief produced by the Region 15 Comprehensive Center summarizes themes from an informational scan of research on digital professional learning. The information here is meant to assist professional learning developers and facilitators as they draw on existing materials and transition them to digital modes of delivery, building new learning experiences for an online environment. Though much has been written and researched about best practices for traditional (i.e., face-to-face) teacher professional learning, less has been studied about digital professional learning for teachers. Many sources reviewed for this brief were written by authors outside the United States, and much of the information looks specifically at rural areas, which have had to deal with issues of isolation prior to the current pandemic. The literature reviewed for this brief suggests that attention to the following themes can be leveraged to build and deliver effective, timely, and meaningful professional learning for educators: (1) community-building; (2) customization; (3) extension of learning; (4) effective facilitation; (5) learning modalities; and (6) motivation.
Methods and Procedures: TIMSS 2019 Technical Report
Author: Martin, Michael O., Ed.
Date: 2020-00-00
Type: Guides - General
Subjects: Foreign Countries,Elementary Secondary Education,Achievement Tests,International Assessment,Mathematics Achievement,Mathematics Tests,Science Tests,Science Achievement,Test Construction,Test Format,Educational Assessment,Data Collection,Data Analysis,Translation,Quality Assurance,Program Implementation,Item Response Theory,Test Items,Scaling,Grade 4,Grade 8,Educational Trends

The chapters in this online volume comprise the TIMSS &amp; PIRLS International Study Center's technical report of the methods and procedures used to develop, implement, and report the results of TIMSS 2019. There were various technical challenges because TIMSS 2019 was the initial phase of the transition to eTIMSS, with approximately half the countries administering the assessment via computer and the remaining countries still using the paper-and-pencil format. Thus, the TIMSS 2019 assessments and questionnaires were developed and administered in both &quot;e&quot; and paper formats. Then, a multi-faceted approach to the achievement scaling enabled reporting comparable trends for both sets of countries on the TIMSS scales. The success of TIMSS 2019 is a tribute to all those involved, including the TIMSS &amp; PIRLS International Study Center, IEA Amsterdam, IEA Hamburg, Statistics Canada, and the National Research Coordinators and their teams in the participating countries.
Mastery-Based Learning in Washington State. 2020 Report
Author: Muller, Alissa
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Mastery Learning,Access to Education,Barriers,State Programs,Graduation Requirements,Career Readiness,College Readiness,Competency Based Education,Credits,Alignment (Education),Educational Change,Program Improvement,Middle School Students,High School Students

The Mastery-based Learning (MBL) Work Group has examined opportunities to increase student access to relevant and robust mastery-based academic pathways aligned to personal career goals and postsecondary education, and reviewed the role of the High School and Beyond Plan (HSBP) in supporting mastery-based learning. The Work Group members believe that Washington has both an opportunity and an imperative to respond to the dual pandemic of COVID-19 and the structural racism that the school system has never effectively addressed. The collective &quot;why&quot; calls for a transformation of the education system to close both the opportunity gap and resulting achievement gap. This report discusses the barriers to mastery-based learning (MBL) in Washington State and provides recommendations around how to increase capacity for MBL, including the development of a MBL pathway to a high school diploma. [For the interim report, see ED610102. For the summary report, see ED610116.]
Processes in Report Text: An Analysis of Systemic Functional Linguistic on Transitivity
Author: Sutrisna, Gede
Date: 2020-03-00
Type: Journal Articles
Subjects: Linguistics,Grade 9,Phrase Structure,Reports,National Competency Tests,Discourse Analysis,Language Usage,Text Structure,Linguistic Theory,Secondary School Students,Foreign Countries

This research aimed at investigating the most dominant of transitivity process used in report text and how it relates with the nature of report text. It employed descriptive qualitative design and applied Systemic Functional Linguistics on Transitivity. The data were 29 clauses taken from report texts used in ninth grade's National Exam. The result of this research revealed that six types of transitivity processes found in the report texts. Yet, material (44%) and relational (31%) were found to dominate the rest of the processes. This implied that those two processes serve important roles in providing clear information and description for the readers to understand the object being described in report text.
Mastery-Based Learning in Washington State. Interim Report
Author: Washington State Board of Education
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Mastery Learning,State Programs,Educational Change,Middle School Students,High School Students,Career Readiness,College Readiness,Definitions

The state of Washington, through the Mastery-based Learning work group, is embarking on an exciting journey to reimagine the state's education system. The work group believes that mastery-based learning (MBL) is a way to transform the education system--with this approach, teaching methods are designed to equitably engage each and every student in ways that best support the individual student's learning journey. Through work group members' own experiences with MBL in Washington and across the world, and after hearing from Washington students regarding their experience with MBL, the collective &quot;why&quot; calls for a transformation from a traditional system to an MBL approach because this enables: (1) A focus on meeting the needs of each individual student; (2) Students to enjoy relevancy, engagement, and choice in their learning; (3) Freedom to actively embrace inclusivity--compassion and belonging for students; (4) A culture of celebrating the learning and innovation that comes from failure and values knowledge and skills that students already have; (5) Each student's learning progresses at their own pace; and (6) A way to get rid of labels and create a system that recognizes that each student's learning happens differently for each subject. This report provides the work group's vision for mastery-based learning in the state, activities of the work group this year, preliminary findings, and areas for further exploration during 2020. For context, the report also has appendices on definition of terms and the state of mastery-based learning (MBL) in Washington as well as national and international examples. [For the full report, see ED610100. For the summary report, see ED610116.]
Carl D. Perkins Career and Technical Education Act of 2006. Report to Congress on State Performance, Program Year 2008-09
Author: Office of Vocational and Adult Education (ED), Division of Academic and Technical Education (DATE)
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Vocational Education,Accountability,Secondary School Students,Academic Standards,State Standards,Job Skills,Educational Attainment,Graduation Rate,Postsecondary Education,Job Training,Employment Level,Military Service,Apprenticeships,Nontraditional Occupations,Educational Certificates,Academic Degrees,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Economically Disadvantaged,Foster Care,One Parent Family,Pregnancy,Females,Heads of Households,Limited English Speaking,Immigrants,Enrollment,Remedial Instruction,Grade Point Average

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) requires states to report to the Department of Education each year on their progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance (core indicators) described in Sec. 113(b)(2)(A) and (B) of &quot;Perkins IV.&quot; This report is the Department's second annual report to Congress under &quot;Perkins IV.&quot; It presents data that states submitted to the Department for program year (PY) 2008-09. For PY 2008-09, each state, operating under the first year of its five-year plan pursuant to Sec. 122(a)(1) of &quot;Perkins IV,&quot; was required by the secretary to report the following: (1) Enrollment data for career and technical education (CTE) participants in CTE programs; (2) Enrollment data for CTE students in CTE programs; (3) Enrollment data for CTE participants in tech prep programs funded under Title II of &quot;Perkins IV&quot;; and (4) Performance data for CTE concentrators on the &quot;Perkins IV&quot; Sec. 113(b)(2)(A) and (B) core indicators. This report to Congress contains four sections. The introduction section describes the &quot;Perkins IV&quot; accountability requirements and describes efforts by the Department to help states establish valid and reliable measures, and rigorous performance levels for the &quot;Perkins IV&quot; Sec. 113(b) core indicators. The state performance data section discusses states' progress in meeting their performance levels for the required &quot;Perkins IV&quot; Sec. 113(b) core indicators for PY 2008-09. The data quality section discusses issues pertaining to the validity, quality, and comparability of states' &quot;Perkins IV&quot; performance data. The final section offers conclusions regarding the implementation of CTE under &quot;Perkins IV.&quot; Individual state data profiles are provided in Appendix E of this report. [For the 2007-08 report, see ED610103.]
Carl D. Perkins Career and Technical Education Act of 2006. Report to Congress on State Performance, Program Year 2009-10
Author: Office of Vocational and Adult Education (ED), Division of Academic and Technical Education (DATE)
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Vocational Education,Accountability,Secondary School Students,Academic Standards,State Standards,Job Skills,Educational Attainment,Graduation Rate,Postsecondary Education,Job Training,Employment Level,Military Service,Apprenticeships,Nontraditional Occupations,Educational Certificates,Academic Degrees,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Economically Disadvantaged,Foster Care,One Parent Family,Pregnancy,Females,Heads of Households,Limited English Speaking,Immigrants,Enrollment,Remedial Instruction,Grade Point Average

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) requires states to report to the Department of Education each year on their progress in achieving their adjusted performance levels--negotiated with and approved by the Department--on the core indicators of performance (core indicators) described in Sec. 113(b)(2)(A) and (B) of &quot;Perkins IV.&quot; This report is the Department's third annual report to Congress under &quot;Perkins IV.&quot; It presents data that states submitted to the Department for program year (PY) 2009-10. For PY 2009-10, each state, operating under the second year of its five-year plan pursuant to Sec. 122(a)(1) of Perkins IV, was also required by the secretary to report the following: (1) Enrollment data for career and technical education (CTE) participants in CTE programs; (2) Enrollment data for CTE students in CTE programs; (3) Enrollment data for CTE participants in tech prep programs funded under Title II of &quot;Perkins IV&quot;; and (4) Performance data for CTE concentrators on the &quot;Perkins IV&quot; Sec. 113(b)(2)(A) and (B) core indicators. This report to Congress contains four sections. The introduction section describes the &quot;Perkins IV&quot; accountability requirements and describes efforts by the Department to help states establish valid and reliable measures, and rigorous performance levels for the &quot;Perkins IV&quot; Sec. 113(b) core indicators. The state performance data section discusses states' progress in meeting their performance levels for the required &quot;Perkins IV&quot; Sec. 113(b) core indicators for PY 2009-10. The data quality section discusses issues pertaining to the validity, quality, and comparability of states' &quot;Perkins IV&quot; performance data. The final section offers conclusions regarding the implementation of CTE under &quot;Perkins IV.&quot; Individual state data profiles are provided in Appendix E of this report. [For the 2008-09 report, see ED610104.]
What Education Leaders Can Learn about NGSS Implementation: Highlights from the Early Implementers Initiative. Evaluation Report #14
Author: Tyler, Burr
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Science Education,State Standards,Kindergarten,Elementary School Students,Middle School Students,Program Implementation,Faculty Development,Barriers,School Districts,Program Descriptions,Equal Education,Teaching Methods,Grade 4,Lesson Plans,Teacher Attitudes,Classroom Observation Techniques,Science Instruction,Educational Quality,Educational Planning,Program Evaluation

Over the course of six years, a diverse group of school districts and charter management organizations in California ran a substantial experiment in implementing the Next Generation Science Standards (NGSS) in elementary and middle grades. WestEd led an extensive evaluation of that effort, the California K-8 NGSS Early Implementers Initiative, resulting in more than a dozen evaluation reports highlighting important themes and learnings. All reports are intended to be helpful to administrators at the school and district levels, education policymakers, and people charged with designing and/or delivering science professional learning. This report on highlights from the Early Implementers Initiative is the final report of the series. It offers high-level, major lessons learned, challenges, and strategies gleaned from the evaluation series. It also offers recommendations for policymakers and administrators for implementing the Next Generation Science Standards in their own districts.
Expanded Pathways: Youth Apprenticeships Give Students Brighter Futures
Author: AASA, The School Superintendent's Association
Date: 2020-00-00
Type: Guides - General
Subjects: Youth Programs,Apprenticeships,Secondary School Students,Community Colleges,Two Year College Students,Program Development,Program Implementation,Partnerships in Education,COVID-19,Pandemics,Educational Benefits,Models,Needs Assessment,Program Evaluation,Case Studies

The goal of this American Association of School Administrators (AASA) youth apprenticeship toolkit is to encourage the creation of school and business partnerships as a viable and expansive pathway to success in school, career and work. This toolkit provides resources for secondary and community college administrators to advocate for and build apprenticeship programs of their own. Inside this toolkit, there is an overview of apprenticeship facts and figures, a compelling rationale for advocating and creating a program, strategies for getting started and for building school, community, and business partnerships to achieve the goal of providing students with exciting career opportunities to find fulfillment and challenge in their future.
MI Theory: Past, Current and Future--A Review of MI Theory in the Past 50 Years
Author: Zhang, Weiwen
Date: 2020-10-18
Type: Reports - Descriptive
Subjects: Multiple Intelligences,Learning Theories,Misconceptions,Criticism,Cognitive Psychology,Evidence,Definitions,Criteria,Intelligence Tests,Mathematics,Music,Critical Thinking,Artificial Intelligence

Recently Prof. Howard Gardner, an outstanding psychologist in the worldwide accepted the interview from Dr. Weiwen Zhang, and talked about a wide range of MI theory and relevant fields, which mainly involved in its core ideas, current situation and future development, and also involved its application in some current hot issues, which gave us important enlightenment in relevant fields.