ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Integrated Data to Examine Access to Services for Children of Color: State Spotlight on Minnesota
Author: Early Childhood Data Collaborative (ECDC)
Date: 2018-02-12
Type: Reports - Descriptive
Subjects: Early Childhood Education,Young Children,Early Intervention,Participation,Social Services,Child Health,Minority Group Children,Data Collection,Data Analysis,Community Involvement,Elementary Secondary Education,At Risk Persons,Access to Education

Many states are building systems and structures to integrate their early care and education data. Combining data from different programs and agencies that serve young children allows policymakers and program decision makers to better answer critical questions about the needs of families in their communities, as well as questions about services and programs. Building the data system or developing a process to link existing data is an important first step. However, after the data are integrated, they must still be analyzed and interpreted to improve programs, services, and policies. To spur use of these data in decision making related to policy and practice, the Annie E. Casey Foundation funded KIDS COUNT state organizations in Mississippi, Minnesota, and Rhode Island as they worked to access and use integrated early childhood data. This state spotlight focuses on recent work in Minnesota, where state agency leaders and the Children's Defense Fund-Minnesota are working together to use and share early care and education data.
Cognitive Linguistics to Instruct Phrasal Verbs through Google +: A Lebanese EFL Context
Author: DerKhachadourian, Liza
Date: 2019-01-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,High School Students,Verbs,Phrase Structure,Language Skills,Instructional Materials,Cognitive Processes,Linguistics,Foreign Countries,Second Language Learning

EFL textbooks, academic material, and language proficiency tests include phrasal verbs. However, many Lebanese high-school EFL learners reflect unfamiliarity with phrasal verbs and tend to avoid them in their language production. To this end, a twofold research was conducted. First, a corpus linguistics analysis of the Lebanese national EFL instructional material was carried out to map the occurrence of phrasal verbs and related activities. Second, an experimental research was conducted to investigate the impact of cognitive linguistics strategies on the instruction of phrasal verbs to EFL Lebanese high-school learners, through Google +. The utilized instruments were pre/post-tests, surveys, interviews, intervention tasks, anecdotal notes. In the first part, corpus analysis revealed that phrasal verbs occurred recurrently; however, related activities were seldom traced. In the second part, the results analyzed quantitatively and qualitatively highlighted the positive impact of cognitive linguistics strategies on the instruction of phrasal verbs through Google +; the experimental group outperformed the control significantly. Further research on a larger scale of participants can be done
Limits of Exploitation? Consideration of the Utility of Progression Pathways for Workforce Development. SKOPE Issues Paper 35
Author: Morris, Gary
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Job Skills,Labor Force Development,Job Training,Adolescents,Postsecondary Education,Higher Education,Apprenticeships,Career Readiness,Skill Development,Employment Qualifications,Employees

The Wolf Report (2011) made clear that the proliferation of low-level vocational qualifications was in need of reform. It was thought that too many of these qualifications lacked substance, had little value in the jobs market and provided a weak platform for further development. Amongst the report's recommendations, which were largely accepted and subsequently acted upon by the Government, was the need for progression pathways that more explicitly linked education and training opportunities at successively higher levels. This was embraced by Government as part of a wider strategy to get more young people into skilled occupations, to meet the current and anticipated rise in skills shortages in key sectors of the economy (HMT/BIS, 2015). In its policies on the 14 to 19 age group, the Government continues to push for the majority of school and college leavers to enter either higher education or an apprenticeship (Cameron, 2015) and progression pathways clearly have a role to play in supporting this. Beyond these waypoints, there are long standing pathways in higher education and into the professions. However, although the Government recognises that it needs to raise skills levels, the majority of apprenticeships continue to be undertaken at levels 2 and 3 (Delebarre, 2016). It might therefore be inferred that progression routes are the answer to further upskilling once individuals cross the threshold into employment. However, this paper seeks to consider more closely the extent to which this is both realistic and appropriate within the far more complex and dynamic context of workforce development within organisations.
Designing Schools That Work: Organizing Resources Strategically for Student Success. [Updated]
Author: Miles, Karen Hawley
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: School Effectiveness,Resource Allocation,Educational Strategies,Educational Change,Teacher Collaboration,Talent Development,Individualized Instruction,School Culture,Social Development,Emotional Development,Teacher Effectiveness,Caring,Elementary Secondary Education,Strategic Planning

This publication outlines the fundamental principles and process of Strategic School Design. Through years of research and practice around school resource use, we have found that high-performing, high-growth schools are responding to the changing context in education by using people, time, technology, and money in ways that look significantly different than the status quo. While there is no one &quot;right way&quot; to organize resources, high-performing schools serving high-need students organize around six common design essentials: (1) Instruction; (2) Teacher Collaboration; (3) Talent Management; (4) Time &amp; Attention; (5) Whole Child; and (6) Growth-Oriented Adult Culture. Strategic designs don't happen by accident. They happen because school leaders and their teams develop a deliberate strategy for organizing resources. We believe this paper--which has detailed stories of districts putting the strategies into action--is a great place to start for anyone looking to transform their school. [For the original version of this report, see ED560045.]
Education and Literacy as Metonyms for English: Adult Basic Education and Domestic Workers in South Africa. Research Brief #9
Author: Kaiper, Anna
Date: 2018-12-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Adult Basic Education,Second Language Learning,Housework,Motivation,Literacy Education,Females,Blacks,Unskilled Workers,Language Skills,Social Influences

There is a curious and contradictory phenomenon in current adult education and language learning. Around the world, many educators and researchers have called for policies and practices that recognize Indigenous and multiple languages --particularly adults' native languages--to be taught and used in education and within the broader public. And yet, those who seemingly would most benefit from such language policies are seeking instead to learn English. The English language learning of South African domestic workers offers an ideal case to examine this incongruity. This study draws from ethnographic research over a three-year span to understand South African domestic workers' motivations for taking English language literacy classes. Narratives of 28 domestic workers were examined through a critical, ethnographic lens. Focusing on notions of metonymy, a word or concept that is used to mean something other than its original definition, the study shows that in a South African adult education context, the terms &quot;literacy&quot; and &quot;education&quot; have come to connote &quot;'English' literacy&quot; and &quot;'English' education.&quot; Moreover, knowing English was associated with being considered &quot;smart,&quot; and conversely, not knowing English with being &quot;stupid.&quot;
Implementing Effective Professional Learning Communities. SEDL Insights. Vol. 2, No. 3, Winter 2014
Author: Pirtle, Sylvia Segura
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Teacher Collaboration,Faculty Development,Technical Assistance,Meetings,Data Analysis,Educational Needs,Student Needs,Program Effectiveness,Administrator Responsibility,Trust (Psychology),Feedback (Response),Progress Monitoring,Self Efficacy,Teacher Effectiveness,Professional Identity

&quot;Professional learning communities,&quot; the name given to teachers' collaborative professional learning--or PLCs, as they are often called--has become so overused that the term's meaning is often lost. Only when teachers reflect on their instructional practice, consider the effect instruction has on students, and implement insights gained from a meeting to improve their teaching performance, can this process be called a professional learning community. This issue of &quot;SEDL Insights&quot; explores ways that education leaders can guide their staff in the implementation of effective PLCs.
It Takes a System: Redesigning a District for Equity and Excellence--Denver, Colorado. School System 20/20
Author: Baroody, Karen
Date: 2017-05-00
Type: Reports - Research
Subjects: Public Schools,School Districts,Educational Improvement,Educational Quality,Case Studies,Alignment (Education),Academic Achievement,School Turnaround,Educational Change,Educational Environment,Teacher Improvement,Charter Schools,Teacher Recruitment,Leadership,Human Capital,Student Characteristics,Student Development,Accountability,Educational Innovation

Over the last decade, Denver Public Schools (DPS) became one of the fastest-improving large districts in the country--achieving significant improvement across all student subgroups. Unlike many city districts, DPS included charter and innovation schools as integral parts of their system and improvement strategy. DPS' journey demonstrates how much progress a school system can make when it strategically balances urgent action with the time required to do it right. This case study explores how the district accomplished this by redesigning each part of the system and focusing on continuous improvement at all levels. Through more than a decade of partnering with urban school districts nationwide, we've seen an array of challenges but also beacons of hope. Drawing from this experience, we have identified conditions and practices that enable districts to achieve significant improvements in student and school performance. We distilled these insights into School System 20/20. This case study is part of a series where we track the transformation journeys of leading districts in the context of School System 20/20. We examine how and what they have changed to better align resources with their priorities and achieve impressive results. Our first case study, &quot;Back from the Brink,&quot; examined the rapid, encouraging progress of Lawrence Public Schools, located in the Boston area. The second case study, &quot;The Rewards of Perseverance,&quot; examined the power of a systemwide focus on students, teachers, and leaders in Aldine Independent School District, located near Houston, Texas. [For &quot;Back from the Brink: How a Bold Vision and a Focus on Resources Can Drive System Improvement System,&quot; see ED560049. For &quot;The Rewards of Perseverance, Aldine Texas: The Power of a Systemwide Focus on Students, Teachers, and Leaders. School System 20/20 Case Study,&quot; see ED570641. Support was provided by the Schusterman Foundation.]
How Districts Can Lay the Groundwork for Lasting Family Engagement. SEDL Insights. Vol. 2, No. 2, Summer 2014
Author: Wood, Lacy
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Family Involvement,School Districts,Partnerships in Education,Parent Education,Training,Faculty Development,Standards,Teacher Evaluation,Administrator Evaluation,Educational Finance,Educational Resources,School Personnel,Educational Improvement,Information Dissemination

Family engagement in a student's education can lead to improved student academic achievement, attendance, and behavior. Yet many districts and schools still struggle to form strong partnerships with the families they serve. Having a supportive district-level infrastructure is key to the success and sustainability of family engagement initiatives. This issue of &quot;SEDL Insights&quot; outlines district supports that can lay the foundation for high-impact family engagement.
Saudi Students&apos; Perspective on Social Media Usage to Promote EFL Learning
Author: Sharma, Vipin
Date: 2019-01-31
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Social Media,English (Second Language),Second Language Learning,College Students,Language Teachers,Questionnaires,Technological Advancement,Educational Technology

This paper reports on a study into Saudi students' perspectives on social media usage to promote EFL learning. Sixty Saudi learners of English as a foreign language enrolled at Jazan University were participants in the study. To gauge the participants' perspective; a questionnaire was designed, adapted from Aifan (2015) and previous studies on social media and perceived attitude. We modified the questionnaire to our requisites to accomplish the real response on the use of social media to encourage collaboration and communication. The participants were asked to respond about their perceptions to use English on Social media, affective variables, and hypothetical usefulness of social media applications of what they learned in the class and reflecting on their learning experience in English. Results showed that students had a positive attitude toward social media usage, despite a few barriers, feeling more confident, less anxious, more competent, and more willing to communicate in English on social media. We suggest that the careful construction of tasks, activities and projects based on the use of social media integrate with the curriculum, workshops and faculty development programs on social media usage can have a positive effect on the language learning process.
FSSE 2018 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: College Freshmen,College Seniors,Learner Engagement,Student Surveys,National Surveys,College Faculty,Teacher Surveys,Teacher Expectations of Students,Teacher Attitudes,Institutional Characteristics,Individual Characteristics,Faculty Development

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and what kinds of learning experiences their institutions emphasize. This overview provides general information about the institutions and faculty members that participated in the 2018 FSSE administration, and highlights ways institutions can use their results. The first section compares the characteristics of FSSE-participating institutions to those of NSSE-participating institutions and the U.S. profile of bachelor's-granting institutions. It also compares the characteristics of FSSE respondents to those of faculty members at U.S. bachelor's-granting institutions and provide general information about response rates. The second section provides guidelines for using and interpreting FSSE 2018 results, and highlights resources for analyzing and presenting FSSE findings. [For the &quot;FSSE 2017 Overview,&quot; see ED587104.]
It Begins with Us: The Case for Student Equity. League&apos;s CCCT &amp; CEOCCC Board Meetings (June 19-20, 2015)
Author: Nguyen, Thuy Thi
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Equal Education,Educational Equity (Finance),Educational Finance,Financial Support,State Aid,Educational History,Educational Legislation,State Programs,Advocacy,College Faculty,College Administration,Social Bias,Student Financial Aid,Teacher Selection,Enrollment,School Policy,Evaluation Methods,Student Placement,College Readiness,Career Readiness,Dual Enrollment,Institutional Cooperation,Minority Group Students,At Risk Students

January 2014, Governor Jerry Brown announced in his budget proposal an unprecedented line-item designation for student equity in community colleges. His proposal of $100 million for student equity set the stage for the past year and a half of enhanced activities locally and statewide on student equity issues. Most prominently, the 112 community colleges updated their equity plans as required under Title 5 in order to receive the funding. The Community College League of California (&quot;League&quot;) also enhanced its own activities statewide both to advocate for funding and to support the colleges in their efforts to develop and implement their student equity plans. Now is the time for California community colleges, with guidance from the State Chancellor's Office and support from organizations such as the League, to fulfill their mission of student success for all -- that is, student equity. This paper aims to reflect on the League's own institutions and how their employees and trustees of the &quot;system&quot; need to see their own role (intentionally or unintentionally) in perpetuating the inequities, or more importantly, in helping to achieve student equity -- especially now with an unprecedented amount of funding. The goals of this policy paper are the following: (1) Make the case for continued, focused funding for student equity; (2) Provide some tools and recommendations for colleges to implement, integrate, and institutionalize their equity plans to achieve groundbreaking outcomes; and (3) Encourage a statewide, open and honest conversation about student equity. In addition, this paper: (1) Provides a historical perspective of the circumstances in law and policy as they relate to community colleges that have led us to this point; (2) Describes the League activities over the past 5 years; (3) Identifies some partner organizations' activities over the past year on student equity; (4) Provides some observations made by the State Chancellor's Office, leadership (Trustees and CEOs), League membership (colleges), and League Staff on student equity funding and activities; and (5) Provides some recommendations for the League and our colleges in achieving outcomes to justify the expenditure of funds.
Early Childhood Educators&apos; Knowledge about Language and Literacy: Associations with Practice and Children&apos;s Learning
Author: Piasta, Shayne B.
Date: 2019-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Emergent Literacy,Preschool Children,Preschool Teachers,Pedagogical Content Knowledge,Educational Practices,Literacy Education,Printed Materials,Alphabets,Phonological Awareness,Oral Language

Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning how oral and written language are structured and map to one another) and knowledge for practice (knowledge of effective strategies and practices for supporting early language and literacy). In this study, we examined the associations among 485 early childhood educators' content knowledge and knowledge for practice, their observed language and literacy practices, and the emergent literacy learning of 2004 children enrolled in their classrooms. We found significant, positive correlations between measures of educators' content knowledge and knowledge for practice and classroom practice, indicating that early childhood educators with greater levels of knowledge tended to exhibit more desirable classroom language and literacy practices. We also found significant, positive associations between educators' knowledge and children's print concept, letter naming, and phonological awareness learning, but not children's oral language learning. The associations between educators' knowledge and children's print concept learning were mediated by classroom practice. Together, these results reiterate the importance of educators' language and literacy knowledge and also provide some support for practice as the mechanism through which knowledge relates to children's learning. [This paper will be published in &quot;Dyslexia.&quot;]
English Language Anxiety and Stress among Saudi Students in the First Year at College of Sciences and Arts in Dharan Aljanoob
Author: Abdala, Ayman Hamad Elneil Hamdan
Date: 2019-01-31
Type: Journal Articles
Subjects: Stress Variables,Anxiety,English (Second Language),Second Language Learning,Second Language Instruction,College Freshmen,Foreign Countries,Intensive Language Courses,Student Attitudes,Peer Relationship,Learning Processes,Error Patterns,Native Language,Linguistic Input,Communication (Thought Transfer)

This study investigates English language anxiety and stress among Saudi students in the First Year in College of Sciences and Arts in Dharan Aljanoub who study an English intensive course. It demonstrates the major causes of language anxiety and stress in English class. The study is based on descriptive analytical approach. The researchers used a student questionnaire as a tool for data collection. The study aims at eradicating and reducing English language anxiety and stress among Saudi students studying an English intensive course at College of Sciences and Arts in Dharan Aljanoub. The study concludes that fresh students feel anxious of making mistakes in English class and they scare of their colleagues' jest comments. The study recommends that making mistakes in English class is familiar and part of learning process and students are recommended to learn that all the students and the teachers are learners and colleagues' jest comments should not affect learning process.
The Role of M-Learning in Decreasing Speaking Anxiety for EFL Learners
Author: Shamsi, Ahmad Fawzi
Date: 2019-01-31
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Anxiety,English (Second Language),Second Language Learning,College Students,Student Attitudes,Foreign Countries

This study examines the role of m-learning in decreasing speaking anxiety for EFL learners. The researchers believe there is a relationship between Mobile Assisted Language Learning (MALL) and anxiety. In other words, using mobiles to learn speaking can decrease the amount of anxiety the learners have and motivates them to speak in public. The study included 9 participants (6 females and 3 males); they are either students or graduates of different departments at Aleppo University. First, the learners took a FLCAS pretest. Then, they joined a group on WhatsApp for four weeks, where they had to respond to three tasks a week. At the end of the course, the learners took the FLCAS posttest. Then, 4 participants were interviewed to see their opinions, feedback, and notes about the experience they underwent. The results show that m-learning has significantly decreased the learners' anxiety in speaking English as a foreign language.