ethanporcaro/eric-fulltext-meta huggingface dataset:
High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Strengthening Science Education in California
Author: Dorph, R.
Date: 2011-00-00
Type: Reports - Research
Subjects: Elementary School Science,Educational Policy,Research Methodology,Elementary School Teachers,Science Instruction,Science Education,Surveys,School Districts,Administrator Attitudes,Principals,Case Studies,Educational Quality,Educational Opportunities

This report addresses how well California is doing to prepare its young people for the evolving economy and societal challenges. Specifically, it describes the status of science teaching and learning in California public elementary schools. This study was conducted in support of &quot;Strengthening Science Education in California,&quot; a research, policy and communications initiative that explores the strength of science teaching and learning and offers recommendations for improving science education in California. Partners in this initiative include the Center for the Future of Teaching and Learning at WestEd; the Lawrence Hall of Science at the University of California, Berkeley; SRI International; Belden Russonello &amp; Stewart; Stone's Throw Communications; and Inverness Research. The report synthesizes findings from multiple sources of data collected during 2010-11: surveys of district administrators, elementary school principals, and elementary school teachers; case studies of elementary schools; and data available through existing statewide datasets. It is one in a series of reports designed to provide timely and actionable information about the status of science education in California and to identify ways it can be strengthened. The central finding of this report points to the need for significant improvement: children rarely encounter high-quality science learning opportunities in California elementary schools because the conditions that would support them are rarely in place. Research Methods are appended. (Contains 21 exhibits and 8 footnotes.) [For the summary report, &quot;High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Summary Report &amp; Recommendations. Strengthening Science Education in California,&quot; see ED525733.]
High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Summary Report &amp; Recommendations. Strengthening Science Education in California
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2011-00-00
Type: Reports - Research
Subjects: Elementary School Science,Educational Policy,Educational Research,Elementary School Teachers,Science Instruction,Science Education,Surveys,School Districts,Administrator Attitudes,Principals,Case Studies,Educational Quality,Educational Opportunities

This report summarizes research findings on science education in California's elementary schools from multiple sources of data collected during 2010-11, specifically, surveys of district administrators, elementary school principals, and elementary school teachers; case studies of elementary schools; analysis of statewide secondary data sets; and public opinion survey research and focus groups. The research revealed that while educators and members of the public strongly believe that science education is important, it is not a priority in California's elementary schools because of the pressures of existing accountability systems, which are focused on English language arts and mathematics. Children rarely have the opportunity to engage in high-quality science because the conditions that would support such learning are rarely in place and because very little support infrastructure for science education exists in the state's schools and school districts. The research also showed, however, that a small number of elementary schools have found a way to provide a high-quality science program--an effort that requires commitment, expertise, partnerships, and resources. California can fulfill the high hopes that many have for making science education a priority in the state and nation, but this will require real commitment to revise the accountability systems that have pushed science education out of California's classrooms. The state needs a new road map for supporting science education in public schools to ensure that all students have the chance to participate in high-quality science learning opportunities that are crucial to their success and to the future of the state. (Contains 6 exhibits and 9 endnotes.) [For the full report, &quot;High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Strengthening Science Education in California,&quot; see   ED525732.]
Understanding Performance Incentives in Postsecondary State Policy: The Case of Louisiana
Author: Jakiel, Lindsey B.
Date: 2011-11-02
Type: Reports - Research
Subjects: Budgeting,Educational Finance,Performance,Incentives,Public Colleges,Postsecondary Education,Accountability,Financial Support,State Legislation,Educational Legislation,Educational Policy

This research examined postsecondary policy in Louisiana, which utilizes performance  incentives, in order to: (a) provide clear distinctions among three commonly used types of performance incentives, and (b) use performance indicators defined in the LA GRAD Act to determine if Louisiana policy is primarily faculty oriented, state oriented, or client oriented. The author examined nuanced differences among three types of performance incentives: performance funding, performance budgeting, and performance reporting. As a case study, postsecondary performance policies in the state of Louisiana were situated in the performance incentive literature and analyzed using Burke and Associates' (2002) models of excellence. Categorical models are applied to the LA GRAD Act and will be applied to the subsequent legislation, commonly referred to as LA GRAD Act 2.0. Understanding the LA GRAD Act's orientation as a performance policy may help leaders of postsecondary institutions anticipate future policy directions and prepare for policy changes that will affect their institutions. This research is on-going as LA GRAD Act 2.0 was only recently passed in the 2011 legislative session.
Interlanguage in Undergraduates' Academic English: Preliminary Results from Written Script Analysis
Author: Luna, Rosa Munoz
Date: 2010-00-00
Type: Journal Articles
Subjects: Interlanguage,English for Academic Purposes,Academic Discourse,Language Patterns,Undergraduate Students,Written Language,Second Language Instruction,Scaffolding (Teaching Technique),Foreign Countries

The following article aims to revisit Selinker's theory of Interlanguage by analysing a group of undergraduates' written scripts in L2. The initial outcomes of the study establish a linguistic parallelism between students' Interlingua and English as a lingua franca in the academic world. In the light of this comparison, certain theoretical standpoints can be determined for the analysis of students' written production in English. Consequently, the practice of scaffolding by the teacher can be more productively directed towards their individual needs. Appended are: (1) Words containing the most common errors produced by the students in their exams of English Applied Linguistics at the University of Malaga; and (2) Chart showing a basic Error Analysis in English for Academic Purposes (EAP) at Malaga University. (Contains 1 footnote.) [This research was funded by the Spanish Ministry of Education within the FPU programme (grant reference AP2007-03689).]
Turning Back the Clock: The Inequitable Impact of Shortening California's School Year. Policy Brief
Author: Education Trust-West
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Low Income Groups,At Risk Students,Minority Groups,Achievement Gap,Outcomes of Education,Teaching Methods,Time Factors (Learning),School Schedules,Educational Policy,School Districts,State Standards,Low Achievement,State Legislation

California's education system has long failed to meet the needs of the low-income students and students of color who are now a vast majority of the state's student population. To close persistent achievement gaps, the state must dramatically improve the learning outcomes of the highest-need students by leveraging proven strategies such as increasing the amount of time students spend in school. Yet, for the last two years, California's policymakers have made the inequitable decision to systematically &quot;reduce&quot; the amount of instructional time that school districts are required to provide. Given that California has some of the widest achievement gaps and lowest student performance in the nation, reducing learning time in schools should not be an option. This paper discusses the benefits of extended learning time and describes the impact of shortening California's instructional time. (Contains 2 figures and 13 endnotes.)
L2 Skills and the Use of Compensation Strategies: The Case of Adult Learners
Author: Lopez Medina, Beatriz
Date: 2010-00-00
Type: Journal Articles
Subjects: Communication Problems,Learning Strategies,Adult Learning,Adult Students,Second Language Learning,English (Second Language),Foreign Countries,Questionnaires,Second Language Instruction,Language Skills,Age,Student Attitudes,Oral Language,Listening Skills,Reading Skills,Writing Skills

The following article is based on the analysis of the compensation strategies used by two groups of intermediate students of English language at the Official School of Languages of Moratalaz (Madrid) in the academic year 2009/2010. Our analysis tries to describe to what extent adult learners make use of suitable learning strategies in the four skills when coming across frequent communication problems. In the light of the results obtained, some actions to put into practice in the English class are suggested. The study questionnaire is appended. (Contains 5 footnotes.)
Reflections on My Experience as a Learner of Languages and on How That Experience May Have Influenced My Teaching Style and Practice
Author: de la Riva de la Rosa, Monica
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Acquisition,Spanish,French,English (Second Language),Second Language Learning,Learning Experience,Cognitive Style,Influences,Teaching Methods,Teaching Styles,Foreign Countries

The following article is an introspection into my childhood and early youth memories in relation to language acquisition and learning of foreign languages. This analysis will help me determine to what extent these experiences, positive and negative ones, may have influenced my teaching methods and style to the present day. (Contains bibliographical references.)
Feedback: A Basic Ingredient
Author: Skenderis, Theodoros
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Achievement,Student Motivation,Instructional Effectiveness,Teacher Effectiveness,Positive Reinforcement,Teacher Student Relationship,Student Improvement

The way we, teachers, talk to learners in general and, more specifically, the way we respond to what they have/haven't said or done affects them both as personalities and as learners. Even if we could agree that all teacher feedback is meant well, we could equally well agree that it does not always have the expected effects: learners do not always change, they do not improve, they do not always learn. How can teacher feedback help towards this direction? How can we make teacher feedback more effective? What kind of feedback can positively affect learners and make them feel safe, help them improve themselves as learners and human beings and make them want to continue? These are some of the questions we will try to answer in this article as we believe that feedback is an essential ingredient and a core part of learning (Ford, 1992), and that it must be motivational and not de-motivating for the learner.
The Nation's Report Card: Reading and Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. Findings in Brief. NCES 2012-459
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: National Competency Tests,Reading Tests,Mathematics Tests,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Achievement Gains,Achievement Gap,African American Students,Asian American Students,Hispanic American Students,White Students,Low Income Groups,Calculators,Recreational Reading,Algebra,Discussion (Teaching Technique),Educational Trends

The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. The NAEP reading assessment measures students' reading comprehension by asking them to read selected grade-appropriate materials and answer questions based on what they have read. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. This paper presents the results of the 2011 NAEP assessments for reading and mathematics. [For related reports, see &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545) and &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457&quot; (ED525544).]
Cyber-Bullying in School Settings: A Research Citation Analysis
Author: Piotrowski, Chris
Date: 2011-10-30
Type: Information Analyses
Subjects: Bullying,Computer Mediated Communication,Research,Databases,Citation Analysis

Research on the topic of cyber-bullying has proliferated over the past decade, particularly on its impact on school-aged children. Thus, it would be of interest to examine the scope and extent of research interest in the topic in scholarly publications. This paper reports on a reference citation analysis of the database PsycINFO, using "cyber-bullying" in a keyword search. In rank order, the major foci of the research involved the issues of intervention or treatment, profile of offenders, comparisons to traditional bullying, legal implications, risk factors, social dynamics, gender, prevalence, and measurement factors. (Contains 1 table.)
Issues of International Student Retention in American Higher Education
Author: Bista, Krishna
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Higher Education,School Holding Power,Student Surveys,Educational Experience,Student Needs,Access to Information,Administrator Responsibility,Interpersonal Competence,Transportation,Economic Impact,Educational Finance

This paper focused on issues of retention and the individual needs of international students  at a southern university through videotaped group interviews with six students from Africa,  China, India, Japan, Jordan, and Nepal. Students were asked questions concerning their  first experiences at the university, experiences out in the community, academic issues and  concerns, and other needs. Asking for and paying attention to the details that support  international students in their quest to receive an American education will support the  students where they need it and also provide an atmosphere that will encourage more  international students to follow. (Contains 1 table.)
How to Create a Learning-Centered ESL Program
Author: Bista, Krishna
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Colleges,College Second Language Programs,English (Second Language),Second Language Instruction,Student Centered Curriculum,Student Needs,Institutional Mission,Classroom Environment,Learner Engagement,Goal Orientation,Feedback (Response)

This paper reviews the major features of learning-centered community colleges that offer  educational programs and experiences for learners, based on individual need. By citing some exemplary learning colleges, the author examines the concepts and ideas of learning-centered colleges in teaching English as a Second Language (ESL) programs. An emphasis is given to the environment, learning goals, performance and feedback, and rubrics as successful learning tools in teaching ESL in the colleges. ESL instructors are encouraged to transform the learning culture from teacher centered to student centered environments.
Factors of Code Switching among Bilingual English Students in the University Classroom: A Survey
Author: Bista, Krishna
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Bilingual Students,Classroom Environment,Code Switching (Language),Communicative Competence (Languages),English (Second Language),Second Languages,Foreign Students,Context Effect

This study proposes to identify and evaluate the factors that affect code switching  in the university classroom among 15 bilingual international students. The findings from  the study conducted in a southern American university revealed that the primary factor of  code switching in international classroom is incompetence in the second language. Other  noted factors were: to maintain privacy; to make it easier to speak in their own language than to speak in English; to avoid misunderstanding; being unfamiliar with similar words in English. However, code switching can be a useful strategy in classroom interaction if the aim is to make meaning clear and to transfer the knowledge to students in an efficient way. Appended is a &quot;Questionnaire on Code switching.&quot; (Contains 8 figures.)
Outdoor Education Opportunities for Middle School Students: Academic and Social Impacts of Adventure Programs
Author: Gordon, Lisa
Date: 2011-11-00
Type: Dissertations/Theses - Masters Theses
Subjects: Middle School Students,Adventure Education,Program Effectiveness,Student Surveys,Pretests Posttests,Models,Interviews,Expertise,Program Descriptions,Outcomes of Education,Private Schools

This study examines components of outdoor adventure programs for middle school students, using a school with a successful program as a model. Outdoor education is often left out of these years for financial and safety reasons, however the benefits of adventure programs are both measurable and profound to self-concept, confidence, identity growth, and education. Connections between components are not well known, representing a gap in current research. Sub-analysis between trail groups of students on two middle school programs is conducted using participant surveys before and after the programs to identify components that may lead to positive and negative outcomes. This study shows that the components of outdoor education work to support or hinder the adventure process itself, which is most significant to the outcomes of the program for a participant. A new pyramidal model for the process of outdoor education may be useful in understanding the connections in Outdoor Education.
The Nation's Report Card Mathematics 2011 State Snapshot Report. Wyoming. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Wyoming was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Wyoming in 2011 (244) was higher than their average score in 2009 (242) and was higher than their average score in 1992 (225). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 1992 (35 points). The percentage of students in Wyoming who performed at or above the NAEP &quot;Proficient&quot; level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1992 (19 percent). The percentage of students in Wyoming who performed at or above the NAEP &quot;Basic&quot; level was 88 percent in 2011. This percentage was not significantly different from that in 2009 (87 percent) and was greater than that in 1992 (69 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Wisconsin. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Wisconsin was 245. This was higher than the average score of 240 for public school students in the nation. The average score for students in Wisconsin in 2011 (245) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (229). In 2011, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 47 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1992 (24 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (71 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]