ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Comprehension Level among Intermediate Learners
Author: Miñoza, Manilyn Vegare
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Elementary School Students,Intermediate Grades,Silent Reading,Oral Reading,Gender Differences,Age,Parent Participation

The data of this descriptive correlational-study revealed that there is no significant difference in the level of comprehension in silent reading, between males and females. Moreover, in terms of the level of comprehension in oral reading, there is gender difference with females outperforming the males. In the first language, no significant relationship was drawn as both p-values are greater than alpha = 0.05. Interestingly, on socio-economic status,this influences the level of reading comprehension in SR (p-value = 0.000) as the p-value is less than alpha= 0.05. Moreover, the post hoc analysis using the Tukey test showed a significant difference between groupings, for the comprehension level in silent reading, between respondents of high SES and average and low SES with better SES outperforming those with lower SES. Likewise, a significant difference in the level of reading comprehension on SR was also revealed between those with average SES and low SES favoring those who have claimed to belong to average SES. However, There is no significant relationship between the level of comprehension in OR and the variables SES and Parental Involvement (PI) as shown by their respective p-values (0.280, 0.057) which are greater than alpha = 0.05. For the relationship between the dependent variable reading comprehension in SR and the independent variable SES, no significant relationship was drawn as shown by the p-value (0.728) which is greater than alpha = 0.05. Furthermore, for the influence of PI on the level of comprehension of the respondents in SR, a significant relationship was drawn as provided by the p-value (0.004) which is less than alpha = 0.05. Moreover, the relationship is characterized to be a low positive correlation. In addition, there is no significant difference in the level of comprehension in OR across SES.
Strategic Management of Quranic Recitation Teaching Among Primary School Teachers in Malaysia
Author: Che Noh, Mohd Aderi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Islam,Teacher Attitudes,Religious Education,Educational Practices,Literature,School Prayer,Teaching Methods,Experienced Teachers,Teacher Effectiveness,Reading Skills,Oral Interpretation

This study is related to the perception of Islamic Education teachers on their teaching practices in the Qur'an recitation skills due to the national primary schools under the administration of Education Ministry. A total of 120 Islamic Education teachers were involved as respondents in this study. They were randomly selected from ten districts in Selangor. Data were collected through a set of questionnaires consisting of 32 items. Descriptive statistics consisted of frequency, percentage and mean were used to report the findings. Findings showed that the average means of all four components in teaching practices were high. The component of lesson induction showed mean=4.03, the component of lesson expansion showed mean=4.18, the component of lesson closure showed mean=4.03 and the component of teaching aids showed mean=3.77. In conclusion, teachers should ensure a continuous improvement in their teaching practices especially in Quran recitation skills.
Prekindergarten Education Program: Effects of HISD Prekindergarten on Kindergarten Performance, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-11-13
Type: Reports - Research
Subjects: Preschool Education,Kindergarten,Access to Education,Preschool Curriculum,Program Effectiveness,Academic Achievement,Language Arts,Mathematics Achievement,Student Characteristics,Enrollment Trends,Reading Achievement,Racial Differences,Ethnicity,Socioeconomic Influences,Gender Differences,Special Education,Limited English Speaking

In compliance with the Texas Education Code § 29.153, the Houston Independent School District (HISD) has provided free prekindergarten classes for eligible Houston area four-year old students since the 1985-1986 academic year. The program curriculum focuses on beginning literacy, numeracy, social emotional development as well as supporting the individual linguistic and cultural needs of the children served. The prekindergarten program curriculum forms the basis of children's future academic success. The purpose of this evaluation is to examine the extent that students benefit from attending HISD prekindergarten. To determine the academic benefits of HISD prekindergarten programs, the academic performance of students who attended HISD prekindergarten programs was compared to students who were not enrolled in HISD prekindergarten programs in the previous year. The report addresses the following issues: (1) The performance of HISD and Non-HISD prekindergarten students on the 2014-2015 kindergarten IOWA and Logramos English Language Arts (ELA) and mathematics subtests; (2) The effects of HISD prekindergarten programs on students' ELA performance by student subgroups; and (3) The effects of HISD prekindergarten programs on students' mathematics performance by student subgroups. This evaluation also examined prekindergarten program enrollment trends and the proportion of kindergarten students enrolled in HISD and Non-HISD prekindergarten programs from 2006-2007 to 2014-2015.
Learning in the Open: Integrating Language and Culture through Student Curation, Virtual Exchange, and OER
Author: Mathieu, Lionel
Date: 2019-07-26
Type: Reports - Descriptive
Subjects: Open Educational Resources,Computer Mediated Communication,Student Role,College Faculty,Instructional Design,Authentic Learning,Shared Resources and Services,Textbooks,Native Language,Second Language Learning,Global Approach,Media Selection,International Educational Exchange,Spanish,Russian,Foreign Countries,Personal Autonomy,Intercultural Communication,Undergraduate Students,21st Century Skills

To address waning enrollments in intermediate 202 language courses, faculty have developed a multiphasic project. In phase one, alongside instructional designers, they created an open, connected platform where 202 students curate -- search, select, and share -- authentic materials online. In phase two, upper-level students help triage and scaffold the best curations into online interactive modules. Phase three sets up live, virtual exchanges during which students discuss their curations with native speakers. In phase four, open e-textbooks, framed by communicative can-do statements, integrate curations, modules, virtual exchanges, and existing Open Educational Resources (OERs) into sustainable, relevant, and student driven learning materials. [For the complete volume, &quot;New Case Studies of Openness in and beyond the Language Classroom,&quot; see ED596829.]
Creating and Implementing Open Educational Resources for the Spanish as a Heritage Language Classroom
Author: Urrea, Evelyn Durán
Date: 2019-07-26
Type: Reports - Descriptive
Subjects: Spanish,Native Language Instruction,Language Teachers,Shared Resources and Services,Open Educational Resources,Teacher Collaboration,College Students,College Faculty,Web Sites,Educational Technology,Technology Uses in Education

The development of language courses designed specifically for Spanish heritage learners has recently gained much attention at all levels of education in the US. Since heritage learners started to acquire the language since childhood at home, their needs are different from those of students in the traditional foreign language classroom. To fulfill these needs, Spanish heritage teachers at all levels are creating programs and materials to serve this student population. The Heritage Spanish web-based community (https://heritagespanish.coerll.utexas. edu), hosted by the Center for Open Educational Resources and Language Learning (COERLL), was created as a space for Spanish teachers to collaborate, share, and communicate about the teaching and learning of Spanish as a heritage language (https://www.coerll. utexas.edu/coerll/about-coerll). A specific example of the design and implementation of Open Educational Resources (OERs) in a Spanish as a heritage language course is found at Lehman College from the City University of New York (CUNY), which serves a significant student population of Hispanic origin. [For the complete volume, &quot;New Case Studies of Openness in and beyond the Language Classroom,&quot; see ED596829.]
Developing Together: The Role of Executive Function and Motor Skills in Children&apos;s Early Academic Lives
Author: McClelland, Megan M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Executive Function,Psychomotor Skills,Visual Perception,School Readiness,Learning Processes,Kindergarten,Academic Achievement,Emergent Literacy,Comprehension,Decoding (Reading),Writing (Composition),Mathematics Skills,Skill Development,Child Development,Preschool Children

A considerable body of research indicates that children's executive function (EF) skills and related school readiness constructs are important for early learning and long-term academic success. This review focuses on EF and a related construct, motor skills with a focus on visuo-motor integration, as being foundational for learning, and describes how these skills co-develop in young children in bidirectional and synergistic ways. The review discusses definitional and conceptual issues, connects EF and visuo-motor integration to relevant theoretical perspectives, discusses measurement issues and advancements, and reviews intervention evidence to support the malleability of these skills in young children. Discussion emphasizes how these skills develop together and suggests that research examining children's learning from a co-development perspective can help promote children's health and well-being. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v46 p142-151 2019.]
National College Progression Rates: For High Schools Participating in the National Student Clearinghouse StudentTracker Service [2015]. High School Benchmarks
Author: National Student Clearinghouse
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Enrollment,Academic Persistence,Graduation,College Students,High Schools,Public Schools,Charter Schools,Private Schools,Institutional Characteristics,Low Income Students,Minority Group Students,Urban Schools,Suburban Schools,Rural Schools,STEM Education,Majors (Students)

This third annual High School Benchmarks report provides new data on high school graduates' college access, persistence, and completion outcomes. Many schools and districts have access to timely reports on the college access and persistence rates of their own graduates through the StudentTracker? service of the National Student Clearinghouse. The data on high school graduates for this report were drawn from a voluntary sample of high schools participating in the StudentTracker for High Schools service (STHS) administered by the National Student Clearinghouse (The Clearinghouse). Using the results in this report, high schools and districts can place their own StudentTracker results into context with the college access and persistence rates for schools with similar student populations in similar locales across the country. The report provides college enrollment and persistence outcomes for public non-charter; public charter; and private high school graduates. The data in this report are presented for students from different types of high schools, such as low versus higher income and low versus high minority, to enable more focused discussions, particularly about low income and minority students traditionally not well served by higher education. This year's report also provides, for the first time, six-year college completion rates for the high school class of 2008, highlighting the percentage of students with a STEM (Science, Technology, Engineering, and Mathematics) degree in particular. For students of public non-charter high schools, the rates are reported in 12 categories based on the school-level demographic and geographic characteristics. This report presents postsecondary outcomes for the high school graduating classes of 2008 and from 2011 through 2014. [For the 2014 report, see ED558759.]
Embedding OERs for the Development of Information Literacy in the Foreign Language Classroom
Author: Gabauda, Odette
Date: 2019-07-26
Type: Reports - Research
Subjects: Educational Technology,Second Language Learning,Second Language Instruction,Educational Change,Teaching Methods,Foreign Countries,Technological Literacy,International Trade,Business Communication,Undergraduate Students,Languages for Special Purposes,French,Italian,Majors (Students),Language Teachers,Web Sites,Open Educational Resources

Despite a rapid growth of Open Educational Resource (OER) availability, Thoms and Thoms (2014) note that few empirical studies examine the impact of OERs on foreign language learning and teaching. This paper presents an action research study investigating the embedding of selected components of DigiLanguages, an OER for Digital Literacies (DLs) for Foreign Languages (FL) within a Bachelor of Arts (BA) in International Business and Languages at the Technological University Dublin. Digilanguages.ie is an open portal developed collaboratively by six tertiary education institutions in Ireland. Digital literacies for FL learning and teaching is a key strand in this resource. The study involved two groups of students, one majoring in French and one in Italian. One of the aims of the study was to pilot the portal and identify affordances and constraints of introducing and adapting this OER to the individual FL classroom. Of equal importance was to analyse the potential of the OER to introduce and/or change pedagogical practices in an area that remains largely under investigated, namely DLs for foreign language learning. The study informs future steps in how to use a particular OER to embed units of DLs into FL courses. It also provides insights on developing a new set of professional practices among language teachers. [For the complete volume, &quot;New Case Studies of Openness in and beyond the Language Classroom,&quot; see ED596829.]
Building Bridges Not Walls -- Wikipedia in Translation Studies
Author: McAndrew, Ewan
Date: 2019-07-26
Type: Reports - Descriptive
Subjects: Translation,Web 2.0 Technologies,Collaborative Writing,Web Sites,Course Content,Graduate Students,Masters Programs,Computational Linguistics,Second Language Learning,Second Language Instruction,Foreign Countries,Course Descriptions,Workshops,Computer Software,Assignments,Outcomes of Education

Translation Studies MSc students at the University of Edinburgh take part in a Wikipedia translation assignment as part of their independent study component. The students make use of the free and open encyclopaedia's Content Translation tool which enables them to create translations side-by-side to the original article and automates the process of formatting the page. By providing a more user-friendly experience, translators can focus on creating high-quality content that reads naturally and fluently. Course leaders were keen that the students undertake much-needed published translation practice each semester to bridge the gap between academic study and the world of work ahead of their dissertations. This chapter explains how the project was structured and delivered. [For the complete volume, &quot;New Case Studies of Openness in and beyond the Language Classroom,&quot; see ED596829.]
Reflective Learning in the Assistant Principal Leadership Program in Preparation for School Improvement, 2014-2015. Evaluation Report. Volume 9, Issue 2
Author: Holmes, Venita
Date: 2015-10-00
Type: Reports - Research
Subjects: Assistant Principals,Leadership Training,Reflection,Academic Achievement,Leadership Qualities,School Culture,Ethics,Leadership Styles,Knowledge Level,Skill Development,Mentors,Curriculum Implementation,Teamwork,Technology Uses in Education,Elementary Secondary Education,Administrator Role,Educational Environment

This study explored the extent that the Houston Independent School District's (HISD) assistant principal leadership training program (AP1/AP2) facilitated reflective learning of the 2014-2015 cohorts. In addition, the evaluation examined the academic achievement of students in schools of AP1/AP2 cohort participants. Leadership training applied the ISLLC framework that focused on creating a shared vision within the community, a culture of student learning, efficient management, and ethics to prepare participants for roles as principals. A total of 79 HISD leaders were identified as AP1 cohort participants and 66 leaders were AP2 cohort participants. Eleven training sessions were provided to strengthen their practice as leaders, increase their instructional knowledge, skills, and strategies; and inform their future feedback with teachers in 24 skill areas. In general, all ISLLC standards were reflected by AP1/AP2 survey respondents in at least one of the training sessions, with data for monitoring and improvement, district curriculum implementation, and mentoring staff/modeling as the three most prevalent skill areas considered as benefits in their reflective learning. Gaps were noted in participants' reflections of benefits in skill areas related to clean and safe schools, effective presentation skills, team leading and building, and technology. This may be related to these areas being emphasized in principal leadership training rather than AP1/AP2 training. Considering HISD's focus on literacy, the majority of AP1 and AP2 cohort schools made positive changes on the STAAR reading and English I EOC tests from 2014 to 2015. Recommendations are to continue to develop the program by strongly addressing all state and national educational standards to support assistant principal's roles as leaders and their potential roles as principals in HISD.
National College Progression Rates: For High Schools Participating in the National Student Clearinghouse StudentTracker Service [2016]. High School Benchmarks
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Enrollment,Academic Persistence,Graduation,College Students,High Schools,Public Schools,Charter Schools,Private Schools,Institutional Characteristics,Low Income Students,Minority Group Students,Urban Schools,Suburban Schools,Rural Schools,STEM Education,Majors (Students)

This fourth annual High School Benchmarks report provides new data on high school graduates' college access, persistence, and completion outcomes. Many schools and districts have access to timely reports on the college access and persistence rates of their own graduates through the StudentTracker® service of the National Student Clearinghouse. The data on high school graduates for this report were drawn from a voluntary sample of high schools participating in the StudentTracker for High Schools service (STHS) administered by the National Student Clearinghouse (The Clearinghouse). Using the results in this report, high schools and districts can place their own StudentTracker results into context with the college access and persistence rates for schools with similar student populations in similar locales across the country. The report provides college enrollment and persistence outcomes for public non-charter; public charter; and private high school graduates. The data in this report are presented for students from different types of high schools, such as low versus higher income and low versus high minority, to enable more focused discussions, particularly about low income and minority students traditionally not well served by higher education. This report presents postsecondary outcomes for the high school graduating classes of 2009 and from 2012 through 2015. [For the 2015 report, see ED596839.]
Working with Online Communities: Translating TED Talks
Author: Comas-Quinn, Anna
Date: 2019-07-26
Type: Reports - Research
Subjects: Speeches,Translation,Second Language Learning,Second Language Instruction,Teaching Methods,Student Attitudes,Program Descriptions,Advanced Students,Learning Activities,Native Language,Layout (Publications),Feedback (Response),Undergraduate Students,French,German,Spanish,Open Universities,Outcomes of Education,Foreign Countries,Communities of Practice

This project aimed to explore how online open communities and resources could be used for language learning in a higher education context. Advanced language learners were introduced to translation and subtitling, and the use of open content to maintain their language skills post-graduation whilst engaging in a meaningful activity, namely sharing knowledge through translation in a volunteer project. Students were asked to translate the subtitles of a Technology, Entertainment, and Design (TED) or TEDx Talk of their choice and to review and provide feedback on two of their peers' translations. Most students enjoyed the activity, particularly being able to choose the talk they would be translating and having access to other students and volunteers to ask questions and get support with the linguistic and technical aspects of subtitling. A small number of students found the technical aspects of the activity challenging and did not enjoy the unpredictability of working in an open community. [For the complete volume, &quot;New Case Studies of Openness in and beyond the Language Classroom,&quot; see ED596829.]
Empowering Teachers and Learners in and beyond Classrooms: Focus on OEPs in Reading Activities
Author: Meunier, Fanny
Date: 2019-07-26
Type: Reports - Research
Subjects: Open Educational Resources,Second Language Learning,Reading Strategies,Case Studies,Communities of Practice,Preservice Teachers,Inservice Teacher Education,Language Teachers,Faculty Development,Computer Oriented Programs,Teacher Educators,Preservice Teacher Education,Grade 5,Elementary Education,Indo European Languages,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Museums

The present contribution is situated in the framework of a broad government project (entitled Pacte pour un Enseignement d'Excellence) and is specifically devoted to the learning and teaching of modern languages. Our group has been working on the collection, selection, and validation of innovative tools for foreign language learning targeting all levels of proficiency in compulsory education. The present paper reports on a case study that addresses reading strategies outside the classroom for Dutch as a foreign language at A1 level and using a mobile hunt in the Hergé Museum4 (Louvain-la-Neuve, Belgium). The intended outcomes of our case study include (1) the promotion of mobile and classroom Open Educational Practices (OEPs) for L2 reading, (2) the development of in-service teachers' and learners' digital literacy skills (including among others the co-construction of Open Educational Resources (OERs) and reflective practices on image rights), and (3) the creation of Professional Learning Communities (PLCs) and communities of practice. The Actionbound mobile app was used for the mobile hunt. The participants involved in the case study include three researchers, one teacher trainer, 11 pre-service Teachers (psTs) and two classroom groups of Dutch learners (fifth year of primary school). The study setup (including both the teacher training aspects and the activities) is detailed and illustrated, together with the suggestions that emerged from the questionnaires and follow-up focus group discussions. [For the complete volume, &quot;New Case Studies of Openness in and beyond the Language Classroom,&quot; see ED596829.]