ethanporcaro/eric-fulltext-meta huggingface dataset:
Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town
Author: Gashaye, Simachew
Date: 2018-05-30
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Secondary School Students,Secondary School Teachers,Teaching Methods,Foreign Countries,Reading Strategies,Influences

This study aimed to assess practices of teachers in teaching reading comprehension in secondary schools of Debre Markos administrative town. Descriptive survey research design and mixed method research approach was employed, data were collected from 254 students and 33 teachers through questionnaire, interview, classroom observation and document analysis. The data were analyzed with mean, one sample t-test, and thematic narration for qualitative. The one sample t-test value for pre-reading phase obtained from teachers (M=3.01), which is almost equal to expected mean t-value. So, the implementation of pre-reading activity was below the expected level (t-3). And from students (M=2.21) is significantly lower than expected mean value. The while reading phase mean scores obtained from teachers (M=2.73), and students (M=2.27) are lower than the expected mean value (t=103.27, df=253, p&lt;0.05) this shows that the while-reading activities was below t-3. Similarly, for post reading phase, the mean score obtained from teachers (M=2.82), and from students (M=2.16), implies that the implementation of post-reading activities was below the expected level of practice. The one-sample test score for the application of teaching strategies obtained from teachers (M=3.67) is significantly greater than the expected mean t-value and But the mean value (M=2.50) obtained from students is significantly lower than expected mean t-value. This indicates that teachers accept they were practice properly but and students were responded that the teachers were not practice properly. And student, teachers, subject content and context related factors were found affecting teachers teaching practice significantly with some differences in between teachers and students. The qualitative data also showed that the three phases of reading comprehension were not practiced to properly. In addition teachers, students, the context were causal factors that hamper the practice dominantly.
Four Corners Counseling Connection: American Indian Cultural Awareness &amp; Competency Practicum (October 23-25, 2015). Executive Summary
Author: West Comprehensive Center (WCC) at WestEd
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: School Counselors,School Counseling,Counselor Training,Cultural Awareness,American Indian History,American Indian Culture,Skill Development,Counseling Techniques,Counselor Role,Conferences (Gatherings),Practicums,Cultural Relevance,Laws,Religious Factors,Grief,Learning Activities,Competence,American Indian Students,Student Needs,Needs Assessment

In an October 2015 professional development and networking conference, 100 school counselors and teachers increased their cultural awareness and knowledge of Native American Indian Tribes and developed skills to support and advocate for their students. This one-page report describes the event, shares initial learnings, and touches on possible next steps. The elements that seemed to contribute most to the conference's success included frequent and varied cultural reverence sessions, information-packed presentations alternating with opportunities for reflection, and a mix of strategy-filled segments that highlighted relevant resources and materials. [For the full report on the conference, see ED598721.]
Four Corners Counseling Connection: American Indian Cultural Awareness &amp; Competency Practicum (October 23-25, 2015). Summary Report
Author: West Comprehensive Center (WCC) at WestEd
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: School Counselors,School Counseling,Counselor Training,Cultural Awareness,American Indian History,American Indian Culture,Skill Development,Counseling Techniques,Conferences (Gatherings),Tribal Sovereignty,Cultural Relevance,Cognitive Style,Learning Processes,Cross Cultural Training,Trauma,Resilience (Psychology),Grief,Well Being,Counselor Role,Religious Factors,Learning Activities,American Indian Students,Student Needs,Needs Assessment

Nearly 100 school counselors and teachers convened in October 2015 at the picturesque Tsébii'nidzisgai Elementary School in Monument Valley, Utah, for a &quot;Four Corners Counseling Connection&quot; conference designed to enhance their knowledge and understanding of American Indian history and culture, help them develop skills to support and advocate for their students, and increase their cultural awareness and competency. To share learnings from the event, this report describes the conference's purpose, content, and structure, draws on participant feedback, and touches on possible next steps. In particular, the report is intended to describe elements that seemed to contribute most to the conference's success, such as its frequent and varied cultural reverence sessions, the alternation of information-packed presentations with other sessions that were more relaxing and creative, the mix of both strategy-filled presentations and others that shared relevant resources and materials, and the inclusion of student voices. [For the executive summary, see ED598720.]
A Gender-Based Analysis of Refusals as a Face Threatening Act: A Case Study of Iranian EFL Learners
Author: Pourshahian, Bahar
Date: 2019-09-30
Type: Journal Articles
Subjects: Interpersonal Relationship,Cultural Differences,Gender Differences,English (Second Language),Second Language Learning,Student Attitudes,Speech Acts,Interpersonal Communication,Adolescents,Foreign Countries

Politeness is a phenomenon which is common to all cultures. Each culture has a different perception of what is polite and each language has various devices for expressing politeness. Besides, gender can be considered as an important variable in language use and research suggest that men and women use language differently. Speech acts is not an exception. Thus, this study investigates gender differences of EFL learners in making refusals. To analyze this, a DTC questionnaire consisting of fourteen situations was given to 100 students (50 male/50 female) asking them to write how they would make refusals for each situation. The results of the analysis indicated that both male and female students use substantially more indirect strategies than direct strategies in most cases. Although indirect strategies are preferred by these two groups, there still exists difference between male and female subjects in terms of the probability of indirectness. Female students' refusals tend to be more gentle and indirect than those of male students. Female students like to explain reasons, and they prefer to use detailed and specific response instead of a direct &quot;no&quot;. By contrast, male students' refusals tend to be direct, brief and even blunt. Besides, male and female students have different tendency in four different refusing situations.
Attractive Learning Media to Cope with Students&apos; Speaking Skills in the Industry 4.0 Using Sparkol Videoscribe
Author: Maulina, Utami
Date: 2019-09-30
Type: Journal Articles
Subjects: Speech Skills,Video Technology,Instructional Effectiveness,Foreign Countries,Student Improvement,English Instruction,English (Second Language),Grade 8,Learner Engagement,Animation,Educational Media,Early Adolescents,Computer Software,Secondary School Students

The aim of this research was to find out the influence of Sparkol Videoscribe on students' speaking skills. The research methodology applied was a quantitative approach with an experimental design. This research was conducted at SMPIT Putri Al Hanif Cilegon in the second semester of the academic year 2018/2019. This research involved two classes of the eighth grade; experimental class and control class. The sample was 67 students. The instrument used was an oral speaking test which was divided into two parts; pre-test and post-test. Furthermore, the researcher used content and construct validity and Cohen's Kappa coefficient to test the inter-rater reliability. After collecting the data, the researcher analyzed them by using a t-test through SPSS. The researcher got the result that the Sig.2-tailed value was 0.001. It was smaller than 0.05 (P-value=0.001 &lt; 0.05). Therefore, the null hypothesis was rejected, and the alternative hypothesis was accepted. In other words, there is a positive influence on the experimental group which treated using Sparkol Videoscribe. In addition, the calculation of Cohen's d was conducted in order to find out how far Sparkol Videoscribe affects students' speaking skills. The result showed that the value of the effect size was 0.8 which meant it had a large effect. Based on the result of this research, it could be concluded that Sparkol Videoscribe gave the influence to improve students' speaking skills.
When Teachers Choose Pension Plans: The Florida Story
Author: Chingos, Matthew M.
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Teacher Retirement,Public School Teachers,Teacher Effectiveness,Teacher Persistence,Tenure,Beginning Teachers,Teacher Characteristics,Selection

This paper analyzes a 2002 policy change in Florida allowing teachers to choose between a traditional defined benefit pension plan and a 401k-style defined contribution plan. The authors were able to track who chose which plan, what subject they taught, how effective they were in the classroom, how long they remained teaching, and whether the pension plan's structure had any effect on retention. Importantly, they did not find any differences in effectiveness between those who chose the defined benefit plan and those who chose the defined contribution plan, but they did find differences in attrition rates. Teachers who opted into the defined contribution plan were one percentage point more likely to leave before their second year and nine percentage points more likely to leave after their fifth year. The authors also looked at the thousands of teachers who will one day become ex-teachers. This paper puts numbers on just how many there are and how much money they're losing. In the seven years of the study, Florida districts hired 92,000 first-time teachers. The authors found that roughly 40 percent of these beginning teachers stay less than six years, the amount of time Florida required a teacher to be employed before becoming eligible for pension benefits. By not meeting the vesting requirement, the authors estimate each of those ex-teachers will lose out on retirement savings of up to $27,784 in today's dollars.
The Big Squeeze: Retirement Costs and School District Budgets. Summary Report
Author: Zeehandelaar, Dara
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Public Schools,School Districts,Urban Schools,Budgets,Teacher Retirement,Public School Teachers,Costs,Taxes,Health Insurance

The reason teacher retirement benefits have been much in the news in recent years, and a topic of close attention by lawmakers and budget-watchers, is not because their existence is in dispute but because their financial underpinnings are often shaky and sometimes truly precarious. If a state or district doesn't set aside enough money now to cover what it will owe beneficiaries in the future, it creates a gap between assets and liabilities. Recent estimates put the total unfunded liability of U.S. teacher pensions anywhere from $390 billion to an almost unimaginable trillion dollars--about twice the total annual budget of all American public education. Many factors are to blame for pension costs, including financial mismanagement, shortsighted decision making, artificially rosy investment projections, and declining asset values due to market downturns. Skyrocketing costs and more-generous benefits, along with relatively meager contributions from employees, have also placed a monumental financial burden on many retiree health care systems. States are now scrambling to address this burden by rethinking the ways they will structure and fund their retirement systems going forward. But in many places the fiscal challenge exceeds the capacity--or political will--of state leaders to make substantive changes. In the meantime, much of the cost is passed on to school districts and to local taxpayers. This summary report analyzes and projects how big an impact the pension and retiree health care obligations will have on the budgets of three school districts: Milwaukee Public Schools, Cleveland Metropolitan School District, and the School District of Philadelphia. [Foreword by Chester E. Finn, Jr. and Michael J. Petrilli. For the technical reports: &quot;Milwaukee: Saved by Act 10…For Now,&quot; see ED598727; &quot;Ohio Pension Reform in Cleveland: New Teachers Beware,&quot; see ED598728; and &quot;Paying the Pension Price in Philadelphia,&quot; see ED598729.]
The Big Squeeze: Retirement Costs and School District Budgets. Milwaukee: Saved by Act 10…For Now
Author: Costrell, Robert
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Public Schools,School Districts,Urban Schools,Budgets,Teacher Retirement,Public School Teachers,Costs,Taxes,Health Insurance,State Legislation,Economic Impact,Teacher Salaries,Expenditure per Student

Milwaukee Public Schools (MPS) faced a dramatic and painful increase in employee retirement costs, driven primarily by a sharp rise in the bill for retiree health insurance, a program covered by collective-bargaining agreements between the district and its unions. In March 2011, Governor Scott Walker signed into law the Wisconsin Budget Repair Bill, also known as Act 10. By limiting collective bargaining to wages only, this measure gave MPS the authority to modify its retiree health program, and the Badger State's largest school system has since acted upon that authority. This report analyzes and projects the future retirement obligations in Milwaukee and highlights how retirement reform can help to solve the pension-funding problem. [For the summary report, see ED598726.]
The Big Squeeze: Retirement Costs and School District Budgets. Ohio Pension Reform in Cleveland: New Teachers Beware
Author: Costrell, Robert
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Public Schools,School Districts,Urban Schools,Budgets,Teacher Retirement,Public School Teachers,Costs,Taxes,State Legislation,Beginning Teachers,Health Insurance,Economic Impact,Enrollment,Income

At first glance, the recent teacher-retirement reforms in Ohio seem to bring good fiscal news to school systems in the Buckeye State. With Senate Bills 341 and 342--and a series of cutbacks on retiree healthcare--the Cleveland Metropolitan School District is projected to spend less on retirement costs in 2020 than it does today. But these reforms come at a big price. While much of the burden was taken off school districts, it now falls heavily on the shoulders of Cleveland's newest teachers. This report projects the city's future retirement obligations and illuminates how retirement reform can help solve the pension-funding problem--and some of the accompanying challenges. [For the summary report, see ED598726.]
The Big Squeeze: Retirement Costs and School District Budgets. Paying the Pension Price in Philadelphia
Author: Costrell, Robert
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Public Schools,School Districts,Urban Schools,Budgets,Teacher Retirement,Public School Teachers,Costs,State Legislation,Economic Impact,Teacher Employment,Enrollment,Income

Teachers and other employees of the School District of Philadelphia receive their retirement benefits from the Pennsylvania state retirement plan for schools, which includes both a defined-benefit pension plan and a modest retiree health benefit. The cost of the former is expected to rise quite substantially and, as this technical analysis will show, presents a daunting burden for the district in the near future. This report analyzes and projects the future retirement obligations in Philadelphia and highlights the nature and scale of the pension-funding problem. [For the summary report, see ED598726.]
The Ways of Formation the Discourse Competence on Students of Textile Spheres and Development in Critical Thinking at the Professional Foreign Language Lessons
Author: Yuldasheva, Dildora Maxmudjanovna
Date: 2019-09-30
Type: Journal Articles
Subjects: Critical Thinking,Second Language Instruction,Second Language Learning,Skill Development,Technology Integration,Textiles Instruction,Brainstorming,Decision Making,Russian,Turkic Languages,Pragmatics,Essays,Writing Processes,Teaching Methods,Vocabulary Development,Professional Education,Instructional Effectiveness

The article discusses the ways of formation the discourse competence on students of textile spheres in the implementation of technology development in critical thinking at the professional foreign language lessons. It highlighted the effectiveness of techniques on technology development in critical thinking, which are used in the educational process for the development of discursive competence of the future specialists in order to use their acquired skills for the development, analysis and interpretation of scientific knowledge for the future professional activities
Language Learning Strategies Enhancement Training through Personality Development: A Training Designed for ESL Learners
Author: Tandoc, Juanito P., Jr.
Date: 2019-09-30
Type: Journal Articles
Subjects: English Language Learners,Learning Strategies,Personality Development,Second Language Learning,Training,Personality Traits,Student Educational Objectives,Workshops,Training Objectives

The Language Learning Strategies Enhancement training focuses on the use of varied strategies to aid and assist the learners in the success of their language learning. The use of varied strategies in language learning will greatly assist the learners to develop and improve their proficiency and task performance. While enhancing the learners' use of varied strategies in language learning, this training will also develop their personality to help them become holistic language learners.
Profile of Very Low- and Low-Income Undergraduates in 2015-16. Stats in Brief. NCES 2020-460
Author: Chen, Xianglei
Date: 2019-10-00
Type: Reports - Research
Subjects: Undergraduate Students,Low Income Students,Profiles,Student Characteristics,Student Financial Aid,Paying for College,Demography,Enrollment,Costs,Educational Legislation,Higher Education,Federal Legislation,Poverty,Racial Differences,Gender Differences,Financial Aid Applicants,Federal Aid,Grants

In order to inform and improve policies and programs designed to assist low-income students, policymakers and academic scholars seek to understand the characteristics of this student population, how these students fare in college, and the challenges they face in persisting and completing a degree (Choy 2000; Perna 2015; Watson 2017). Recent research has drawn further attention to the lowest income students, noting that some students struggle to meet their basic needs, let alone pay for a college education. National data indicate that in 2015 about 13 percent of 2-year college students and 11 percent of 4-year college students came from food-insecure families (Blagg et al. 2017) This Statistics in Brief uses data from a large, nationally representative sample of almost 90,000 undergraduates from the 2015-16 National Postsecondary Student Aid Study (NPSAS:16) to examine the demographics, enrollment, financial aid, and price of attendance of low-income students enrolled in U.S. postsecondary education in 2015-16, with a special focus on the lowest income students. NPSAS, with its large and nationally representative sample of students, multiple income-related measures, and multiple administrations since 1987, which allow trend analyses, offers a unique opportunity to study low-income undergraduates.
Common Core in the Schools: A First Look at Reading Assignments
Author: Shanahan, Timothy
Date: 2013-10-00
Type: Reports - Research
Subjects: Common Core State Standards,Reading Assignments,Language Arts,Teaching Methods,Difficulty Level,Media Selection,Textbook Selection,Program Implementation,Instructional Development,Educational Change,Literary Genres,Reading Materials,Elementary School Teachers,Middle School Teachers,High School Teachers

As forty-six states and the District of Columbia implement the Common Core State Standards (CCSS), questions abound regarding implementation, including the implications for curriculum and pedagogy. In this report, researchers analyze what texts English teachers assign their students and the instructional techniques they used in the classroom. The FDR Group was commissioned to conduct a nationwide survey of public school English, language arts, and reading teachers in an effort to determine what texts are being assigned to students, some of the ways teachers teach the English language arts, and whether the complexity of assignments changes as Common Core implementation ramps up. This is the first of two surveys, intended to establish a baseline in 2012 that can be compared with the findings of a similar survey undertaken in 2015. Specifically, this survey addressed four basic issues: (1) the extent to which teachers assign sufficiently complex texts to their students; (2) the mix of informational and literary texts that teachers use for instruction, including how current choices align with the exemplar texts presented by the Common Core; (3) how instructional texts are selected and the role they play in instructional planning; and (4) teachers' opinions of and familiarity with the CCSS, as well as their school's efforts to implement the standards. The report begins with a summary of the study's methods and sample, followed by a discussion of what changes in instruction the CCSS portend, key findings relative to the four issues noted above, and implications for educators. [This report was written with Ann Duffett. Foreword and summary written by Chester E. Finn, Jr. and Kathleen Porter-Magee.]
Accreditation Going Global. Policy Brief. Number 6
Author: Van der Hijden, Peter
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Global Approach,Universities,Foreign Countries,Quality Assurance,Accountability

What is the potential of cross-border accreditation? Will universities go for a first or second opinion abroad? Will foreign reviews replace national assessments? What motivates universities and agencies for this extra work? What about understanding local context? Governments across the globe consider higher education a national public good. State bodies set regulatory frameworks and provide most of the funding. Quality assurance and accreditation are steered by governments either directly, through legislation or, indirectly, through funding. Conversely, external evaluations, audits and accreditation influence state licensing and funding decisions regarding students, institutions and programs. This policy brief presents cross-border reviews, which are gradually becoming an accepted and appreciated part of the quality assurance and accountability landscape.