ethanporcaro/eric-fulltext-meta huggingface dataset:
School Based Factors Affecting Learning of Kenyan Sign Language in Primary Schools for Hearing Impaired in Embu and Isiolo Counties, Kenya
Author: Rwaimba, Samuel Muthomi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sign Language,Elementary School Students,Deafness,Hearing Impairments,Principals,Elementary School Teachers,Interviews,Questionnaires,Observation,Statistical Analysis,Teacher Competencies,Special Education,Qualitative Research,Naturalistic Observation

This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers respectively. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject. Basing on the findings the researcher recommends that the TSC should post only teachers trained in KSL to teach KSL among learners with HI and that the universities should introduce KSL as a teaching subject alongside other subjects like Mathematics, English and Kiswahili.
The Teaching of Art in Adult Education: An Analysis from the Experience in Cuiabá City, Brazil
Author: de Araujo, Gustavo Cunha
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Art Education,Adult Education,Masters Programs,Youth,Qualitative Research,Interviews,Observation,Documentation,Teaching Methods,Student Attitudes

This article presents the results of a Master's study conducted at the Graduate Program in Education of Universidade Federal do Mato Grosso, which sought to understand how educational practices occur in the teaching of art in Youth and Adult Education in Cuiabá city, Mato Grosso state, Brazil, using qualitative, descriptive and interpretative methodology. Conceiving teaching in a constructivist perspective, based on the &quot;triangular proposal for the teaching of art,&quot; which emphasizes actual doing, reading and contextualization during the classes, we observed how the teacher acted as a mediator in the construction of the knowledge of Art. Such knowledge is important as education is grounded on the construction of knowledge, which is actually achieved by human activity and, in this case, art. Although some young and adult students had concepts of art that needed to be expanded, the teacher sought, through the contact with the different artistic expressions, to lead students to develop the concept that art is a human production, that is, an object of knowledge which has been an integral part of life since the dawn of mankind. She also sought to teach that learning how to read, how to understand a work of art, makes the students become competent readers who can produce meaningful interpretations of the world around them. Therefore, the concepts and practices of art produced by the students are important, as they are constructions of knowledge based on their life experiences.
Learning to Lead: The Impact of Youth Organizing on the Educational and Civic Trajectories of Low-Income Youth
Author: Rogers, John
Date: 2013-00-00
Type: Reports - Research
Subjects: Youth Programs,Civics,Young Adults,High School Students,Comparative Analysis,Alumni,Surveys,Interviews,Attitude Measures,Minority Groups,At Risk Persons,Low Income Groups,Academic Ability,Skill Development,Cultural Relevance,Mentors,College Readiness,Role Models,Empowerment,Citizen Participation

This study examines the ways that participation in youth organizing groups while in high school impacts the educational and civic trajectories of young adults. The study, conducted by UCLA Professor John Rogers and USC Professor Veronica Terriquez, compares the experiences of former members of youth organizing groups to those of a randomly selected sample of young adults who never participated in youth organizing while in high school. Rogers and Terriquez find that youth organizing alumni are far more likely than comparable peers across California to enroll in four-year colleges and universities and engage in various civic activities in early adulthood. These findings provide further evidence for the value of youth organizing: In addition to building power and garnering significant policy &quot;wins,&quot; youth organizing groups are powerful agents for youth development. The report organized into sections. Section one presents a rationale for examining the impact of youth organizing on the development of young adults, describing both the rapid growth of youth organizing groups in recent years as well as efforts to study this emerging field. Section two discusses the methods used to investigate the impact of youth organizing. Section three describes the youth organizing alumni sample and the groups that these young adults participate in while in high school. The central findings of the study are presented in sections four (on educational attainment) and five (on civic identity and engagement). The concluding section points to implications of key findings and identifies questions for future work.
A Tale of Two Effective Title One Reward Charter Schools
Author: Metcalfe, Laura
Date: 2014-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Academic Achievement,Achievement Tests,Success,Poverty,At Risk Students,High School Students,Disadvantaged Youth,Qualitative Research,Case Studies,Standardized Tests,Observation,Interviews,Documentation,Charter Schools,Racial Differences,Cognitive Ability,Socioeconomic Status,Parent Influence,Barriers,Constructivism (Learning),Low Achievement,Curriculum,Educational Quality,School Culture,Teacher Role,Caring,Rewards

This research project was a study that was based on a prior dissertation study that analyzed student success, as measured by achievement tests, within local communities with high poverty rates. Two Title 1 Reward high schools in the Phoenix area were examined through qualitative case studies to determine what had been implemented to help eliminate the perception of students coming from low income socio-economic backgrounds to achieve success on standardized tests. Five research questions were answered through classroom observation, interviews, and artifact collection and analysis to determine what efforts ensured student success. The aim of this dissertation study was to have provided other high schools whose student populations included low-income socio-economic backgrounds to implement and foster success for their students with possible replication. Findings from this study included five research questions. Results from research question one outlined evidence that helped to explain how EHS was successful in helping their students be effective on standardized tests. Next, question two results exposed that EHS nurtured a culture of trust amongst teachers and administrators. Thirdly, question three illustrated for the reader more commonalities amongst the schools. Research question four results included that EHS and WHS worked hard to build student attitudes/attributes to have enjoyed success on standardized testing. Finally, question five results indicated that EHS used a shared leadership model having consisted of a principal, federal programs director, and counselor. The following are appended: (1) Questions for First Focus Group/Interviews; (2) Questions for Second Focus Group/Interviews; (3) NAU Dissertation Study Classroom Observation Form; (4) Interview Request Letter; (5) NAU IRB; (6) Informed Consent; and (7) Parent School Compact.
Learning from One&apos;s Own Errors and Those of Others
Author: Metcalfe, Janet
Date: 2017-04-20
Type: Journal Articles
Subjects: Error Patterns,Comparative Analysis,Responses,Recall (Psychology),Error Correction,Student Role,Hypothesis Testing,College Students,Memory

Three experiments investigated the effects of making errors oneself, as compared to just hearing the correct answer without error generation, hearing another person make an error, or being &quot;on-the-hook,&quot; that is, possibly but not necessarily being the person who would be &quot;called-on&quot; to give a response. In all three experiments, generating either an error of commission or generating the correct response, oneself, out loud, compared to being a person who heard another's commission errors (or correct responses), was beneficial for later recall of the correct answer. Experiment 1 suggested that the decrement in recall from self- to other-generation could be partially offset by being &quot;on-the-hook.&quot; However, this benefit was fragile and did not hold up either at a delay or when the presence of the other participants was downplayed. The beneficial effect of self-generation, both of correct responses and of errors of commission is consistent with reconsolidation theory. That theory holds that retrieval has a special status as a memory process that renders the retrieved traces labile. If the person was correct, reconsolidating the correct trace results in strengthening. If wrong, the malleability of the retrieved trace implied by reconsolidation theory makes it open to enhanced modification and correction. If the person was not the agent who retrieved, though, such as when someone else retrieves information, or when nothing is retrieved as is the case with omission errors (which we argue is truly how the term &quot;unsuccessful retrieval&quot; should be used), the benefit conferred by the special malleability entailed by the postulated reconsolidation process does not obtain. [At the time of submission to ERIC, this article was in press with &quot;Psychonomic Bulletin &amp; Review.&quot;]
The Relationship between Language Literacy and ELL Student Academic Performance in Mathematics
Author: Lawson, Molly A.
Date: 2017-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: English Language Learners,Regression (Statistics),Correlation,Language Proficiency,Mathematics Tests,Scores,Grade 8,Rural Areas,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Achievement Gap,Standardized Tests,Mathematics Achievement,Statistical Analysis

This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth grade ELL students (N = 30) from a rural farming community in Central Washington State. The Washington English Language Proficiency Assessment (WELPA) was used as the independent variable for reading, writing, listening, and speaking. The study found a strong correlation between reading and writing and student math scores, and, a correlation of lesser magnitude between student abilities in listening and speaking and their performance on the math assessments. All findings were statistically significant (t-test &lt; 0.05). Results from the study strongly suggest that the achievement gap within our schools today needs to be analyzed and evaluated with the importance of literacy and its impact on all content areas. The results of this study should be used to encourage every educator to recognize the importance of language acquisition strategies for English Language Learners so that students can maximize their potential and successfully transition to their next level of learning.
Staying Smart: How Today's Graduates Continue to Learn Once They Complete College. Project Information Literacy Research Report. The Passage Studies
Author: Head, Alison J.
Date: 2016-01-05
Type: Numerical/Quantitative Data
Subjects: Information Seeking,College Graduates,Lifelong Learning,Online Surveys,Interviews,Information Sources,Information Systems,Social Media,Barriers,Information Skills,Critical Thinking,Thinking Skills,Educational Needs

This report presents findings about the information-seeking behavior of relatively recent college graduates used for lifelong learning in personal life, the workplace, and the local communities where they lived. Included are results from online surveys of 1,651 respondents and telephone interviews with 126 study participants who graduated from one of 10 U.S. colleges and universities between 2007 and 2012. Findings indicated that most graduates needed to learn a combination of basic and complex life skills during the past year, such as money-management, how to make household repairs, and how to advance in their careers and communicate better on the job. They consulted friends, family, and coworkers almost as much as the Web. Graduates preferred information sources that had currency, utility, and interactivity. They also placed a high premium on curated information systems that were organized and kept up-to-date, such as libraries, museums, and bookstores. A model of &quot;shared utility&quot; is introduced for explaining graduates' use of contemporary social media technologies as well as personal connections they had established with trusted allies. Graduates reported four barriers to their continued learning efforts: lack of time, finding affordable learning sources, staying on top of everything they needed to know, and staying motivated to keep learning after college. As a whole, graduates prided themselves on their ability to search, evaluate, and present information, skills they honed during college. Yet, far fewer said that their college experience had helped them develop the critical thinking skill of framing and asking questions of their own, which is a skill they inevitably needed in their post-college lives. Ten recommendations are presented for improving educational strategies, resources, and services that foster lifelong learning. The following are appended to the report: (1) Methods; (2) Phase One, Preliminary Interview Script; (3) Phase Two, Survey Instrument; (4) Phase Three, Follow-Up Interview Script; (5) Complete Datasets; and Acknowledgements.
Communities of Transformation and Their Work Scaling STEM Reform
Author: Kezar, Adrianna
Date: 2015-12-00
Type: Reports - Research
Subjects: Mixed Methods Research,STEM Education,Communities of Practice,Attitude Measures,Design,Goal Orientation,Undergraduate Study,Participation,Educational Change,College Faculty,Women Faculty,Minority Group Teachers,Barriers,Teamwork,Leadership Training,Organizational Change,Faculty Development,Peer Teaching,Brainstorming,Educational Philosophy,Change Strategies,Financial Support,Leadership Responsibility,Evaluation Methods,Graduate Students,Social Networks,Interviews,Observation,Surveys,Least Squares Statistics,Regression (Statistics)

This mixed-methods study examined four STEM communities (BioQUEST, Project Kaleidoscope, the POGIL Project, and SENCER) in order to better understand the roles of these communities in advancing the goals of scaling STEM education reform. The project explored three key questions: (1) How do members and leaders of communities of practice (CoPs1) perceive CoP design (membership, structure, communication, activities, and organization to support new knowledge development and action) shape the ability to achieve goals (around undergraduate STEM pedagogical change and diffusion); (2) What are the perceived benefits of participation in a STEM reform community of practice or network for the individual participants and for their campuses; and (3) How do communities of practice and networks form, and how are they sustained in ways that help them to achieve their goals? The following are the key findings related to these questions: (1) The study identified a novel approach to improving STEM education, which the authors have called communities of transformation; (2) Communities of transformation address both individual faculty and broader systemic change; (3) Benefits of these communities accrue to both individual faculty and to their institutions; (4) Communities of transformation provide significant benefits for women faculty and for faculty of color; (5) Positive outcomes follow from an engaging philosophy that is lived in programmatic activities and fostered through a supportive and mentoring community; (6) Communities of transformation follow similar trajectories as they evolve from an idea to a community; (7) Communities of transformation face common challenges and must develop particular strategies to navigate them; (8) Communities of transformation rely on a specific set of avenues for expanding impact; (9) Future communities of transformation can draw on the sustainability model identified and developed through this study; and (10) There are further ways that communities of transformation can extend their impact. A bibliography is provided.
From Vocational Education to Linked Learning: The Ongoing Transformation of Career-Oriented Education in the U.S.
Author: Lanford, Michael
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Vocational Education,Career Education,Educational History,Educational Trends,Educational Change,Models,Career Academies,Scaling,Sustainability,Definitions,Experiential Learning,Education Work Relationship,Blended Learning,Career Readiness,Educational Benefits

Traditionally, the purpose of education in the United States has been conceived broadly, encompassing several goals, such as equity, civic participation, &quot;whole-person&quot; development, aesthetic appreciation, and greater cultural awareness. The renewed focus on equipping students with marketable skills is both a response to the globally-competitive labor market engendered by the Financial Crisis of 2008 and an implicit critique of the traditional American liberal education model. Innovative approaches to fostering student participation in STEM fields (Science, Technology, Engineering, and Math) are being promoted by a wide spectrum of politicians, corporations, and policy think tanks. Many observers argue that educational outcomes should reflect the changing needs of the workforce, and high school curricula should integrate academic instruction with work-based learning. With these trends in mind, researchers at the Pullias Center for Higher Education are currently studying new educational paradigms that are attempting to redefine career-oriented education for the twenty-first century. This monograph first presents a brief history of vocational education in the United States, followed by descriptions of newer initiatives. Multiple Pathways, California Partnership Academies, and Linked Learning, movements in California that seek to combine career-oriented training with academic rigor, are each discussed in detail. Three themes emerge in the literature on Multiple Pathways, California Partnership Academies, and Linked Learning: (1) Support systems must be in place for teachers and administration if these school reform initiatives are going to be successful. (2) Scaling up has proven especially difficult (Oakes &amp; Saunders, 2008). (3) The sustainability of these initiatives is always a concern (Hubbard &amp; McDonald, 2014). While it is possible that educational initiatives like Linked Learning can promote diversity, stimulate a student's interest in lifelong learning, and inculcate valuable skills that lead to a successful career, their relative novelty means that current research is far from conclusive.
The Critical Importance of Costs for Education Decisions. REL 2017-274
Author: Hollands, Fiona M.
Date: 2017-06-00
Type: Guides - Non-Classroom
Subjects: Information Utilization,Evidence Based Practice,Decision Making,Cost Indexes,Educational Resources,Cost Effectiveness,Performance Factors,Guides,Elementary Secondary Education,Higher Education

This brief provides guidance to decision makers in schools, districts, state education departments, and intermediary organizations about ways that cost analyses can help inform their decisions about program choices, budgets, and strategies. It addresses questions about: (1) why cost information matters in education; (2) what cost metrics are available to inform decision making; (3) how cost analyses can inform decision making; (4) what resources exist to help calculate the costs of education programs; and (5) what types and uses of cost analysis are available for decision making. Finally, the brief discusses the purposes, advantages, disadvantages, and possible applications for four types of cost analyses.
Examining Elementary Literacy Teachers' Perceptions of Their Preparedness to Implement the English Language Arts Common Core State Standards
Author: Adams-Budde, Melissa
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,English Instruction,Language Arts,Literacy,Literacy Education,Common Core State Standards,Teaching Methods,Program Implementation,Teacher Education,Statistical Analysis,Case Studies,Faculty Development,Teacher Surveys,Educational Change,School Districts,Factor Analysis

The purpose of our study was to examine elementary literacy teachers' perceptions of their preparedness to implement the ELA CCSS [English Language Arts Common Core State Standards]. We defined preparedness across three dimensions: teachers' perceived levels of knowledge of the standards and its components; efficacy to implement changes; and actual changes to their instructional practices. A survey was developed based on the literature and administered to 158 elementary school teachers in two districts. Findings document the nature of their professional development and identify areas where additional development opportunities are necessary. While all teachers reported receiving professional development on the ELA CCSS, they varied in knowledge ratings across various dimensions of the standards, self-efficacy ratings, and the degree they reported implementing changes in their practice with the introduction of the ELA CCSS. Discussion focuses on the need to provide more time and supports to teachers as they deal with the challenges of the new standards.