ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the STEM Course Plan Preparation Skills and Opinions of Preservice Science Teachers on STEM Applications
Author: Kurt, Müzdelife
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Science Teachers,Lesson Plans,Self Evaluation (Individuals),Planning,Public Colleges,Preservice Teachers,Secondary Education,Foreign Countries,Student Attitudes,Program Effectiveness

The main purpose of this study is to evaluate the findings of science teachers' STEM lesson plan preparation skills and self-assessment forms and to examine their views on STEM applications. STEM education is an effort based on the integration of science, technology, engineering, and mathematics to help individuals gain economic strength, enabling them to find solutions to real-life problems using the steps of scientific process. In the spring semester of the 2019-2020 academic year, science teaching at a public university in Ankara was carried out with 18 preservice science teachers (17 females, 1 male) who were studying in the 4th grade. Case study method was used from qualitative research methods within the scope of the study. The preservice science teachers who formed the study group primarily received basic STEM education and studied STEM studies. Preservice science teachers were asked individually to prepare STEM lesson plans that included environmental issues in the secondary school science curriculum. In the study, it is seen that most preservice teacher do not receive STEM education. Preservice teacher who are practitioners of the STEM approach can be provided with STEM education with courses to be given during the undergraduate period. In this study, when the views of teachers and preservice teacher are examined, it is understood that there should be projects and studies supporting STEM education activities in their university life.
The State of Higher Education for Asian American, Native Hawaiian, and Pacific Islander Californians
Author: Reddy, Vikash
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Asian American Students,Hawaiians,Pacific Islanders,Graduation Rate,Undergraduate Study,Graduate Study,Two Year College Students,Community Colleges,Enrollment,Educational Attainment,Academic Achievement,Time to Degree,College Admission,Student Financial Aid,Minority Group Teachers,College Faculty,Minority Serving Institutions

The State of Higher Education for Asian American, Native Hawaiian, and Pacific Islander Californians report provides the latest findings on college preparation, enrollment, and graduation rates of Asian American and Native Hawaiian and Pacific Islander (NHPI) students in California, disaggregated for more than 30 Asian ethnic groups to ensure a fuller picture of the success and challenges facing Asian American and NHPI Californians. The report also illuminates some of the unique challenges felt by the AANHPI community resulting from the COVID-19 global pandemic, including a 20% drop in California Community College enrollment for AANHPI students, and a 420% rise in Anti-Asian hate crimes, including those committed on college and university campuses, between 2019 and 2021. [Additional funding for this research was provided by Great Public Schools Now.]
Critical Condition: Prescriptions for Improving Transfer Pathways in the Health Professions
Author: Reddy, Vikash
Date: 2022-04-00
Type: Reports - Research
Subjects: Health Occupations,Health Personnel,Allied Health Occupations,Nurses,Career Pathways,Transfer Programs,Transfer Students,Transfer Policy,Associate Degrees,Educational Policy,State Universities,Labor Needs,Disproportionate Representation,Minority Groups,African American Students,Hispanic American Students,Blacks

Over the past year, the COVID-19 global pandemic has highlighted the critical role that health professionals play in our society. This report looks closely at ADT [Associate Degree for Transfer] awards in health fields and discusses practices and challenges relayed by administrators at campuses with high rates of ADT conferral and acceptance in health fields. In particular, the California Community Colleges are awarding an increasing number of ADTs in fields related to health professions each year. However, ADTs in health-related fields are still limited, and there is wide variability in how ADTs are implemented among community college campuses that are offering them. ADTs streamline the transfer process, but navigating the pathway from a community college to a four-year degree in a health or related field is still a complex endeavor for students. The development of ADT pathways requires close communication between the California Community Colleges and the California State University systems. [Elsa Macias and Audrey Dow contributed to the writing of this report.]
Diversity in Literature and Students&apos; Connection
Author: Bettis, Sheri L.
Date: 2019-07-14
Type: Reports - Research
Subjects: Inclusion,Critical Theory,Race,Diversity,Instructional Materials,Library Materials,Middle School Teachers,Culturally Relevant Education,Reading Material Selection,Racial Bias,Learner Engagement,Teacher Behavior,Middle School Students,Student Diversity,Training,Teacher Competencies,Minority Groups,Ethnic Groups,Social Bias,Student Attitudes,Textbook Content

The claim that most teachers at the middle-level grades do not have inclusive materials throughout their curriculum and may or may not understand the impact of Critical Race Theory (CRT) and thus, students of various ethnicities will not be as engaged in their learning was proved using questionnaires. These questionnaires were created in such a way as to provide reliable and valid results and were measured both quantitatively and qualitatively. A full literature review on the importance of the topic CRT has been conducted as to prove the need for this study. The results were processed through data analysis software to determine the descriptive and inferential statistics. These statistics were analyzed to determine if there is any correlation in the results of different groupings. The findings of this comparison were used to write recommendations to the unit office for future professional development opportunities for the staff to ensure diversity and inclusiveness of literary materials throughout the middle-level curriculum in all content areas and grade levels.
Supporting Executive Function in Schools: A Look at Three Promising Program Models. The Abell Report. Volume 35, No. 1
Author: Lohnes, Sarah
Date: 2022-01-00
Type: Reports - Research
Subjects: Executive Function,Models,Skill Development,Trauma,Poverty,Cognitive Ability,Intervention,Training,Program Effectiveness,Urban Schools,Public Schools,Short Term Memory,Cognitive Processes,Inhibition,Social Emotional Learning,Art Activities,At Risk Students,COVID-19,Pandemics,Reading Achievement,Mathematics Achievement,Preschool Education,Elementary Secondary Education,School Readiness,Metacognition

A small but growing cadre of schools and districts across the nation are turning to interventions rooted in brain science to complement or replace core curricula. Such programs target a related set of cognitive processes, known as executive function (EF), that are key to learning. Executive function skills are essential for planning, executing, and monitoring goal-directed behavior, and are therefore central to problem-solving and learning. While all students can benefit from these programs, because of a strong connection between trauma, poverty, and altered executive function, students in schools and districts in areas of concentrated poverty may benefit the most from targeted EF programs. This paper set out to understand the potential for EF training programs to support students in one urban district--Baltimore City Public Schools (BCPSS). It draws from interviews with program developers and administrators in Baltimore and other districts to understand the use of evidence-based and promising EF programs and gather lessons learned and recommendations for interested schools and districts.
Spelling Error Corpora in EFL
Author: Al-Jarf, Reima
Date: 2010-01-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Spelling,Error Patterns,Error Correction,Phonology,Orthographic Symbols,Decoding (Reading),Learning Strategies,Graphemes,Phonemes,Phoneme Grapheme Correspondence,Secondary School Students,College Students,Foreign Countries

Spelling error corpora can be collected from students' written essays, homework, dictations, translations, tests and lecture notes. Spelling errors can be classified into whole word errors, faulty graphemes and faulty phonemes in which graphemes are deleted, added, reversed or substituted. They can be used for identifying phonological and orthographic problems; spelling strategies that EFL students use in spelling English; spelling error causes or sources and relationship between spelling and decoding weaknesses. The paper gives examples of spelling errors and shows how spelling errors are quantified. Recommendations for remediation are also given.
Exploring the Relationship between Reading Maturity, Reading Strategy Use, and Gender with Reading Comprehension of EFL Undergraduates in Iran
Author: Sabzehparvar, Alireza
Date: 2021-00-00
Type: Reports - Research
Subjects: Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Correlation,Reading Strategies,Undergraduate Students,Reading Materials,Gender Differences,Reading Processes,Reading Skills,Metacognition,Schemata (Cognition),Language Tests,Student Placement,Predictor Variables,Student Attitudes,Reading Tests,Reading Research

This research investigated the relationship between reading maturity, reading strategy use, and gender with Iranian EFL undergraduates' reading comprehension. The results revealed that the most preferred strategies were cognitive in nature. Moreover, the Iranian EFL undergraduates were intellectually enriched by most of what they read and enjoy reading materials that teach them the things that they did not know before. Also, it was found that the most observable effect of gender was on interpreting the text while reading, followed by reading the text again when some parts are difficult to understand. In both of these cognitive strategies, females outperformed the male students in using these two strategies. Furthermore, no correlation was observed between the most applicable reading strategy (b6: I read the text again when some parts are difficult to understand) and reading comprehension. What's more, there was no correlation between reading maturity and reading comprehension. However, it was proved that there was a significant correlation between gender and reading comprehension. Reading maturity and the most applicable reading comprehension strategy (b6) had no significant correlation with reading comprehension as shown by the multiple regression results while gender revealed such a correlation. There was no significant correlation between the most applicable reading strategy (b6) and reading maturity. Furthermore, there was no relationship between gender and the mentioned reading maturity subgroups (c, d, e, and g) but gender correlated between subgroups f and h. At last, it was found that there was no relationship between gender and the most applicable reading strategy.
COVID-19 and the System Resilience of Public Education: A View from North Carolina. An Essay for the Learning Curve
Author: Domina, Thurston
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Mathematics Achievement,Grade 3,Public Schools,Achievement Tests,Scores,Reading Achievement,Achievement Gains,School Districts,Minority Group Students,Low Income Students,At Risk Students,Distance Education,School Closing,Online Courses,Student Needs

Evidence suggests that the rate of academic achievement fell by as much as half during the COVID-19 pandemic. However, as demonstrated in this report using third-grade math test score data from North Carolina public schools, the pandemic's educational consequences vary considerably from school to school and district to district. The pandemic burdened local schools, districts, and communities with the challenging task of sustaining core educational functions, often without clear guidance or support from federal and state authorities. In turn, the pandemic's repercussions varied substantially across communities.
Connecting the Brain and Body to Support Equity Work: A Toolkit for Education Leaders
Author: Pate, Christina
Date: 2022-00-00
Type: Guides - General
Subjects: Brain,Human Body,Equal Education,Health,Well Being,Health Needs,Psychological Needs,Social Development,Cognitive Processes,Holistic Approach,Elementary Secondary Education,Leaders,Evidence Based Practice,Power Structure,Educational Change

Education leaders have varying power to change inequitable structures and systems, but all need safety, support, skills, strategies, and practices to sustain change efforts--especially when doing this work in a stressful or oppressive context. Often overlooked, the health and wellbeing of staff (all types) is as important as the health and wellbeing of students and families. To help education leaders in equity work, this toolkit offers evidence-based information on the brain and behavior in the context of leadership and educational equity work, then offers brain-body and somatic strategies, with specific examples, to guide leaders in recognizing and responding to physical, social, and emotional needs in the education agency context.
Developing a Multimetric Accountability System for Postsecondary Institutions
Author: Baum, Sandy
Date: 2022-06-00
Type: Reports - Research
Subjects: Accountability,Student Loan Programs,Loan Default,Federal Aid,Student Financial Aid,Colleges,Debt (Financial),Eligibility,Risk,Standards,Measurement Techniques,Loan Repayment,Institutional Characteristics,Public Colleges,Private Colleges,Two Year Colleges,Undergraduate Students,Graduation Rate,Time to Degree,Labor Market,Outcomes of Education,College Graduates

This brief examines the impact of using a system based on multiple metrics that requires institutions to pass three out of four thresholds for student loan default, student loan repayment, program completion, and postcollege earnings. Currently, a very high loan default rate is the only student outcome that disqualifies institutions from the federal student aid system. Relying on multiple metrics diminishes the risk of institutions manipulating their outcomes and requires satisfactory performance in more than one area, while allowing flexibility for differing programs, missions, and circumstances. These metrics illustrate the importance of a range of choices, including weighting default rates by the share of students borrowing; focusing on the share of debt retired as opposed to the share of students retiring any debt; setting different completion thresholds for four-year, two-year, and less-than-two-year institutions; and monitoring indicators of the distribution of earnings rather than just graduates' average earnings, with different thresholds for different types of institutions. A related report on this subject provides analysis of other constructive adjustments (Baum, Blom, and Cohn 2022). These adjustments can have a major impact on which institutions pass and which institutions fail the accountability test. It concludes that minimum standards should apply to all institutions regardless of their student bodies, but thresholds, particularly for earnings and completion rates, should differ by program length. [For the related report, &quot;Using Multiple Metrics to Strengthen Institutional Accountability. Research Report,&quot; see ED620602.]
Progress and Potential: The Innovations of Pandemic Learning Communities Led by Leaders of Color
Author: Daramola, Eupha Jeanne
Date: 2022-06-15
Type: Reports - Research
Subjects: COVID-19,Pandemics,Minority Groups,Leadership,Innovation,Communities of Practice,Social Justice,Elementary Secondary Education,Program Design,Personnel Selection,Culturally Relevant Education,Well Being,Advocacy,Parent Attitudes,Educational Finance,Expertise,School Closing,Equal Education,Discipline,Distance Education

In partnership with researchers around the country, CRPE conducted 22 case studies of community-based pandemic learning communities to learn more about the experiences of those who participated. This paper synthesizes lessons from seven initiatives that were led by community leaders of color to assess what they may cumulatively teach us about advancing racial justice in K-12 educational spaces. We found: (1) COVID-19 created a window of opportunity for leadership and innovation in communities of color; (2) Leaders of color drew on similar practices when designing the programs, including hiring staff of color, avoiding punitive discipline practices, adopting culturally relevant pedagogy, and supporting student and family well-being; (3) Leaders saw programs as a way to put advocacy proposals into action; (4) Parents reported high levels of satisfaction with the programming; and (5) Funding, expertise, and school reopenings challenge the future of these programs.
Still Rising: Charter School Enrollment and Student Achievement at the Metropolitan Level
Author: Griffith, David
Date: 2022-01-00
Type: Reports - Research
Subjects: Correlation,Charter Schools,Enrollment Trends,Metropolitan Areas,Public Schools,Academic Achievement,School Community Relationship,Mathematics Achievement,Reading Achievement,African American Students,Hispanic American Students,Achievement Gap,Racial Differences,Socioeconomic Status,School Choice,Low Income Students,School Districts,Race,Elementary Secondary Education,Evaluation Methods,Data Analysis

This study builds on a 2019 Fordham Institute report that examined the relationship between charter school enrollment share--the share of students in a community who enroll in a charter school--and the average achievement of all the students in that community, including those in traditional public schools. Like its predecessor, this report seeks to understand the systemic effects of charter schools as well as the potential for diminishing returns as their enrollment share increases. However, unlike the first report, which focused on school districts, this one focuses on metropolitan statistical areas (MSAs), which are an order of magnitude larger and typically encompass multiple school districts. Fordham's associate director of research, David Griffith, analyzed a decade of data on reading and math achievement at the metropolitan level, as well as nearly two decades of data on charter and traditional public school enrollment. The results are summarized in three findings: (1) On average, an increase in total charter school enrollment share is associated with a significant increase in the average math achievement of poor, Black, and Hispanic students, which is concentrated in larger metro areas; (2) On average, increases in Black and Hispanic charter school enrollment share are associated with sizable increases in the average math achievement of these student groups, especially in larger metro areas; and (3) On average, an increase in total charter school enrollment share is associated with a significant narrowing of a metro's racial and socioeconomic math achievement gaps. [Foreword written by Amber M. Northern and Michael J. Petrilli. For the 2019 report, &quot;Rising Tide: Charter School Market Share and Student Achievement,&quot; see ED601200.]
Imperfect Attendance: Toward a Fairer Measure of Student Absenteeism
Author: Liu, Jing
Date: 2022-04-00
Type: Reports - Research
Subjects: Attendance,Evaluation Methods,Pandemics,COVID-19,High School Students,Student Characteristics,Validity,Reliability,Value Added Models,Reading Achievement,Mathematics Achievement,Outcomes of Education,College Attendance,Institutional Characteristics,Educational Quality,School Policy,Educational Environment,Correlation,Student Attitudes,School Safety,Expectation,Student Behavior,Longitudinal Studies,School Districts

Because the pandemic exacerbated chronic absenteeism in many parts of the country, the need to understand how schools can improve student attendance has never been greater. Accordingly, this study breaks new ground by examining high schools' contributions to attendance after accounting for individual students' prior absenteeism and other observable characteristics--that is, their &quot;attendance value-added.&quot; To gauge the validity and reliability of this new indicator of school quality, Jing Liu of the University of Maryland analyzed more than a decade of data on student attendance, reading and math achievement, and long-term outcomes, such as college enrollment. Findings reveal: (1) Conventional student-absenteeism measures, including chronic absenteeism rates, tell us almost nothing about a high school's impact on students' attendance; (2) Like test-based value-added, attendance value-added varies widely between schools and is highly stable over time; (3) There is suggestive evidence that attendance value-added and test-based value-added capture different dimensions of school quality; and (4) Attendance value-added is positively correlated with students' perceptions of school climate--and, in particular, with the belief that school is safe and behavioral expectations are clear. [Foreword written by Amber M. Northern and Michael J. Petrilli.]
Budget Cuts and Lost Learning: Assessing the Impact of COVID-19 on Public Education. Hearing before the Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, Second Session (June 15, 2020). Serial No. 116-58
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Budgets,Retrenchment,Educational Finance,COVID-19,Pandemics,Public Education,Achievement Gains,Federal Aid,Federal Legislation,School Closing

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine Budget Cuts and Lost Learning: Assessing the Impact on COVID-19 on Public Education. Member statements were provided by: (1) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor; and (2) Honorable Robert C. Scott, Chairman, Committee on Education and Labor. Witness statements were provided by: (1) Eric Gordon, Chief Executive Officer, Cleveland Metropolitan School District, Cleveland, Ohio; (2) Mark Johnson, Superintendent of Public Instruction, North Carolina Department of Public Instruction, Raleigh, North Carolina; (3) Michael Leachman, Vice President for State Fiscal Policy Center on Budget and Policy Priorities, Washington, DC; and (4) Rebecca Pringle, Vice President, National Education Association Education Association, Washington, DC. Additional submissions include: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut--Article: &quot;Ripple Effects of Downturn Show Pandemic's Early Economic Toll was Just the Beginning&quot; and Article: &quot;Norwich Board of Education Cuts Staff, Rejects Closing Schools for now&quot;; (2) Questions submitted for the record by: Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon; and Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; and (3) Responses submitted for the record by: Mr. Gordon and Ms. Pringle.