ethanporcaro/eric-fulltext-meta huggingface dataset:
Writing II for 2nd Year EFL Student Teachers
Author: Abdallah, Mahmoud M. S.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: English (Second Language),Language Teachers,Writing Instruction,Student Teachers,Writing Skills,Preservice Teacher Education,Essays,Writing Assignments,Teaching Methods,Paragraph Composition,Sentences,Prewriting,Brainstorming,Foreign Countries,Writing (Composition),Skill Development,Notetaking,Expository Writing,Persuasive Discourse,Research,Writing Workshops

Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports, summaries, critical reviews, etc.). Moreover, writing is an important skill that prospective English language teachers need to develop during their pre-service education (training) programmes. This book aims at introducing the essay writing process to Egyptian EFL student teachers (2nd year), with special reference to Assiut University College of Education (AUCOE). This Writing II course to 2nd-year EFL student teachers complements--and builds on--the Writing I course studied in the previous year by fresh student teachers. It gradually takes student teachers further from the basic mechanical writing skills studied in Writing I at the sentence and paragraph writing levels, into the more advanced essay writing process. Thus, it aims mainly to foster EFL student teachers' essay writing skills, and help them to identify different ways, strategies and/or techniques used for writing a standard English essay (e.g. a comprehensive five-paragraph essay). In this regard, it provides many examples, samples and illustrations of how to write different types of essays, and how to use various techniques to develop paragraphs, and thus explore, reinforce and develop the main topic. More specifically, by the end of the course, EFL student teachers are expected to be able to: (1) Identify an English essay and its main components; (2) Write an English essay accurately and adequately; (3) Identify a topic paragraph in an essay; (4) Write a topic paragraph (and topic sentences or thesis) in an essay; (5) Identify different genres and types of essays; (6) Write different types of essays (e.g. expository, academic, descriptive, and narrative); (7) Practice essay writing skills (e.g. pre-writing strategies such as brainstorming and free writing; summarizing and skimming skills; developing ideas in paragraphs; providing sufficient/supporting details; drafting/redrafting; reflection and revision; electronic writing skills, etc.); and (8) Identify different genres of essays online (e.g. fiction and literature; factual and realistic pieces; functional products; expository essays; reflective diaries; and academic essays)
Evaluation of High School Plus (HS+) in Montgomery County Public Schools
Author: Modarresi, Shahpar
Date: 2014-03-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Nontraditional Education,Program Evaluation,Intervention,High School Students,Credits,Graduation Requirements,Program Effectiveness,At Risk Students,Outcomes of Education,Attendance,Interviews,Student Surveys,Teacher Surveys,Secondary School Teachers,Student Characteristics,Graduation Rate,Dropout Rate,Academic Achievement,Counties

The MCPS Office of Shared Accountability conducted an evaluation of the &quot;High School Plus&quot; (HS+) program implemented in Montgomery County (Maryland) Public Schools (MCPS). HS+ is one of the intervention programs offered by MCPS to provide additional ways of earning high school credits for students who have failed courses required for graduation. The overall goal of the evaluation was to examine the nature and extent of benefits to high school students served by the extended-day HS+ program. The evaluation findings suggest that although attendance is a problem, the HS+ program: (1) serves students who are at risk of dropping out or academic failures; (2) provides an opportunity for students to earn missing credits and also earn credits for a failed course; and (3) helps some students learn better than the traditional course. The report provides recommendations and includes the appendix: High School Plus Program Outcome Evaluation.
Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief
Author: Zhao, Huafang
Date: 2013-02-00
Type: Reports - Research
Subjects: Preschool Education,School Schedules,Models,Academic Achievement,Grade 2,Thinking Skills,Student Behavior,Report Cards,Probability,Interpersonal Relationship,Cohort Analysis,Comparative Analysis,Reading Skills,Mathematics Skills,Public Schools,Counties,Statistical Analysis

This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following are appended: (1) Original pre-K Cohort in 2007-2008; (2) Construction of Overall Learning Skill Score Based on 2010-2011 Traditional Report Cards; (3) Covariate-Adjusted Model and Findings; (4) Comparing Full-day Head Start pre-K and MCPS Partial-day pre-K Classes With Propensity Score Matching; and (5) Comparing Full-day Head Start pre-K Classes and Students Who Had No MCPS pre-K Experience After Propensity Score Matching.
Parent Feedback about Individualized Education Program Team Meetings for Students in Kindergarten through Grade 12
Author: Cooper-Martin, Elizabeth
Date: 2014-01-00
Type: Reports - Research
Subjects: Counties,Public Schools,Parent Attitudes,Feedback (Response),Individualized Education Programs,Teamwork,Satisfaction,Delivery Systems,Special Education,Disabilities,Kindergarten,Elementary Secondary Education,Surveys,Meetings,Elementary Schools,Middle Schools,High Schools,Special Schools,Statistical Analysis,Cooperative Planning,Interpersonal Relationship,Parent School Relationship,Racial Differences,Ethnic Groups,Interpersonal Communication,Institutional Characteristics

This report presents parent feedback from a study that focused on experiences at Individualized Education Program (IEP) team meetings and also explored parent satisfaction with delivery of special education services. The study included all parents of Montgomery County (Maryland) Public Schools (MCPS) students who had educational disabilities, were enrolled in kindergarten to Grade 12, and had an IEP meeting between February 1 and May 15, 2013. A paper and pencil survey was mailed to 4,700 parents during spring 2013. Usable, returned surveys totaled 1,495, for a 32% response rate. Nearly all responding parents (typically at least 90%) reported positive experiences with their child's most recent IEP meeting, with respect to the following: implementation of process as intended, communication during meeting, understanding of purpose and of process, climate at meeting, and satisfaction with meeting. In addition, a large majority of all respondents (at least 87%) were highly satisfied or satisfied with each special education service their child received. Findings were very similar across all school types: elementary, middle, high, and special. (The latter are for students with significant disabilities.) Statistically significant differences between these groups are reflected in the recommendations section below. When asked to list things that worked well at the IEP meeting, 71% of all responding parents did so. The most frequent, positive comments concerned the meeting's organization; collaboration and communication; relationships among staff, student, and parent; and helpful information. When asked to list ways to improve the IEP meeting, 43% of all respondents did so. The most frequent suggestions were to invite all pertinent staff to the meeting; to lengthen the meeting or be more flexible about scheduling; and to increase clarity, explanations, or information. Tables are appended. [This report was produced in collaboration with the Montgomery County Public Schools (MCPS) Office of Special Education and Student Services.]
Evaluation of the Universal Design for Learning Projects
Author: Cooper-Martin, Elizabeth
Date: 2014-02-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Access to Education,Elementary Schools,Middle Schools,Program Evaluation,Program Implementation,Learner Engagement,Teaching Methods,Observation,Student Surveys,Teacher Surveys,Elementary School Students,Middle School Students,Elementary School Teachers,Middle School Teachers,Counties

The Office of Shared Accountability evaluated the &quot;Universal Design for Learning&quot; (UDL) projects during spring 2013. UDL is an instructional framework that seeks to give all students equal opportunities to learn, by providing multiple means of representation, of action and expression, and of engagement. To inform future implementation efforts within Montgomery County (Maryland) Public Schools (MCPS), this study examined four questions: (1) what was the extent of implementation of UDL instructional practices; (2) what was the impact of UDL implementation on student engagement; (3) what was the impact of UDL implementation on student's independence in learning; and (4) what was the impact of UDL implementation on teaching practices? The study included three elementary and three middle schools in the project and collected data through classroom observations, student surveys, and staff surveys. The report includes a summary of findings; recommendations; and an appendix: Detailed Responses from Staff Survey.
Evaluating the Online Pathway to Graduation Program. Evaluation Brief
Author: Zhao, Huafang
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Nontraditional Education,Online Courses,Program Evaluation,Required Courses,Graduation Requirements,Student Experience,Teaching Experience,Program Effectiveness,High School Students,Student Surveys,Teacher Surveys,Credits,Secondary School Teachers,Counties

This brief describes an evaluation of the &quot;Online Pathway to Graduation&quot; (OPTG) program in Montgomery County (Maryland) Public Schools (MCPS) during the 2012-2013 school year. The OPTG program provides students who participate in an alternative learning opportunity to earn course credits and graduate from high school. The purposes of the evaluation are: (1) to examine the staff and student experiences in the program; and (2) to assess whether the program helped student participants earn or recover credits necessary for high school graduation. The report provides major findings and recommendations. The following are appended: (1) Background for Online Pathway to Graduation (OPTG) program in Montgomery County Public Schools; (2) Literature Review; and (3) Additional Tables.
ACT Participation and Performance for Montgomery County Public Schools Students [2013]. Memorandum
Author: Sanderson, Geoffrey T.
Date: 2013-09-03
Type: Numerical/Quantitative Data
Subjects: Public Schools,College Entrance Examinations,High School Students,High School Graduates,African American Students,Hispanic American Students,Student Participation,Scores,College Readiness,Academic Achievement

The Montgomery County Public Schools (MCPS) Class of 2013 consistently outperformed graduates across Maryland and the nation on all sections of the ACT, according to the ACT, Inc. annual report released Wednesday, August 21, 2013. In 2013, 29 percent of MCPS graduates took the ACT exam. According to the ACT, Inc. report, ACT participation among MCPS students has steadily increased over the past five years, from 2,602 in 2009 to 3,146 in 2013. Participation by Black or African American students rose from 488 students in 2009 to 609 students in 2013; while Hispanic/Latino students saw an increase in participation from 258 students in 2009 to 415 students in 2013. Similarly graduates outscored their state and national peers in each of the four subject areas: English, mathematics, reading, and science. The average composite score for MCPS graduates was slightly higher in 2013 compared to 2009 (23.4 and 23.2, respectively). The average composite score for graduates in Maryland also saw a slight increase during the same time frame (22.1 in 2009 compared to 22.3 in 2013) and across the nation there was a slight decrease from 21.1. in 2009 to 20.9 in 2013. Benchmark scores established by ACT, Inc. indicate a student's readiness for college-level coursework in English composition, algebra, social science, and biology. In 2013, 45 percent of MCPS graduates who took the ACT tested college ready in all four subject areas, compared with 36 percent and 26 percent, respectively, of graduates across Maryland and the nation. The tables attached to this memorandum provide data on ACT participation and performance for the graduates in the Class of 2013 by student groups and by high schools. The results are based on MCPS-verified records and may differ slightly from data reported by ACT.
ACT Participation and Performance for Montgomery County Public Schools Students [2014]. Memorandum
Author: Sanderson, Geoffrey T.
Date: 2014-08-25
Type: Numerical/Quantitative Data
Subjects: Public Schools,High School Graduates,College Entrance Examinations,Student Participation,Scores,College Readiness,Benchmarking,Language Tests,Mathematics Tests,Reading Tests,Science Tests,High Schools,Counties

The Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 consistently outperformed graduates across Maryland and the nation on all sections of the ACT, according to the ACT, Inc. annual report that was released Wednesday, August 20, 2014. Thirty percent of the graduates in the MCPS Class of 2014 took the ACT exam. According to the ACT, Inc. report, ACT participation among MCPS students has increased during the past five years, from 3,117 in 2010 to 3,153 in 2014. Benchmark scores established by ACT, Inc. indicate students' readiness for college-level coursework in English composition, algebra, social science, and biology. Forty-five percent of the Class of 2014 met all four college readiness benchmark scores according to ACT, Inc., compared to 37% in Maryland and 26% in the nation. Likewise, MCPS graduates outscored their state and national peers in each of the four subject areas: English, mathematics, reading, and science. The tables attached to this memorandum provide data on ACT participation and performance for the graduates in the Class of 2014 by student groups and by high schools. The results are based on MCPS-verified records and may differ slightly from the data report by ACT, Inc. [For the 2013 report, see ED557730.]
Just the Right Mix: Identifying Potential Dropouts in Montgomery County Public Schools Using an Early Warning Indicators Approach
Author: West, Thomas C.
Date: 2013-03-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropout Characteristics,Dropout Prevention,Potential Dropouts,Attendance,Student Behavior,Academic Failure,Grade 1,Grade 3,Grade 6,Grade 9,Dropouts,High School Students,Regression (Statistics),Counties

Each school year, roughly a thousand students drop out of Montgomery County (Maryland) Public Schools (MCPS). However, unlike other large, urban school districts where students who drop out skip school and are suspended often (Balfanz &amp; Byrnes, 2010), students who drop out of MCPS are present in school; they just are not doing well academically. Fortunately, students who drop out of school exhibit a pattern of behaviors that are generally identifiable in advance of them dropping out of school completely, and these behaviors are referred to as Early Warning Indicators (EWIs). Because EWIs are signs of students disengaging from school, they provide MCPS with the opportunity to not only intervene with potential dropouts, but to also provide supports to students who are struggling with school that may not eventually drop out. By applying the Early Warning Indicators (EWIs) approach to Montgomery County Public Schools' student data, this report identifies the attendance, behavior, and coursework indicators of MCPS dropouts, along with recommendations. The report includes an appendix of additional tables.
Evaluation of the Science, Technology, and Engineering Leadership Program, Year Two
Author: Wolanin, Natalie L.
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,STEM Education,Program Evaluation,Program Implementation,Teacher Leadership,Faculty Development,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Leadership Training,Science Teachers,Program Effectiveness,Teacher Attitudes,Technological Literacy,Science Instruction,Teacher Surveys,Interviews,Content Analysis,Online Courses,Counties

The Office of Shared Accountability (OSA) conducted an evaluation of the implementation of the second year (2011-2012) of the Science, Technology, and Engineering Leadership Program (STELP) in Montgomery County (Maryland) Public Schools (MCPS). Funding for STELP, including the evaluation study, is provided by a grant from the Howard Hughes Medical Institute (HHMI) to MCPS. The goal of STELP is to improve instruction in science, technology, and engineering and help students achieve science, technology, engineering, and mathematics (STEM) literacy (MCPS, 2010). This evaluation report addresses the second year of STELP. The focus of this evaluation was on implementation of the program in terms of continued training of a group of teacher leaders to develop online professional development modules for other MCPS science, technology, and engineering (STE) educators to view. Year two included both new and returning teacher leaders and built upon the professional development modules created in year one. This report summarizes key findings and offers recommendations. Also included are appendices: (1) Training Sessions' Feedback Surveys; (2) Program Evaluation Unit Project Rubric; (3) STE Staff Interview; (4) STELP Training Plan Peer and STE Specialist Review; (5) Training Session Schedule, Attendance and Outcomes; and (6) Participants' STELP Reflection. [See: Evaluation Year Three report at ED557722.]
Class of 2014 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Sanderson, Geoffrey T.
Date: 2015-03-26
Type: Numerical/Quantitative Data
Subjects: Public Schools,Advanced Placement Programs,Equivalency Tests,High School Graduates,Scores,Hispanic American Students,African American Students,Academic Achievement,Student Participation,Performance,High Schools,Counties

Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP results recently released by the Maryland State Department of Education. Particularly noteworthy is the fact that MCPS graduates significantly contributed to Maryland's first-place national ranking for AP exam performance. Although MCPS 2014 graduates constituted nearly one fifth of Maryland graduates, MCPS graduates who earned a score of 3 or higher on one or more AP exams accounted for 31.3 percent of Maryland graduates with at least one AP exam score of 3 or higher. MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option for experiencing college-level coursework and earning college credits in high school. The IB program continues to grow, and MCPS high school students demonstrate a steady increase in taking IB courses and exams. The increased participation of graduates in IB exams had a corresponding increase in the proportion of graduates who earned at least one IB exam score of 4 or higher--from 6.1 percent in 2012 to 6.6 percent in 2014. A similar trend was observed with regard to IB exam participation and performance for Asian, Black or African American graduates, and those who identified themselves as Two or More Races. The tables included in this memorandum provide data on AP and IB exam participation and performance of 2012 to 2014 public school graduates in MCPS, Maryland, and the nation. [For the 2013 report, see ED557737.]
Class of 2013 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Sanderson, Geoffrey T.
Date: 2014-03-04
Type: Numerical/Quantitative Data
Subjects: Public Schools,Advanced Placement Programs,Equivalency Tests,High School Graduates,Scores,Hispanic American Students,African American Students,Academic Achievement,Student Participation,Performance,High Schools,Counties

Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County Public Schools (MCPS) Class of 2013 continued to outperform students in the state of Maryland and the nation on AP examinations, based on &quot;The 10th Annual AP Report to the Nation&quot; released by the College Board on February 11, 2014. Particularly noteworthy is the fact that MCPS' graduates significantly contributed to Maryland's first-place national ranking for AP exam performance. MCPS students account for 51.4 percent of all of the 2013 Maryland graduates who earned a 3 or higher on at least one AP exam. In 2013, MCPS minority graduates maintained the high AP exam participation rate compared with their peers in the state and the nation. MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option for experiencing college-level coursework and earning college credits in high school. The IB program continues to grow, and MCPS high school students demonstrate a steady increase in taking IB courses and exams. The increased participation of graduates in IB exams had a corresponding increase in the proportion of graduates who earned at least one IB exam score of 4 or higher--from 5.1 percent in 2011 to 6.4 percent in 2013. A similar trend was observed with regard to IB exam participation and performance for all racial/ethnic groups. The tables included in this memorandum provide data on AP and IB exam participation and performance of 2011 to 2013 public school graduates in MCPS, Maryland, and the nation. [For the 2012 report, see ED557739.]