ethanporcaro/eric-fulltext-meta huggingface dataset:
Differences in Extracurricular Activity Participation Intensity among Middle School Students: Implications for Hispanic Youths
Author: Villarreal, Victor
Date: 2017-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Middle School Students,Hispanic American Students,Early Adolescents,Racial Differences,Comparative Analysis,Athletics,Gender Differences,Grade 7,Bilingual Education,Student Participation,Student Records,Statistical Analysis,African American Students,Regression (Statistics)

Extracurricular activity participation has been associated with a multitude of positive outcomes, including school completion, and research suggests that students at risk for school failure are particularly likely to benefit from participation. However, before extracurricular activity participation can be promoted to address such issues, predictors of participation should be examined. Thus, the purpose of this study was to examine the school-based extracurricular activity participation characteristics of middle school students, with an emphasis on that of Hispanic students. Hispanic students were less likely than European American students to participate in sports-related activities during the seventh grade. Additionally, within the Hispanic group, females and participants with a bilingual education background also reported lower participation. Results suggest that discrepancies in extracurricular activity participation rates for Hispanic students appear early, and they also underscore the significance of examining participation variability within this group.
Maximizing Academic Success for Foster Care Students: A Trauma-Informed Approach
Author: Berardi, Anna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foster Care,Trauma,Cognitive Development,Emotional Response,Child Development,Elementary Secondary Education,Preschool Education,Behavior Problems,Emotional Problems,Self Control,Academic Achievement,Physical Health,Stress Variables,Academic Failure,At Risk Students,Barriers,Success,Special Education,Posttraumatic Stress Disorder,Suspension,Expulsion,Educational Environment,Attachment Behavior,Neurology,Biology,School Culture,Student Needs

Children in foster care have experienced significant trauma due to the loss of primary attachment figures and the circumstances associated with that loss. Children who have suffered trauma generally present with cognitive, social, physical, and emotional vulnerabilities. These vulnerabilities are often expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness related to chronic stress-induced compromised immune systems. This results in academic failure for half of all children in care. Training in how to respond to children who have suffered trauma is essential to ensure that children are comfortable and feel secure in the classroom so that they can access their education. To that end, a framework to support children in P-12 settings who are particularly vulnerable to academic failure due to trauma is presented.
Examining the Effects of &quot;SRA FLEX Literacy&quot;® on Measures of Lexile® and Oral Reading Fluency with At-Risk Middle School Readers
Author: Flaum-Horvath, Shannon
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Reading Fluency,Oral Reading,At Risk Students,Reading Failure,Outcome Measures,Reading Programs,Reading Improvement,Reading Achievement,Reading Instruction,Achievement Gains,Teaching Methods,Instructional Effectiveness,Comparative Analysis

This study examined the effects of the SRA FLEX Literacy (FLEX) program provided to 44 middle school students considered at risk for reading failure as compared to their peers who were not at risk in reading (N = 197) who received instruction in the Holt Elements of Literature series. Two outcome measures were used to judge the effects of the programs on reading improvement--the Scholastic Reading Inventory® (SRI) Lexile assessment and the oral reading fluency (ORF) measure included in AIMSweb. Results indicated the FLEX students demonstrated greater SRI Lexile gains than did the comparison group. Additionally, the FLEX students demonstrated significant improvements in their AIMSweb ORF scores. These results are discussed in relation to the need for effective adolescent literacy programs for students at risk for school failure; areas of future research are also noted.
Effective Aspects of Reengagement and Recovery Programs in Southeastern Wisconsin High Schools
Author: Litzau, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Developmental Studies Programs,Dropout Prevention,Reentry Students,Special Needs Students,Administrator Surveys,Administrator Attitudes,Career Readiness,School Readiness,College Preparation,Barriers,Best Practices,Alignment (Education),Likert Scales

The number of students in the United States who did not complete high school decreased by 27% from 2008 to 2012 (Alliance for Excellent Education, America's Promise Alliance, Civic Enterprises, &amp; The Everyone Graduates Center at Johns Hopkins University, 2015). This is a positive trend. High schools can help students complete school and prepare for career and technical education (CTE) by incorporating (a) career academies, (b) dual enrollment, (c) paid employment/internships, (d) flexible scheduling, and (e) social services. The purpose of this study was to determine the presence of these proven characteristics in Reengagement and Recovery Programs in Southeastern Wisconsin. Twenty-seven of 85 survey responses were returned, for a response rate of 31.7%. It was found that a majority of programs provided flexible programs and support services, but were not focused on providing students career and occupational credentials. The study underscores the need for a stronger focus on CTE in high schools.
An Evaluation of Close Reading with At-Risk Fourth-Grade Students in Science Content
Author: Boudreaux-Johnson, Marcy
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 4,At Risk Students,Reading Instruction,Reading Strategies,Teaching Methods,Elementary School Students,Reading Comprehension,Intervention,Predictor Variables,Reading Achievement,Student Satisfaction,Instructional Effectiveness,Science Education,Content Area Reading,Student Surveys,Pretests Posttests

The study's primary purpose was to evaluate the effectiveness of a widely promoted close reading instructional routine for elementary grades students at risk for reading failure. Close reading is designed to help students read complex text independently and proficiently. Participants were six fourth-grade students receiving supplemental instruction in a rural public school. A single subject alternating treatments design was implemented to compare the close reading instructional routine to a validated reading comprehension strategy instruction intervention over a six-week intervention time frame. Results determined through visual inspection of a general outcome reading comprehension measure were mixed, seemingly favoring the validated intervention and not close reading. Limitations of the research and implications for use of close reading with students at risk are discussed.
Preparing Ideologically Clear Bilingual Teachers: Honoring Working-Class Non-Standard Language Use in the Bilingual Education Classroom
Author: Alfaro, Cristina
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Language Usage,Nonstandard Dialects,Working Class,Code Switching (Language),Socioeconomic Status,Low Income Groups,Sociolinguistics,Teacher Education Programs,Minority Group Students,Mexican Americans,Teacher Education,Spanish,Cultural Pluralism,Middle Class,Spanish Speaking,Native Language Instruction,English Instruction,Native Language,Bilingual Education Programs,Hispanic American Students

Mexicanos/Chicanos in the United States have historically suffered derision and mistreatment by the mainstream culture because of their use of nonstandard Spanish and English, as well as codeswitching (alternating between two or more languages or language varieties). In the field of education, codeswitching and the use of nonstandard English and native languages among low socioeconomic status (SES) linguistic minority students, including Latinos, have generally been recognized as a deficiency that needs to be repaired. Thus there is an urgent need to help mainstream teachers develop ideological clarity that will enable them to interrogate their own deficit views of low-SES emergent bilinguals, and of the nonstandard languages they bring to the classroom. In this article, the authors first discuss the concept of ideological clarity and the need for teachers to develop this ability. They then share the general research on teachers' ideological beliefs and attitudes about linguistic minority students, including specific research on bilingual teachers' perceptions of nonstandard language use in the bilingual classroom. They conclude by discussing the incorporation of a &quot;cultural wealth&quot; model into the study of ideology in bilingual teacher education as a strategy to potentially improve the academic and linguistic achievement of linguistic minority students. Throughout, they offer real-life vignettes to illustrate some of their key points and thus render their arguments more concrete and accessible.
Social Risk Takers: Understanding Bilingualism in Mathematical Discussions
Author: Dominguez, Higinio
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingual Students,Bilingualism,Mathematics Instruction,Discussion (Teaching Technique),Risk,Monolingualism,Elementary School Students,Grade 4,Grade 5,Elementary School Mathematics,Hispanic American Students,Spanish,English,Mathematics Teachers,Elementary School Teachers

The teaching and research communities in mathematics education agree that mathematical discussions pose challenges in elementary classrooms. These challenges continue to motivate research on mathematical discussions, with a focus on how students use talk in discussions. This study addresses the question, &quot;What can teachers and researchers learn about mathematical discussions, when such discussions are led by bilingual students?&quot; Evidence of bilingual mathematical discussions at the student-to-student level is analyzed, and implications for both Spanish-English bilingual and English monolingual mathematics instruction are offered.
Becoming Sociocultural Mediators: What All Educators Can Learn from Bilingual and ESL Teachers
Author: Nieto, Sonia
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Bilingual Teachers,Bilingual Students,Language Teachers,Sociocultural Patterns,Teacher Education,Bilingualism,Second Language Learning,Teacher Educators,Hispanic American Students,Immigrants

In this article, the author focuses specifically on how what she calls non-specialist teachers (i.e., those who are neither bilingual nor ESL teachers) can benefit from the practices of bilingual and ESL teachers, and how teacher educators can incorporate this knowledge in their curriculum and pedagogy. To do so, she uses examples from research she has done over many years to examine how bilingual and ESL teachers engage with students of diverse language backgrounds through curriculum, pedagogy, outreach to families, and engagement in the community. There are two major lessons that non-specialist teachers of emergent bilingual students can learn from bilingual and ESL teachers: one is that they need to learn certain bodies of knowledge, and the other is that they need to build bridges with their students by developing affirming dispositions about language, culture, and difference. The author's examples come from teachers who teach students of diverse language backgrounds at different grade levels and in a variety of settings around the country. Next, the author gives some examples of non-specialist teachers who embody some of these lessons from bilingual and ESL teachers. The article ends with what this information implies for teacher education.
Critical Creative Literacy for Bilingual Teachers in the 21st Century
Author: Ada, Alma Flor
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Literacy,Creative Thinking,Creative Development,Critical Reading,Oral Language,Transformative Learning,Reading Instruction,Parent Participation,English Language Learners,Critical Thinking,Transfer of Training,Reading Processes,Reading Skills,Ethnocentrism,Cultural Pluralism,Racial Bias,Bilingual Teachers

The purpose of a &quot;Critical and Creative&quot; approach to literacy is not to place the burden of our responsibility on students, but rather to liberate them from the feeling of being trapped by unmalleable, self-defeating circumstances. Through actual demonstration and experience, teachers need to give students the confidence that they are indeed the protagonists of their lives, that they can improve their present environment, their human relationships, and their emotional responsiveness. If teachers succeed in giving this much to students from homes where language is other than English, they will have succeeded in validating the language experience for those who otherwise might have found little relevance in the classroom.
Preparing California&apos;s Early Care and Education Workforce to Teach Young Dual Language Learners
Author: Oliva-Olson, Carola
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Bilingual Students,Bilingualism,Teacher Education,Transitional Programs,Faculty Development,Preschool Children,Federal Programs,School Readiness,English (Second Language),Second Language Learning,State Departments of Education,Child Development

The stage is set for major change in California early childhood education (ECE). The State's requirements for Transitional Kindergarten instruction, teacher training, and professional development could lead to mandated integration of existing, impressive Dual Language Learner (DLL) resources, guidance, and best practices. In addition to more research addressing the early childhood needs of DLLs ages birth through three, what is needed now to support preschool-age DLLs is organized advocacy of a new preparation and training model as proposed in this article for ECE professionals.
NPV Sensitivity Analysis: A Dynamic Excel Approach
Author: Mangiero, George A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictor Variables,Visual Aids,Computer Graphics,Business Administration Education,Computation,Probability,Mathematical Formulas,Courseware,Spreadsheets,Money Management,Teaching Methods,Statistical Analysis,Investment,Higher Education

Financial analysts generally create static formulas for the computation of NPV. When they do so, however, it is not readily apparent how sensitive the value of NPV is to changes in multiple interdependent and interrelated variables. It is the aim of this paper to analyze this variability by employing a dynamic, visually graphic presentation using Excel. Our approach illustrates how these variables, when increased or decreased to reflect the potential range of values in a business case, change the value of NPV, and hence affect the decision about whether to proceed with the project or to reject it. Furthermore, since sales revenue is one of the least certain elements in the business case, the presentation includes a probability estimate of whether NPV will be positive or negative, assuming that sales revenue is normally distributed with a known mean and standard deviation. The business case we have chosen for illustrative purposes is a global energy project. Nevertheless, financial analysts in any industry should be able to apply our dynamic spreadsheet approach to their projects as well.
The Pedagogical and Institutional Impact of Disruptive Innovations in Distance Business Education
Author: Estelami, Hooman
Date: 2017-00-00
Type: Journal Articles
Subjects: Distance Education,Business Administration Education,Innovation,Technological Advancement,Influence of Technology,Educational Change,Instructional Innovation,Instructional Material Evaluation,Educational Technology,Educational History,Profiles,Technology Uses in Education,Teaching Methods,Computer Simulation

The use of distance learning methods by universities has experienced significant growth over the past two decades. While this growth has been witnessed nearly equally across the various academic disciplines, it represents unique opportunities in business education. In this article we will profile how technological innovations in distance learning have historically caused disruptive changes in business education. The article then profiles three specific distance learning technologies that are emerging as revolutionary forces in changing business education. The impact of these technologies will be examined from both a pedagogical perspective and an institutional perspective. The influence of these educational technologies in addressing the unique needs of business students will also be discussed.
Using Computer Output as a Vehicle for Self-Directed Study of Financial Theory: The Art of Teaching Backwards
Author: Campbell, Robert D.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Teaching Methods,Money Management,Economics Education,Business Administration Education,Sequential Approach,Computer Simulation,Independent Study,Data Analysis,Real Estate

This paper presents an example of an approach to teaching financial theory at the college and post-graduate levels that I call &quot;teaching backwards&quot;. In the more traditional approach, instructors begin by explaining financial theory, then proceed to give examples of the way this theory can be applied to a business problem, structuring data around the predetermined theory. When teaching backwards we reverse the process, suggesting various ways to organize and report data related to a business problem and then inviting students to analyze these data to identify relationships between the variables that enable them to see potential applications of financial theory, or even to discover the theory itself. The example presented employs computer modeling and computer simulation as essential enabling tools for self-directed learning.
A Corpus-Based Study of Chinese EFL Learners' Employment of &quot;Although&quot;
Author: Chen, Jingwen
Date: 2017-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Native Speakers,Teaching Methods,Language Usage,Writing (Composition),Contrastive Linguistics,Interlanguage,Art,Humanities,Academic Discourse,Language Variation,English,Statistical Analysis,Discourse Analysis,Preferences,Mandarin Chinese,Cognitive Style,Foreign Countries,Form Classes (Languages),Word Frequency,Language Research

&quot;Although&quot; is a frequently used subordinating conjunction in English. However, non-nativeness is often observed in Chinese EFL learners' &quot;although&quot; output during pedagogical practice. This paper aims at exploring the characteristics of Chinese EFL learners' &quot;although&quot; employment in Chinese EFL learners' writing. The study is a corpus-based analysis launched under the analytical framework of contrastive interlanguage analysis. The interlanguage hypothesis lays the theoretical foundation of the present study. Texts from two corpora--the Chinese learner English corpus [CLEC] and the &quot;arts and humanities&quot; disciplinary group of the British academic written English corpus [sub-BAWEC]--are analyzed both quantitatively and qualitatively with the help of concordance software Antconc 3.2.1 and statistics program PASW Statistics 18. Based on the findings, conclusions are drawn as follows: 1) Chinese EFL learners tend to underuse &quot;although&quot; and produce mono-structural &quot;although&quot; clauses in their writing. Nevertheless, they share similar preference on deciding &quot;although&quot; placement in clauses with native English speakers; and 2) Factors such as interlingual difference between English and Mandarin Chinese, pedagogical neglect in English classrooms and different cognitive styles influence Chinese EFL learners' &quot;although&quot; employment.
Turkish High School Students' English Demotivation and Their Seeking for Remotivation: A Mixed Method Research
Author: Akay, Cenk
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Learning Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Learning Processes,Teaching Methods,Mixed Methods Research,Student Attitudes,Language Attitudes,Language Teachers,Teacher Student Relationship,Oral Language,Educational Technology,Scores,Questionnaires,Content Analysis

Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students' de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation level of the learners and re-motivation is an attempt to overcome those de-motivating factors. English learning-teaching process has been a problematic issue for a long time in Turkey. While there are researches focusing on the de-motivating factors in many countries, such a research for Turkish high school students has not been found. This research aimed to fill this research gap and to determine the English demotivation level of the students and the demotivating factors for them and to put forth suggestions to re-motivate the learners. An explanatory design was used as a mixed method research design. The sample was constituted of 579 students. Research results revealed that demotivation level of high school students in English is quite high, their motivation decreases most in high school period. Lack of interest in English, attitude of course teacher, classroom environment and course materials are among demotivating factors. In addition, the students request that, for remotivation, courses should be entertaining, technological tools should be utilized more and frequency of speaking activities should be increased.