ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections on a Personal Journey in Learning Design
Author: Watson, Julie
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Electronic Learning,Instructional Design,Reflective Teaching,Online Courses,Second Language Learning,Second Language Instruction,Blended Learning,Social Media,Web 2.0 Technologies,Computer Software,Programming,Foreign Countries

In this article, the author recounts that, as an early adapter of technology when she was a teacher for a language academy in Rome in the 1980s, she was asked by an English language teaching competitor to design an introductory program for visitors to use the new computers in the library. This opportunity led her on the path towards elearning. Now a learning designer at the University of Southampton, UK, she reflects on her personal journey in the field that she says has been one with &quot;many twists and turns along the way in response to both technological change and awareness of a need to adapt for the individual circumstances of each course.&quot; However she hopes it has also been one that has always had the aim of enhancing the student learning experience. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
School Leader&apos;s Literacy Walkthrough: Kindergarten, First, Second, and Third Grades
Author: Kosanovich, Marcia
Date: 2015-08-00
Type: Guides - Non-Classroom
Subjects: Kindergarten,Grade 1,Grade 2,Grade 3,Literacy Education,Reading Instruction,Check Lists,Meetings,Reading Skills,Reading Comprehension,Language Skills,Speech,Listening,Writing Skills,Observation,Elementary School Students,Elementary School Teachers,Instructional Materials,Classroom Environment

The &quot;School Leader's Literacy Walkthrough&quot; is designed to assist school leaders in observing specific research-based practices during literacy instruction (or students' independent use or application of those practices). This tool is based on rigorous research that indicates the most effective way to teach reading (see Foorman &amp; Connor, 2011, and Foorman &amp; Wanzek, 2015, for reviews) and is aligned to contemporary state standards. This tool is not meant to be used in the evaluation of teachers. Instead, the tool is intended to help school leaders enhance literacy instruction knowledge, communicate with teachers their expectations about literacy instruction, and establish consistent language regarding literacy content and instructional strategies. Further, the use of this tool can be the basis of productive communication and collaboration among school leaders and teachers and inform professional learning needs to improve student achievement in literacy.
Dear Colleague Letter: English Learner Students and Limited English Proficient Parents
Author: Department of Justice, Washington, DC. Civil Rights Div.
Date: 2015-01-07
Type: Guides - General
Subjects: English Language Learners,Limited English Speaking,Parents,Civil Rights,Access to Education,Special Education,Student Evaluation,Compliance (Legal),Civil Rights Legislation,Federal Legislation,Public Schools,State Departments of Education,Disabilities,Educational Legislation,Equal Education,Program Effectiveness,Program Evaluation,Organizational Communication

Forty years ago, the Supreme Court of the United States determined that in order for public schools to comply with their legal obligations under Title VI of the Civil Rights Act of 1964 (Title VI), they must take affirmative steps to ensure that students with limited English proficiency (LEP) can meaningfully participate in their educational programs and services. That same year, Congress enacted the Equal Educational Opportunities Act (EEOA), which confirmed that public schools and State educational agencies (SEAs) must act to overcome language barriers that impede equal participation by students in their instructional programs. Ensuring that SEAs and school districts are equipped with the tools and resources to meet their responsibilities to LEP students, who are now more commonly referred to as English Learner (EL) students or English Language Learner students, is as important today as it was then. EL students are now enrolled in nearly three out of every four public schools in the nation, they constitute nine percent of all public school students, and their numbers are steadily increasing. It is crucial to the future of our nation that these students, and all students, have equal access to a high-quality education and the opportunity to achieve their full academic potential. The Office for Civil Rights (OCR) at the U.S. Department of Education (ED) and the Civil Rights Division at the U.S. Department of Justice (DOJ) share authority for enforcing Title VI in the education context. The Departments are issuing the enclosed joint guidance to assist SEAs, school districts, and all public schools in meeting their legal obligations to ensure that EL students can participate meaningfully and equally in educational programs and services. This guidance provides an outline of the legal obligations of SEAs and school districts to EL students under the civil rights laws. Additionally, the guidance discusses compliance issues that frequently arise in OCR and DOJ investigations under Title VI and the EEOA and offers approaches that SEAs and school districts may use to meet their Federal obligations to EL students. The guidance also includes discussion of how SEAs and school districts can implement their Title III grants and subgrants in a manner consistent with these civil rights obligations. Finally, the guidance discusses the Federal obligation to ensure that LEP parents and guardians have meaningful access to district- and school-related information.
Scaling up the Success for All: Model of School Reform. Final Report from the Investing in Innovation (i3) Evaluation
Author: Quint, Janet
Date: 2015-09-00
Type: Reports - Research
Subjects: Models,Educational Change,Program Implementation,Reading Instruction,Reading Programs,Change Strategies,Educational Innovation,Program Evaluation,Program Effectiveness,Intervention,Experimental Groups,Control Groups,Kindergarten,Elementary Education,Reading Achievement,Participant Satisfaction,Student Characteristics,Institutional Characteristics,Staff Development,Training Methods,Performance Factors,Comparative Analysis,Outcome Measures,Spanish,Scores,Academic Achievement,Achievement Gains,Surveys,Qualitative Research,Statistical Analysis

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous improvement, with the goal of ensuring that every child learns to read well in the elementary grades. This is the third and final report from an independent evaluation of the scale-up demonstration of the SFA elementary school reading program. Both the demonstration and the evaluation have been funded under the U.S. Department of Education's Investing in Innovation (i3) competition. Conducted by MDRC--a nonprofit, nonpartisan education and social policy research organization--the evaluation examines SFA's implementation and impacts in five school districts over a three-year period (the 2011-2012 school year through the 2013-2014 school year). It also includes an analysis of program costs. Finally, it considers the scale-up process itself--the methods employed and the extent to which the Success for All Foundation (SFAF), the organization that developed and provides technical assistance to schools operating the program, achieved its scale-up goals. [This report was written with Emma Alterman, Herbert Collado, and Emily Pramik. For the executive summary of this report, see ED579090. For the Early Findings report, see ED545452. For the Interim Report, see ED546642.]
Research Catalog, FY 2015
Author: Atchison, Eric S.
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Financial Support,Intellectual Disciplines,Public Colleges,Research,Research Universities,State Universities,Economic Development,Federal Aid,State Aid,Private Financial Support,Corporate Support,Resource Allocation

The Mississippi Public Universities Research Catalog is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The &quot;Research Catalog&quot; includes only external awards and non-appropriated state awards for research and sponsored programs. The external resources identified in the Research Catalog are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities.
Eight-Year Postsecondary Outcomes of Career and Technical Education Students from the High School Class of 2004
Author: Dalton, Ben
Date: 2015-11-00
Type: Reports - Research
Subjects: Outcomes of Education,Vocational Education,High School Graduates,Longitudinal Studies,Labor Market,Education Work Relationship,Vocational High Schools,Student Characteristics,Employment Level,Income,Majors (Students),Specialization,Educational Attainment,Certification,Employment Patterns,Unemployment,Statistical Analysis

This report examines the labor market outcomes of high school career and technical education (CTE) students. Using nationally representative data from the Education Longitudinal Study of 2002 (ELS:2002), the report analyzes a recent cohort of high school graduates (the class of 2004) as of 2012, eight years after they had completed high school. This group of students entered college and the labor force at a time of significant economic challenges--challenges that CTE has often been called upon to help address. By understanding the characteristics of these high school CTE participants and examining their employment status and earnings relative to nonparticipants, the report provides a portrait of the extent to which CTE may help high school students succeed in the workforce beyond the first few years of secondary school. This report also takes a rare opportunity to compare the labor market outcomes of high school CTE students in two different decades by examining data from ELS:2002 and its predecessor study, the National Education Longitudinal Study of 1988 (NELS:88). This places the circumstances of the high school class of 2004 in a broader context in which the progress of CTE students can be measured against a prior cohort as well as against non-CTE students from their own graduating class. This report provides national statistics about labor market outcomes of CTE participants at different levels, including those who concentrate on a particular field of study in high school, as well as detailed results for concentrators by their specific field. Results are presented overall and are often broken down by postsecondary education attainment and background factors, such as gender, race/ethnicity, and socioeconomic status.
Texas Public School Attrition Study, 2014-15. IDRA Report
Author: Johnson, Roy L.
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Student Attrition,Dropouts,School Holding Power,High School Students,Dropout Rate,English Language Learners,State Departments of Education,Enrollment,American Indian Students,African American Students,White Students,Hispanic American Students,Multiracial Persons,Asian American Students,Pacific Americans,Grade 9,Grade 10,Grade 11,Grade 12,Counties,Differences,Regional Characteristics,Racial Differences,Gender Differences,Comparative Analysis,Dropout Characteristics,Middle School Students,Prediction

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas High School Attrition Rates Stall (Roy L. Johnson); (2) Highest School Attrition Rates are in Regions with the Most Students (Roy L. Johnson); (3) Elusive Zero Attrition Rate is at Least 20 Years Away (Felix Montes); (4) Texas Education Agency Reports No Change in Annual Dropout Rate (Roy L. Johnson); (5) English Language Learners Most Likely to Drop Out of School (Roy L. Johnson); (6) Texas Compares Well with Other States in Federal Dropout Report (Roy L. Johnson); and (7) Types of Dropout Data Defined. [Individual reports contain statistics, charts, and resources. For the 2013-14 report, see ED560200.]
The 2014 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Center on Deaf-Blindness (NCDB)
Date: 2015-10-00
Type: Reports - Research
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology,Elementary Secondary Education,Early Childhood Education,Special Education,Inclusion,Equal Education

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and each State/Multi-State Deaf-Blind Project throughout the country, as well as those projects funded in the Pacific Trust territories, the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the National Child Count of Children and Youth who are DeafBlind and OSEP's annual December 1 counts, the child count has continued based on the work scope of the deaf-blind program national center, technical assistance and dissemination centers, and state/multi-state projects that have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both State/Multi-State and National DeafBlind Technical Assistance Projects, as well as serving as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which NCDB, its predecessors, and the state/multi-state deaf-blind projects are funded, this national child count is used to help identify national and state technical assistance needs for children and youth who are deaf-blind, their families and the service providers and systems which serve them. [For the 2013 report see ED548230.]
A Call to Action: Towards an Ecological-Dynamics Theory of Mathematics Learning, Teaching, and Design
Author: Abrahamson, Dor
Date: 2015-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Teacher Student Relationship,Teacher Behavior,Student Behavior,Mathematical Concepts,Educational Theories,Imagery,Ecological Factors,Computer System Design,Intervention,Design Preferences,Perceptual Motor Learning,Interaction

Whereas Natural User Interface technological devices, such as tablets, are bringing physical interaction back into mathematics learning activities, existing educational theory is not geared to inform or interpret such learning. In particular, educational researchers investigating instructional interactions still need intellectual and methodological frameworks for conceptualizing, designing, facilitating, and analyzing how students' immersive hands-on dynamical experiences become formulated within semiotic registers typical of mathematical discourse. We present paradigmatic empirical examples of tutor-student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer for Proportion. Drawing on ecological dynamics--a blend of dynamical-systems theory and ecological psychology--we describe the emergence of mathematical concepts from the guided discovery of sensorimotor schemes. [For the complete proceedings, see ED583989.]
New Jersey Kids Count 2015: A Statewide Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Family Characteristics,Child Health,Early Childhood Education,Child Care,Child Welfare,Adolescents,Young Adults,Immigrants,Age Differences,Racial Differences,Ethnic Groups,Birth,Grandparents,One Parent Family,Family Structure,Poverty,Family Income,Housing,Welfare Services,Food,Nutrition,Tax Credits,Enrollment,Attendance,Homeless People,Standardized Tests,Scores,Academic Achievement,Health Insurance,Diseases,Mental Health,Juvenile Justice,Substance Abuse,Delinquency,Violence,Infants,Death,Child Safety,Adoption,Foster Care,Demography,Low Income,High School Graduates,Graduation Rate,Dental Health,Early Parenthood,Sexually Transmitted Diseases,Child Abuse,Acquired Immunodeficiency Syndrome (AIDS),College Entrance Examinations

This annual snapshot of child well-being is intended to inform policymakers and the public of the progress of and challenges to ensuring the health, welfare, and safety of all children. Following a special section on the racial disparities that exist among New Jersey children based on the Annie E. Casey Foundation's &quot;Race for Results&quot; report, this report contains seven sections: (1) The State of Children and Families, including data on births and family structure; (2) The State of Family Economics, including data on median family income, housing, and food security; (3) The State of Early Care and Education, including data on K-12 enrollment, homeless students, and high school graduation rates and SATs; (4) The State of Child Health, including data on uninsured children, infant and child deaths, and child behavioral health; (5) The State of Child Protection, including data on abused and neglected children, safety in foster care, and adoptions; (6) The State of Teens and Young Adults, including data on youth in poverty, births to teens, and juvenile justice; and (7) The State of Immigrant Families, including data on foreign-born children and language among children in immigrant families. [For the 2014 report, see ED585931.]
Statistical Abstract of Higher Education in North Carolina, 2014-15. Research Report 1-14
Author: Dow, Daphne, Comp.
Date: 2015-11-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Undergraduate Students,College Transfer Students,Academic Degrees,College Faculty,Library Services,Costs,College Admission,Student Financial Aid,College Housing,Gender Differences,Age Differences,Institutional Characteristics,Student Characteristics,Place of Residence,Summer Schools,Racial Differences,Ethnicity,Operating Expenses,College Freshmen,College Entrance Examinations,Scholarships,Dormitories,Foreign Countries

This abstract covers the breadth of higher education activities in North Carolina in their quantitative aspect, from simple counts of enrollment and degrees conferred to complex analyses of the flow of student transfers among institutions. Collected and published annually, this wide range of information should be useful to members of the public and to planners and educators in educational institutions and government agencies. It is hoped that the information will aid in the more effective use of resources allocated to higher education. The data in this abstract represent both past and current (2014-15 academic year) information. [For the 2013-2014 abstract, see ED586050.]
The Effectiveness of the Student-Centered Learning (SCL) Approach in Developing Some Writing Skills in English for the Secondary Stage Students
Author: Ahmad, Rady Mahmoud Rady
Date: 2015-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Student Centered Learning,Writing Skills,Writing Instruction,English (Second Language),Secondary School Students,Language Teachers,Single Sex Schools,Females,Student Attitudes,Instructional Effectiveness,Second Language Instruction,Teaching Methods,Writing Strategies,Constructivism (Learning),Cooperative Learning

The present study was designed to investigate the effectiveness of using the Student-Centered Learning (SCL) Approach in Developing Some Writing Skills in English for the Secondary Stage Students. Writing a paragraph was the main concern of the study. It used a quasi-experimental method in design. The sample included (47) second year secondary students in Beni-Suef Secondary School for Girls. In the light of working as an EFL secondary stage teacher and the literature reviewed, students in the secondary stage encounter some hardships on writing. The researcher used some of the SCL approach strategies to help students develop some writing skills. The current study used a pre-post writing test, a survey of students' writing attitudes and a programme designed by the researcher to attain the goals of the study. The one group design was used. After conducting the pre-posttest, the statistical analysis of the raw score results showed that the SCL approach showed high gains and better results on the posttest and post survey. It also had a good effect on the students' attitudes and motivation towards writing. The study recommended using the SCL approach to teach other language skills, in all stages of education and to teach other subjects.