ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultivating Passion in Teaching English Language Learners: A Critical Analytical Inquiry
Author: Webbert, Victoria Vazquez
Date: 2007-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Academic Discourse,Critical Theory,Second Language Learning,Prior Learning,English (Second Language),Second Language Instruction,Student Diversity,Cultural Differences,Autobiographies,Language Proficiency,Multicultural Education,Educational Philosophy,Cultural Influences,Teaching Methods,Federal Legislation,Curriculum,Learning Theories,Bilingualism,Language Skills,Foreign Countries,Hispanic Americans,High School Students,Suburban Schools,Secondary School Teachers,Hidden Curriculum,Ability Identification,Language Teachers,Language Processing

In this theoretical dissertation my aim is to research the academic literature in the field of  second language acquisition (SLA), compare it to the life experiences of past and/or  present students, colleagues, children and myself to reflect and summarize my learning in the form of a conceptual framework that I have named, &quot;Framework for Understanding  the Teaching and Learning of English Language Learners.&quot; The ever increasing number  of diverse students in US schools along with the demand for standardized learning and  assessments has created a range of challenges for educators that I seek to attend to with the writing of this dissertation. I use the terms second language learners (L2), English Language Learners (ELLs), diverse learners and linguistically and culturally diverse students interchangeably to conform to the terms appearing in the larger academic field of Second Language Acquisition (SLA) and to vary the academic discourse. These labels refer to students who know a language other than English at varied levels of proficiency; have prior knowledge dissimilar to that of the mainstream population and share differing cultural worldviews. My inquiry revolves around the question: How does &quot;Framework for Understanding the Teaching and Learning of English Language Learners,&quot; reflect current findings in SLA research to assist educators in making effectual instructional decisions when planning and delivering teaching for ELLs? I selected critical pedagogy for my theoretical framework and critical analytical inquiry for my methodology. The literature review helps me to formulate my philosophical stance and critical claims within the field of Curriculum Studies, synthesize my critical reading, point at the perceived gap and justify my contributions to the academic field. The results and conclusions surge from the synthesis of documents that are reflected and confirmed in the auto/biographical anecdotes, the school portraiture and the researcher's participation in the educational setting for over thirty years. An appendix presents: Determining the Student's English Proficiency Stage. (Contains 4 tables and 8 figures
The Essential Role of Curricular Analyses in Comparative Studies of Mathematics Achievement: Developing "Fair" Tests
Author: Chavez, Oscar
Date: 2010-00-00
Type: Reports - Research
Subjects: Mathematics Education,Mathematics Achievement,Interrater Reliability,Scoring Rubrics,Program Effectiveness,Data Analysis,Comparative Analysis,Geometry,Algebra,Mathematics Tests,Test Construction,Longitudinal Studies,High School Students,Curriculum Design,Curriculum Implementation,Secondary School Mathematics,Mathematics Curriculum,Test Reliability,Content Analysis,Test Items,Textbooks,Program Evaluation,Student Evaluation

The purpose of this paper was to describe the process of development of assessment instruments for the Comparing Options in Secondary Mathematics: Investigating Curriculum (COSMIC) project. The COSMIC project was a three-year longitudinal comparative study focusing on evaluating high school students' mathematics learning from two distinct approaches to content organization: curriculum built around a sequence of three full-year courses (Algebra 1, Geometry, and Algebra 2) and a sequence of integrated mathematics courses (algebra and geometry content, together with functions, data analysis, and discrete mathematics is integrated each year). The study was conducted in six school districts in five states involving over 4,000 students from schools that were using both curricular approaches but with different groups of students. In order to develop assessment instruments that were not biased towards either of the two curriculum programs (Fair Tests), an iterative process of content analyses, identification of common topics, internal and external reviews, pilot tests, and revisions was followed, resulting in five tests that were used in the three years of the study. Results indicate that these tests have solid discrimination properties and address adequately mathematics content common to both secondary curriculum programs. The corresponding scoring rubrics are highly reliable, with interrater reliability above 94% for all tests. Mathematics education researchers involved in curriculum comparison studies need to conduct content analyses of the curriculum materials under study in order to identify salient relationships between curriculum programs and student outcomes. (Contains 2 figures.) [This paper is based on research conducted as part of the Comparing Options in Secondary Mathematics: Investigating Curriculum (COSMIC) project, a research study supported by the National Science Foundation.]
Policy Diffusion and Transfer and Teachers' Perceptions within the Bologna Reforms: The Armenia case of Higher Education Reforms
Author: Karakhanyan, Susanna
Date: 2010-04-08
Type: Reports - Evaluative
Subjects: Higher Education,Educational Change,Foreign Countries,Educational Policy,Policy Analysis,Developing Nations,Program Implementation,College Faculty,Teacher Attitudes,Barriers,Resistance to Change,Educational Development,Educational Environment,Content Analysis,Interviews

The paper seeks to understand how higher education policy from the European Community is defused and transferred to Armenia, a developing country. Particularly, this study aims to delve deeper in the actual implementation process of higher education reforms in Armenia through teachers' perceptions. The findings mainly reveal that teachers do long for productive and effective changes to take place. What causes frustration and, consequently, distrust and resistance towards the reforms is the way the implementation of the reforms are organized and how the actual reforms unfold in the universities. (Contains 9 tables.)
Experimental Methods and Results in a Study of PBS TeacherLine Math Courses
Author: Dominguez, Paula Szulc
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Technology,Professional Development,Mathematics Curriculum,Academic Achievement,Evaluation,Online Courses,Learning Activities,Elementary School Teachers,Control Groups,Mathematics Education,Pretests Posttests,Algebra,Geometry,Mathematics Instruction,Public Television

The Public Broadcasting Service (PBS) sought to build on the strengths of high quality professional development through an online venture funded under the U.S. Department of Education's Ready To Teach (RTT) program. PBS TeacherLine was designed to provide high-quality, facilitated online professional development for K-12 teachers nationwide. Through PBS TeacherLine, more than 20,000 educators have participated in 90 online, facilitated courses in reading, mathematics, science, instructional strategies, instructional technology, and curriculum mapping. To what extent has PBS TeacherLine been successful in creating an online model of teacher professional development that gets to the heart of education needs--impacting teacher beliefs, classroom instruction, and student learning? This paper presents the results from one component of the comprehensive external evaluation of PBS TeacherLine: an experimental study that unfolded in the fifth and final year of the RTT grant. The external evaluation was conducted by the Hezel Alliance, a partnership composed of Hezel Associates, an independent consulting firm, the Education Alliance at Brown University, and Syrtis. (Contains 6 tables, 3 figures and 4 footnotes.)
A Comprehensive Assessment of South Carolina's External Review Team Program
Author: Dominguez, Paula Szulc
Date: 2006-03-13
Type: Reports - Research
Subjects: Federal Legislation,Intervention,Educational Improvement,Accountability,Outcomes of Education,Educational Change,Elementary Secondary Education,Professional Development,Academic Achievement,Reading Achievement,Mathematics Achievement

To shed light on how states can use school performance data to support failing schools, the present study examined a subset of underperforming schools in South Carolina in the wake of a series of state-supported interventions. The study, part of a comprehensive evaluation of the South Carolina External Review Team Program, made extensive use of annual student performance data collected from schools in need of improvement, information that conceivably could be used to guide decisions for school and Program improvements. A Bibliography is included. (Contains 7 tables, 5 figures and 5 footnotes.)
Sick Schools 2009: America's Continuing Environmental Health Crisis for Children
Author: Healthy Schools Network, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Public Health,Health Insurance,Child Health,School Buildings,Pollution,Educational Environment,At Risk Persons,Low Income Groups,Disadvantaged Youth,Disadvantaged Schools,Learning Problems,Water Pollution,Case Studies,Conservation (Environment),Educational Equity (Finance),Court Litigation,Public Schools,Minority Groups,Special Education,School Personnel,Attention Deficit Hyperactivity Disorder,At Risk Students,State Government,Grants,Diseases,State Legislation,School Construction,Hazardous Materials

Everybody knows that healthy school buildings contribute to student learning, reduce health and operating costs, and ultimately, increase school quality and competitiveness. However, 55 million of the nation's children attend public and private K-12 schools where poor air quality, hazardous chemicals and other unhealthy conditions make students (and their teachers) sick and handicap their ability to learn. In 2006, the "National Coalition for Healthier Schools" ground-breaking Lessons "Learned: Children--Victims of a Public Health Crisis", a national collaborative report from more than two dozen contributing organizations and individuals, provided case snapshots of children and personnel at risk as well as state-by-state impact data for the first time. This report updates and expands the 2006 national collaborative report. It shows not only the deep, long struggles to pass and to secure enforcement of laws in the states and locally, but also the continuing environmental public health crisis that is devastating the health, and the ability to learn and to stay in school for tens of millions of American school children every day. At highest risk are children who are in the lowest income, worst-performing schools and those children with underlying health and learning impairments. At least six million school-age children are without health insurance, meaning that it is highly unlikely that their daily environmental exposures are being effectively detected and addressed. Appended are: (1) State Data Tables Footnotes; (2) US Environmental Protection Agency: Healthy Schools Environments; (3) Map: Children Exposed To Unsafe Water; (4) Chart: Case Studies; (5) The National Academies Press, "Green Schools: Attributes for Health and Learning"; (6) Map: School Equity Funding Lawsuits in the States; and (7) National Coalition for Healthier Schools: Position Statement and Recommendations. (Contains 1 table and 12 footnotes.)
Annual Transitions between Labour Market States for Young Australians. A National Vocational Education and Training Research and Evaluation Program Report
Author: Buddelmeyer, Hielke
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Postsecondary Education,Credentials,Labor Market,Young Adults,Education Work Relationship,Vocational Education,Employment Level,Employment Potential,Unemployment,Personality Traits,Ability,Occupational Mobility,Models,Predictor Variables,Gender Differences

Much analysis of youth transitions focuses on the first year after education, or outcomes at a specific age. Such work looks, for example, at the effect of education on the likelihood of being employed or unemployed. This study takes a different angle by considering the effect of education on the persistence of labour market outcomes. For example, leaving school before Year 12 may be associated with high levels of  unemployment, but the question is whether such a person is less likely to remain in employment once he or she has a job, compared with people with better educational qualifications. Specifically, this study examines the role that post-school qualifications play in the annual transitions between labour market states for young Australians and is based on the 1995 cohort of the Longitudinal Surveys of Australian Youth (LSAY). The labour states that were examined were: (1) permanent employment; (2) casual employment; (3) unemployment; and (4) not in the labour force. The effect  of personality traits and ability on labour market transitions was also examined.  We know that having post-school qualifications, particularly higher-level qualifications, increases the chances of permanent employment, and the study confirms this. However, by focusing also on the occurrence of persistent labour market states, this work generates new insights. The study finds that the most persistent labour market states are casual employment for men, while for women it is being out of the labour force. Having at least a certificate IV for women or a bachelor degree or higher for  men provides a buffer against undesirable labour market states, such as unemployment or being out of the labour force, becoming persistent. (Contains 11 tables and 21 footnotes.)
America After 3PM Special Report on Summer: Missed Opportunities, Unmet Demand
Author: Afterschool Alliance
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Summer Schools,Reading Programs,Disadvantaged Youth,Summer Programs,Achievement Gap,At Risk Students,Racial Differences,Socioeconomic Status,Low Income Groups,After School Programs,Student Participation,African American Students,Hispanic American Students,White Students,American Indians,Hawaiians,Asian American Students,Access to Education,Financial Support,Parent Attitudes,State Programs

For many children in America, summer vacation means camp, trips to new or familiar destinations, visits to museums, parks and libraries, and a variety of enriching activities--either with families or as part of a summer learning program. But for millions of others, when schools close for the summer, safe and enriching learning environments are out of reach, replaced by boredom, lost opportunities and risk. This disparity in summer learning opportunities each summer is a great shame and a significant contributor to the crisis in education in this country. Research spanning 100 years shows that students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of the summer. More than half of the achievement gap present in ninth grade between lower and higher income youth can be explained by summer learning loss that disproportionately affects low-income children. It is a significant part of the reason that low-income youth are less likely to graduate from high school or enter college. It's true that some children and families in America have the luxury of choosing from a variety of summer learning opportunities including summer camps, community-based programs, parks and recreation activities, library reading programs and traditional summer school. This report focuses specifically on summer learning programs--safe, structured programs that provide a variety of activities designed to encourage learning and development in the summer months--since high quality summer learning programs are emerging as an important strategy to prevent summer learning loss. The data for "America After 3PM Special Report on Summer" were collected in the 2009 "America After 3PM" study, which surveyed nearly 30,000 households. This report presents general findings and breaks them out by ethnicity and socio-economic status as measured by eligibility for free and reduced price lunch, while also offering data on demand and support for summer learning programs in each state. (Contains 6 footnotes.)
Coalition for Healthier Schools Position Statement. Improving Education, Child Health, the Environment, and Communities
Author: Healthy Schools Network, Inc.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Pollution,Position Papers,Child Health,Health Promotion,Energy Management,Educational Facilities Improvement,Educational Environment,Government Role,Change Strategies,Comprehensive School Health Education,Environmental Standards

Each day over 53 million school children and 6 million adults--20 percent of the entire U.S. population--enter the nation's 120,000 school buildings to teach and learn. Unfortunately, in too many cases, they enter "unhealthy" school buildings," that undermine learning and health. In a recent five-state survey, more than 1,100 public schools were built within a half-mile of a toxic waste site. Polluted indoor air, toxic chemical and pesticide use, growing molds, lead in paint and drinking water, and asbestos are also factors that impact the health of the nation's students and school staff. These problems contribute to absenteeism, student medication use, learning difficulties, sick building syndrome, staff turnover, and greater liability for school districts. Clear and convincing research shows that improving school indoor environmental quality, siting, and design, using non-toxic products for cleaning, maintenance and instruction, providing more natural daylight, and creating energy efficient, neighborhood schools with adequate, safe space for outdoor activities, will all contribute to protecting the health of the children, to improving public education, and to creating healthier communities. This paper suggests several actions that elected and appointed officials can take to create healthier schools and communities. [Additional sponsorship for this message was provided by: American Federation of State, County, and Municipal Employees; Alliance for Healthy Homes; Beyond Pesticides; Center for Health Environment and Justice; Children's Environmental Health Network; Children's Health Environmental Coalition; Connecticut Foundation for Environmentally Safe Schools; Illinois Healthy Schools Campaign; Improving Kids Environment; Institute for Children's Environmental Health; Learning Disabilities Association of America; Marin Golden Gate Learning Disabilities Association; Massachusetts Healthy Schools Network; National Center for Environmental Health Strategies; National Education Association/Health Information Network; New Jersey Work Environment Council; New Jersey Environmental Federation; Oregon Environmental Council; Physicians for Social Responsibility; Stuyvesant High School Parent Association, NY, NY; Twenty-first Century Schools Fund; Washington Healthy Schools Roundtable; West Harlem Environmental Action, NY, NY; and more than 380 other supporting organizations and individuals.]
Key Issues in Building Design: How to Get Started in Planning a Project. Library Buildings and Equipment Section
Author: Dahlgren, Anders C.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Library Facilities,Building Design,Guidelines,Facility Improvement,Planning,Space Utilization,Needs Assessment,Communication (Thought Transfer)

Based on the IFLA (International Federation of Library Associations and Institutions) Library Buildings and Equipment Section's Library Building Guidelines published in 2007, this short publication summarises the key points to take into consideration when designing a new or refurbished library building. The aim of the brochure is not to replace any guidelines or standards but to provide librarians new to working on building projects with the essential facts they need to know. These basic issues are discussed under four headings: Preliminary Work and Research, Vision, Space Needs, and Communication. Four experts from the Standing Committee of the Library Buildings and Equipment Section have each authored a section on their area of specialist knowledge. The authors' goal is to provide readers with initial tips and inspiration on the long and fascinating journey from the first tentative ideas to the opening of the new building.
Reliability Analysis for the Internationally Administered 2002 Series GED Tests. GED Testing Service[R] Research Studies, 2009-3
Author: Setzer, J. Carl
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Error of Measurement,Scores,Test Reliability,Item Analysis,International Education,Test Results,Robustness (Statistics),Goodness of Fit,Academic Standards,Comparative Testing,Measurement Techniques,Replication (Evaluation),General Education

Reliability Analysis for the Internationally Administered 2002 Series GED (General Educational Development) Tests Reliability refers to the consistency, or stability, of test scores when the authors administer the measurement procedure repeatedly to groups of examinees (American Educational Research Association [AERA], American Psychological Association [APA], and National Council on Measurement in Education [NCME], 1999). If a given test yields widely discrepant scores for the same individual on separate test administrations, and the individual does not change significantly on the measured attribute, then the scores on the test are not reliable. Conversely, if a test produces the same or similar scores for an individual on separate administrations, then the scores from the test are considered reliable. Reliability is inversely related to the amount of measurement error in test scores. That is, the more measurement error present in test scores, the less reliable the test. Reliability is a crucial index of test quality. Standard practices require test developers to evaluate and report the reliability of their test scores. The purpose of this report was to estimate and evaluate the reliability of the internationally administered 2002 Series GED Tests, which have been developed and maintained by the GED Testing Service (GEDTS) since 1963. (Contains 3 tables and 3 footnotes.)