ethanporcaro/eric-fulltext-meta huggingface dataset:
Literature-Based vrs. Controlled-Vocabulary Approach for Beginning Readers
Author: Soiferman, L. Karen
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Beginning Reading,Teaching Methods,Reading Instruction,Phonics,Childrens Literature,Instructional Effectiveness,Decoding (Reading),Reading Comprehension,Vocabulary Development,Reading Fluency,Reading Motivation

The best method for teaching children how to read has been debated for decades. The two major approaches have been the vocabulary controlled approach (phonics), and the literature based approach which uses children's literature to teach reading. There are proponents for both methodologies. The literature on the issue is as varied as the authors who write them. The subject seems to have led to a polarization of opinions with each side extolling the benefits of their method and denouncing the approach that does not agree with them. This paper attempts to make sense of the varied ways that teaching reading has been used in the school system by analyzing the advantages and disadvantages of each approach. The conclusion reached is that both methods have their strengths and weaknesses and the method used by teachers when they are teaching reading should be dependent on each individual student's needs, and not on pedagogy which artificially pits one against the other.
All Day Kindergarten Programs and Their Anticipated Benefit to Early Literacy Development--Real or Imagined
Author: Soiferman, L. Karen
Date: 2017-00-00
Type: Reports - Research
Subjects: Kindergarten,School Schedules,Educational Benefits,Emergent Literacy,Child Development,Socialization,Preschool Education,Preschool Children,Program Effectiveness,Student Educational Objectives,Skill Development,Oral Language,Language Proficiency,Phonology,Printed Materials,Instructional Materials,Manipulative Materials,Play

There has been increasing interest in both Canada and the United States in implementing all-day Kindergarten programs. Education policy makers stress the need for countries to take initiative in educating children so they are more successful once they begin their formal schooling process. But is a longer school day the only solution to the problem of why some children struggle once they enter the school system, or are there other factors that can affect children's ability to successfully navigate learning how to read, write, and do mathematical calculations? The intent of many all-day programs is to socialize the child into the world of academia. As a result, many of the programs are focused on students from socially disadvantaged backgrounds that need a &quot;Head Start&quot; in learning how to learn. This paper discusses some of the problems with just lengthening the school day and provides recommendations for what constitutes an effective preschool program.
ESSA and Homeless Youth. Policy Update. Vol. 23, No. 18
Author: Parsi, Ace
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Homeless People,Youth,Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Quality,Accountability,Parent Rights,Privacy,Student Records,School Districts,State Departments of Education

As state and district leaders evaluate characteristics of their student populations, many will find one number particularly startling: The number of homeless students has doubled in less than a decade. States can take several actions to serve these students better, some of which are incorporated in the Every Student Succeeds Act (ESSA). Some of these provisions in ESSA kick in immediately. This policy update is part of a series that suggests strategies that state boards of education can use to address the challenges and inequities facing some of the most disenfranchised, at-risk student populations in the country. Efforts in successful states center on five best practices in identifying and serving homeless students and holding actors accountable: (1) States must first identify their homeless students; (2) States must turn to the question of how to use federal and state resources to address individual student needs; (3) States must address homeless students' place of residence challenges by removing barriers to enrollment and keeping homeless K-12 and preschool students in their schools of origin when it is in their best interest--addressing paperwork, fines, and fees associated with staying in their home schools and facilitating transportation; (4) State boards of education need to ensure that regulations and policies ranging from standards implementation to Advanced Placement access and credit accrual to participation in summer school and extracurricular activities include specific accommodations to ensure homeless students also have access to all the facets of a high-quality education; and (5) State systems of learning should ensure the same high expectations for learning for all students regardless of their race, disability, income, or housing status. [For the other policy updates in this series, see &quot;ESSA and Migrant Youth. Policy Update. Vol. 23, No. 19&quot; (ED571524); &quot;ESSA and Students with Disabilities. Policy Update. Vol. 23, No. 20&quot; (ED571526); &quot;ESSA and English Language Learners. Policy Update. Vol. 23, No. 21&quot; (ED571532); and &quot;ESSA and Students in Foster Care. Policy Update. Vol. 23, No. 22&quot; (ED571528).]
ESSA and English Language Learners. Policy Update. Vol. 23, No. 21
Author: Parsi, Ace
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Federal Legislation,Educational Legislation,Language Proficiency,English (Second Language),Second Language Learning,State Policy,State Boards of Education,Achievement Gap,Expectation,Elementary Secondary Education,Family Involvement,Community Involvement,Testing Accommodations,Educational Improvement,Academic Standards

Representing an estimated 4.4 million students in the United States, English language learners (ELLs) are the fastest growing segment of the public school population and yet are twice as likely to drop out of high school and significantly less likely to attend and complete postsecondary education. The Every Student Succeeds Act (ESSA) includes explicit new provisions related to ELL students and more generally offers greater flexibility that states can use to serve these students better. This policy update is part of a series that suggests strategies that state boards of education can use to address the challenges and inequities facing some of the most disenfranchised, at-risk student populations in the country. State boards of education should make the most of ESSA's explicit provisions on ELL success and the added flexibility the law provides generally. No one policy will address the challenges these students face. Rather, states must build a system that addresses the gap in expectations facing ELL students, ELL student diversity, English language proficiency, and the capacity of educators to address ELL challenges. [For the other policy updates in this series, see &quot;ESSA and Homeless Youth. Policy Update. Vol. 23, No. 18&quot; (ED571531); &quot;ESSA and Migrant Youth. Policy Update. Vol. 23, No. 19&quot; (ED571524); &quot;ESSA and Students with Disabilities. Policy Update. Vol. 23, No. 20&quot; (ED571526); and &quot;ESSA and Students in Foster Care. Policy Update. Vol. 23, No. 22&quot; (ED571528).]
Adapting Scale for Children: A Practical Model for Researchers
Author: Aydin, Selami
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Child Behavior,Models,Test Construction,Test Validity,Test Reliability,Translation,Evaluation Methods,Cultural Relevance,Questionnaires,Language Usage,Pilot Projects

Measurement of children's behaviors in an educational and research context is a problematic and complex area. It is also evident that adapting scales to measure children's behaviors in an educational and research context is a complex process due to several reasons. First, cultural elements constitute a considerable problem. Second, it is difficult to obtain reliable and valid data in various educational and research settings. Third, language can be a significant variable, as children may have a low proficient level of the target language. Thus, the current paper aims to report on developing a practical model for researchers who need to adapt scales from one language to another, when measuring children's behaviors in an educational and research context. The model consists of four steps: First, how scales should be translated from one language to another is clarified. Then, the paper focuses on simplification and moderation. Then, how the pilot study should be administered is explained. Finally, how to validate scales are mentioned. The study concludes that the model proposed may be beneficial for researchers who need to adapt scales for children that were designed for adult learners and in a different language. It is also concluded that reliability and validity of the data collected from children are strictly related to the steps listed in the study.
How to Adapt Effective Writing Instruction from Secondary to Post-Secondary Institutions Using Graham and Perin's (2007) &quot;Writing Next&quot; Study
Author: Soiferman, Lisa Karen
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Writing Instruction,Secondary Education,Postsecondary Education,Writing Strategies,Meta Analysis,Comparative Analysis,Adolescents,College Freshmen,Writing Improvement,Writing (Composition),Documentation,Revision (Written Composition),Collaborative Writing,Writing Assignments,Student Educational Objectives,Goal Orientation,Writing Across the Curriculum

The importance of direct explicit instruction in secondary schools has been shown to improve student learning outcomes across the curriculum. The question then becomes one of whether adapting direct explicit instruction in post-secondary institutions would have the same impact on student grades. Graham and Perin (2007) identified eleven elements of effective writing strategies in their meta-analysis of writing instruction. This paper seeks to determine how the difference in the two writing environments, secondary and post-secondary, would affect their implementation. It will also look at the differences between the two groups of students, who are very close in age but very far apart in terms of expectations, to see how those different expectations affect the students' ability to acquire and use Graham and Perin's (2007) writing strategies
Competences for All: Recognizing and Developing Competences of Young People with Fewer Opportunities
Author: Usakli, Hakan
Date: 2016-00-00
Type: Journal Articles
Subjects: Competence,Skill Development,Educational Opportunities,Qualitative Research,Foreign Countries,Disadvantaged,Student Development,Citizenship,Definitions,Communication Skills,Native Language,Intercultural Communication,Mathematics Skills,Science Process Skills,Technological Literacy,Computer Literacy,Interpersonal Competence,Learner Engagement,Learning Motivation,Entrepreneurship,Cultural Awareness,Inclusion,Data Analysis

This qualitative study clarifies opinion of 32 European volunteer youth leaders on concepts of competence, fewer opportunities and enlargement strategies on competence of fewer opportunities. Leaders underline main competencies as follows: tongue, languages, mathematical, digital, learning, social, entrepreneurship, cultural. Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment (Figel, 2007). The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. According to leader, fewer opportunities mean; obstacles can prevent such young people from having access to education, to mobility, to participation. All leaders agree with the non-formal education which is base for development of competence of fewer opportunities. Non-formal education may be one of them, especially--but not solely--for young people with fewer opportunities (Strenner, 2006). Leaders have lack of knowledge on dimension of non-formal learning for fewer opportunities. Future studies should be conduct on approved techniques and strategies of development of competence of fewer opportunities young people. Especially experimental researchers are very important. European youth volunteer organizations such as SALTO should widen programs all around the Europe. Today's world reality makes volunteer non-formal education obligatory.
A Living Example of Lifelong Learning: Prof. Dr. Necmettin Tozlu
Author: Gürbüz, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Semi Structured Interviews,College Faculty,Profiles,Foreign Countries

The purpose of this study is to propound the views, thoughts and suggestions of Prof. Dr. Necmettin Tozlu related to lifelong learning. He is an academician and a doyen in education and philosophy fields who teaches in many universities of our country training students in the four corners of the country and is awarded by the Writers Union of Turkey &quot;as intellectual of year&quot; in 2015 by signing many original Works. The research is a special circumstances work. The research is conducted with Prof. Dr. Necmettin Tozlu who is one of the doyens in the training and philosophy fields teaching in many universities of our country. In the research semi-structured interview is used as a data collection tool to obtain views, thoughts and suggestions of Prof. Dr. Necmettin Tozlu related to lifelong learning. The data which is obtained in the study is commented by conducting descriptive analysis. The interviews which are realized by the researcher by face to face meeting are recorded by tape recorder by getting participant's approval. The data which is recorded after interviews are transformed into texts. Afterwards the records are verified as true and complete by the participants. In this way the data is supplied with credibility. Descriptive analysis is made by transferring data directly. When the findings are evaluated after they are obtained by data analysis it is well understood that Prof. Dr. Necmettin Tozlu, who dedicates his life to training and science, presents sections from his own life in relation with lifelong learning, compares his views about training system with the educational life in present day by telling his views and presents thoughts that are capable to make contribution to literature.
Teaching How to Write Instructional Objectives to Pre-Service Language Teachers through the ABCD Model
Author: Kiliçkaya, Ferit
Date: 2016-00-00
Type: Reports - Research
Subjects: English Teachers,English (Second Language),Second Language Instruction,Preservice Teachers,Preservice Teacher Education,Student Educational Objectives,Lesson Plans,Models,Language Skills,Microteaching,Instructional Design,Foreign Countries

This paper presents the use of the ABCD model as a way to train teachers of English to write clear and specific objectives. It is stated here that most of the instructional objectives written by pre-service teachers are inadequately formulated. With this in mind, pre-service teachers (n = 46) were trained in writing instructional objectives through integrating the ABCD Model in the syllabus of Teaching Language Skills I. During micro-teaching sessions required in this course, the participants designed lesson plans which included objectives based on this model. The findings suggested that the model helped the participants to write clear objectives and to design activities accordingly, which is quite necessary in their future career. A bibliography is included.
Information Comprehension from Longhand Notes and Slides in the Language Classroom
Author: Kiliçkaya, Ferit
Date: 2016-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Learning Strategies,Comprehension,Notetaking,Lecture Method,Visual Aids,Quasiexperimental Design,Required Courses,State Universities,Foreign Countries,Scores,Conventional Instruction,Comparative Analysis,Academic Achievement,Achievement Gains,Language Teachers,English (Second Language),Content Analysis

The aim of the study presented in this paper was to compare undergraduate students' information comprehension under conditions where they took notes in longhand during traditional lectures and lectures given through slides. A quasi-experimental approach was adopted to collect the data from 42 participants enrolled in a compulsory course at a state university in Turkey. During the first three weeks, the participants attended lectures presented by the lecturer using PowerPoint slides, while in the next three weeks the lectures were presented in a traditional format where the same lecturer presented the material verbally without using any slides. At the end of each lecture, a quiz was distributed to the participants. The mean scores from the quizzes indicated that when the participants took longhand notes while listening to traditional lectures, they performed better than when they just listened to these lectures and read the lecture notes on the slides. A bibliography is included.
Educating Students in Rural America: Capitalizing on Strengths, Overcoming Barriers
Author: National Association of State Boards of Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Rural Education,State Boards of Education,Administrator Role,Barriers,Geographic Isolation,Educational Resources,Economic Factors,Teacher Recruitment,Teacher Persistence,Educational Administration,Poverty,Access to Computers,Partnerships in Education,Cooperation,Educational Finance,Capacity Building,Teacher Role

In 2004, the National Association of State Boards of Education (NASBE) released a &quot;State Education Standard&quot; focused on the issues and challenges facing rural schools. Ten years later, NASBE facilitated a study group on rural education to discuss what has changed and what new challenges require the attention of state education policymakers. This report details the Rural Education Study Group's recommendations for how state boards of education can address deficits, deploy existing assets, and enhance the capacity of rural areas to ensure all students are prepared for college, careers, and civic life.
New Opportunities to Support Student Health under ESSA. Policy Update. Vol. 23, No. 15
Author: Fobbs, Erima
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Health Promotion,Federal Legislation,Educational Legislation,Wellness,Child Health,Safety,Educational Environment,Educational Policy,Educational Improvement,Grants,Accountability,Reports,Professional Development,Educational Finance,At Risk Students,Financial Support,Evaluation Methods,Standards,Teacher Education

A growing body of research links student health and academic achievement. The Every Student Succeeds Act (ESSA) recognizes this and calls on states to support student health and wellness and ensure safe, supportive learning environments. This National Association of State Boards of Education (NASBE) Policy Update explains how states can take advantage of ESSA's provisions to more fully integrate health into education policy and practice. It outlines eight provisions in ESSA that support student health and wellness.
Aligning Teacher Preparation with Student Learning Standards. Policy Update. Vol. 22, No. 8
Author: Hoss, Nickta
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Academic Standards,Alignment (Education),State Boards of Education,Board of Education Role,Teacher Education Curriculum,Teacher Certification

This Policy Update highlights the mismatch between the skills taught in many teacher preparation programs and those needed to help students achieve rigorous learning standards. State boards of education have a role to play here. They have authority over preparation program standards and approval processes, curriculum, teacher certification and licensure requirements--and they can work with various stakeholders to determine how well preparation programs are aligned to the state's academic standards. Several states such as Arkansas, Maryland and Colorado have already made significant strides in this area.
States Move toward Computer Science Standards. Policy Update. Vol. 23, No. 17
Author: Tilley-Coulson, Eve
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Computer Science Education,Academic Standards,State Standards,State Policy,Teacher Certification,Faculty Development,Elementary Secondary Education,Faculty Mobility

While educators and parents recognize computer science as a key skill for career readiness, only five states have adopted learning standards in this area. Tides are changing, however, as the Every Student Succeeds Act (ESSA) recognizes with its call on states to provide a &quot;well-rounded education&quot; for students, to include computer science standards. This National Association of State Boards of Education (NASBE) Policy Update outlines what states need to consider as they develop computer science standards and improve instruction, highlighting several promising state efforts already under way.
Opportunities in ESSA for Improving Early Education. Education Leaders Report. Volume 2, No. 3
Author: Dichter, Harriet
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Educational Improvement,Early Childhood Education,Access to Education,Educational Quality,School Readiness,Definitions,Academic Achievement,Disadvantaged,Educationally Disadvantaged,Teacher Education,Teacher Recruitment,Leadership Training,Knowledge Base for Teaching,Educational Finance,Grants,Faculty Development,Labor Force Development,English Language Learners,Immigrants,Community Schools,Homeless People,Preschool Education

For the first time, the nation's most important federal education law, the Every Student Succeeds Act (ESSA), prominently features early childhood education. State and local leaders now have ample flexibility and opportunity to focus on early education as a foundational element of ESSA while advancing their state's vision and goals for early learning. In &quot;Opportunities in ESSA for Improving Early Education,&quot; early learning expert Harriet Dichter goes title by title to explain how ESSA addresses access, quality workforce development, and support for the successful transition into elementary school. Contains a list of additional resources.
From Capacity to Success: HSIs, Title V, and Latino Students
Author: Santiago, Deborah A.
Date: 2016-05-00
Type: Reports - Research
Subjects: Hispanic American Students,Postsecondary Education,Federal Aid,Educational Finance,Capacity Building,Undergraduate Students,Low Income Students,Access to Education,Grants,Graduation Rate,Educational Legislation,Federal Legislation,Higher Education,Educational Opportunities,Educational Attainment

Hispanic-Serving Institutions (HSIs) enroll over 60 percent of Latino undergraduates and generally enroll a high enrollment of needy students with relatively limited resources. The federal government has funded the development of HSIs since 1995 to expand and enhance their capacity, quality, and the educational achievement of their Latinos and other low-income students. Is there evidence after 20 years of funding that this purpose is being met? &quot;From Capacity to Success: HSIs, Title V, and Latino Students&quot; examines the impact of 20 years of investment in HSIs and the link of this support on Latino student success. This issue brief provides a snapshot of Latinos in postsecondary education today, as well as a summary of the growth and current profile of HSIs. It also examines linkages between Latino students' educational progress, the institutions where they are concentrated, and the impact of 20 years of federal funding on both student success and the development of HSIs, and offers recommendations for further research to refine the findings from this examination. The research and analysis for this brief were supported by TG. An appendix contains the methodology and limitations of the study.