ethanporcaro/eric-fulltext-meta huggingface dataset:
Translanguaging: Navegando entre lenguas -- Pedagogical Translanguaging for Multilingual Classrooms
Author: Fuertes Gutiérrez, Mara
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Code Switching (Language),Teaching Methods,Second Language Learning,Second Language Instruction,Language Usage,Multilingualism,Classroom Communication,Bilingualism,Native Language,Self Concept,Social Justice,Futures (of Society),Educational Benefits,Elementary Secondary Education

&quot;Pedagogical translanguaging&quot; or &quot;translanguaging education&quot; alludes to the &quot;intentional instructional strategies that integrate two or more languages and aim at the development of the multilingual repertoire as well as metalinguistic and language awareness&quot; (Cenoz &amp; Gorter, 2020, p. 300), thus &quot;a translanguaging classroom is any classroom in which students may deploy their full linguistic repertoires, and not just the particular language(s) that are officially used for instructional purposes in that space&quot; (García, Ibarra Johnson, &amp; Seltzer, 2017, p. 2). Consequently, the principles of pedagogical translanguaging can be applied to any classroom, at any level, and on any subject where more than one language is proactively being used. In the context of multilingual classrooms, facilitating pedagogical translanguaging represents a way to vindicate bilingual and heritage speakers' identities, and contributes to social justice. In the case of language teaching, pedagogical translanguaging plunges into the recurrent debate on the suitability of using additional languages, on top of the target language, for instructional purposes. This chapter provides examples of translanguaging implemented in different contexts and describes the benefits and potential drawbacks of using translanguaging pedagogies in the language learning classroom. [For the complete volume, see ED612143.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Maryland. Technical Report
Author: Edwards, Bethany
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Teacher Education Programs,Student Teaching,Teacher Educators,Academic Degrees,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,English Language Learners,Higher Education,Program Content,Teacher Characteristics,Teacher Attitudes,Articulation (Education)

Maryland is home to more than 430,000 children under the age of six; 73 percent of these young children have all available parents in the labor force and thus potentially need child care. Stakeholders and advocates in Maryland are committed to advancing strategies that improve early care and education (ECE) services, including workforce preparation and development in order to ensure that early educators have what they need to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare and support an incoming generation of educators, while also strengthening the skills of the existing early education workforce. Institutions of higher education are crucial to meeting the evolving and increasing demands identified as improving developmental and learning outcomes for the state's young child population. This technical report presents findings from the &quot;Maryland Early Childhood Higher Education Inventory&quot; and the extent to which ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [For the full report, see ED614007. For the Highlights, see ED614010.]
Learning without a Teacher: Self-Directed Language Learning in the Digital Wilds
Author: Beaven, Ana
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Independent Study,Second Language Learning,Second Language Instruction,Learning Strategies,Learning Motivation,Cooperative Learning,Educational Benefits,Communities of Practice,Informal Education,Social Networks,Social Media,Computer Mediated Communication

Self-Directed Learning (SDL) has been the focus of attention on the part of scholars for at least four decades. However, it is with the advent of technology and the possibilities offered by the Internet that researchers and practitioners have begun to look more closely at what students do autonomously to support their own learning outside of the classroom. A group of language learners, from which it is possible to observe autonomous, user-driven practices, is the polyglot community -- individuals interested in learning languages for their own sake, who willingly share their language learning strategies, resources, and experiences, acting as inspirational guides for other learners. This chapter describes one example of a user-driven, group-initiated practice where independent learners get together at regular intervals to study a language for three months. This is followed by a discussion of the benefits and potential drawbacks of SDL within a networked online community. [For the complete volume, see ED612143.]
Learning through Wonder: Imprinting Wonder in Language Learning for Lifelong Engagement
Author: Plutino, Alessia
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Imagination,Second Language Learning,Lifelong Learning,Learner Engagement,Cultural Awareness,Spanish,Outreach Programs,Foreign Countries,College School Cooperation,Secondary School Students

When wondering, learners express the desire to know what they do not know, as well as what they already know. In the modern languages curriculum, a language learner who uses 'wonder' is driven by curiosity for the language(s); has questions about the place and the people; has a wish to know more about various cultures; and eventually become a lifelong linguist. Learning through wonder has been effectively used at primary school level in various subjects, but mainly in science, technology, engineering, and mathematics, and this article illustrates how activities using this pedagogy can offer an opportunity in modern foreign languages. It describes a practical example of this type of outreach activity, and discusses the benefits as well as potential risks of its use in the language learning context. [For the complete volume, see ED612143.]
Balanced Leadership for Student Learning: A 2021 Update of McREL&apos;s Research-Based School Leadership Development Program
Author: Rouleau, Kristin
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Principals,Leadership Training,Instructional Leadership,Evidence Based Practice,Educational Change,Leadership Responsibility,Educational Research,Leadership Effectiveness,Program Design,Program Content

All principals can learn and implement the actions and behaviors that have the biggest effect on student learning outcomes, namely: (1) to establish a clear schoolwide focus on delivering quality instructional experiences for all students; (2) to initiate, lead, and manage change in school processes, programs, personnel, professional learning, and other operations necessary to create better learning conditions and outcomes; and (3) to cultivate a purposeful school community that shares a united vision for what they want to be and a shared belief that, working together, they have what it takes to make that vision come true. These three overarching imperatives of effective school leaders--establishing a clear focus, leading and managing change, and cultivating a purposeful community--and the specific actions and behaviors that support each of them, were articulated from the research and analysis that serve as the cornerstone of McREL's Balanced Leadership® professional learning program for current and aspiring principals, school leadership team members, and central office administrators who supervise schools. Drawing on new educational leadership research and on insights gathered over the last few years while working with hundreds of principals, superintendents, and other leaders across the United States, McREL has recently updated the Balanced Leadership professional learning program. The program, now renamed Balanced Leadership for Student Learning™, has been reconfigured as four one-day sessions, with self-paced reflection and application activities before and after each session. This report reviews how Balanced Leadership got its start, what lessons McREL learned that reinforced how they think about leadership and have prompted the revisions made to the program, and describes the changes and four primary components of the Balanced Leadership for Student Learning program.
Model Fit and Item Factor Analysis: Overfactoring, Underfactoring, and a Program to Guide Interpretation
Author: Clark, D. Angus
Date: 2018-00-00
Type: Journal Articles
Subjects: Factor Analysis,Goodness of Fit,Factor Structure,Monte Carlo Methods,Comparative Analysis,Item Analysis,Correlation,Structural Equation Models

In exploratory item factor analysis (IFA), researchers may use model fit statistics and commonly invoked fit thresholds to help determine the dimensionality of an assessment. However, these indices and thresholds may mislead as they were developed in a confirmatory framework for models with continuous, not categorical, indicators. The present study used Monte Carlo simulation methods to investigate the ability of popular model fit statistics (chi-square, root mean square error of approximation, the comparative fit index, and the Tucker-Lewis index) and their standard cutoff values to detect the optimal number of latent dimensions underlying sets of dichotomous items. Models were fit to data generated from three-factor population structures that varied in factor loading magnitude, factor intercorrelation magnitude, number of indicators, and whether cross loadings or minor factors were included. The effectiveness of the thresholds varied across fit statistics, and was conditional on many features of the underlying model. Together, results suggest that conventional fit thresholds offer questionable utility in the context of IFA.
Early Educator Preparation Landscape. 2020 Report
Author: University of California, Berkeley. Center for the Study of Child Care Employment
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Preservice Teacher Education,Teacher Education Programs,Educational Policy,State Policy,Access to Education,Educational Innovation,Early Childhood Teachers,Teacher Certification,Teacher Qualifications,Governance,Teacher Educators,Teacher Characteristics,Articulation (Education),Student Diversity,Preservice Teachers

The Center for the Study of Child Care Employment led the development of three research reports that provide a nationwide analysis of trends, gaps, and opportunities facing early educator preparation programs and state competency and compensation policies. While the research was conducted before the COVID-19 pandemic, the crisis has only made the situation worse, with many states unsure about how to rebuild the early childhood workforce lost to the effects of the pandemic. COVID-19 has laid bare the consequences of a patchwork professional development and compensation system that isn't meeting the needs of our country's children, families, employers, or educators. The collective findings of these three reports demonstrate that a comprehensive national strategy is critical to driving states' policy efforts and investments. This report, &quot;Early Educator Preparation Landscape. 2020 Report,&quot; takes a deeper look at educator preparation systems--their role in the early care and education system and why states need to take this key component into consideration. [For &quot;50-State Early Educator Policy and Practice Research. 2020 Report,&quot; see ED614022. For &quot;Early Educator Preparation and Compensation Policies: Voices from 10 States. 2020 Report,&quot; see ED614021.]
Early Educator Preparation and Compensation Policies: Voices from 10 States. 2020 Report
Author: University of California, Berkeley. Center for the Study of Child Care Employment
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Preservice Teacher Education,Compensation (Remuneration),Politics of Education,Teacher Competencies,Barriers,State Policy,Educational Policy,Educational Change,Teacher Salaries

The Center for the Study of Child Care Employment led the development of three research reports that provide a nationwide analysis of trends, gaps, and opportunities facing early educator preparation programs and state competency and compensation policies. While the research was conducted before the COVID-19 pandemic, the crisis has only made the situation worse, with many states unsure about how to rebuild the early childhood workforce lost to the effects of the pandemic. COVID-19 has laid bare the consequences of a patchwork professional development and compensation system that isn't meeting the needs of our country's children, families, employers, or educators. The collective findings of these three reports demonstrate that a comprehensive national strategy is critical to driving states' policy efforts and investments. This report, &quot;Early Educator Preparation and Compensation Policies: Voices from 10 States. 2020 Report,&quot; takes a detailed look at on-the-ground experiences on why reform is so difficult, providing insight into how the field makes change, particularly as circumstances become increasingly dire. [For &quot;Early Educator Preparation Landscape. 2020 Report,&quot; see ED614020. For &quot;50-State Early Educator Policy and Practice Research. 2020 Report,&quot; see ED614022.]
50-State Early Educator Policy and Practice Research. 2020 Report
Author: University of California, Berkeley. Center for the Study of Child Care Employment
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Childhood Teachers,State Policy,Educational Policy,Teacher Qualifications,Preservice Teacher Education,Teaching Conditions,Compensation (Remuneration),Teacher Salaries,Politics of Education,Research Needs,Early Childhood Education

The Center for the Study of Child Care Employment led the development of three research reports that provide a nationwide analysis of trends, gaps, and opportunities facing early educator preparation programs and state competency and compensation policies. While the research was conducted before the COVID-19 pandemic, the crisis has only made the situation worse, with many states unsure about how to rebuild the early childhood workforce lost to the effects of the pandemic. COVID-19 has laid bare the consequences of a patchwork professional development and compensation system that isn't meeting the needs of our country's children, families, employers, or educators. The collective findings of these three reports demonstrate that a comprehensive national strategy is critical to driving states' policy efforts and investments. This report, &quot;50-State Early Educator Policy and Practice Research. 2020 Report,&quot; is a comprehensive exploration of multiple areas and challenges the field faces to determine why states struggle to make progress for the early educator workforce, where progress should be made, and what barriers need to be overcome. [For &quot;Early Educator Preparation Landscape. 2020 Report,&quot; see ED614020. For &quot;Early Educator Preparation and Compensation Policies: Voices from 10 States. 2020 Report,&quot; see ED614021.]
&quot;Because the Sun Is Really Not That Big&quot;: An Exploration of Fourth Graders Tasked with Arguing from Evidence
Author: Hunt, Ashley
Date: 2020-12-00
Type: Journal Articles
Subjects: Social Emotional Learning,Science Instruction,Persuasive Discourse,Elementary School Students,Grade 4,Nonverbal Communication,Classroom Communication

Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison classrooms. Intervention classrooms implemented Connect Science. Fourteen student conversations in seven classrooms were coded for argumentation practices (i.e., claims, evidence, and questions) and social gestures (i.e., agreement, disagreement, assertive speech, and prosocial speech). Across all classrooms, science conversations were most productive when students used social gestures to support use of argumentation practices. Without social gestures, conversations were disconnected or highly assertive. Proportionally, Connect Science students discussed science content more and discussed logistics less than comparison students. Findings include recommendations for conditions (i.e., SEL instruction, science reference materials, and time) to enhance scientific discourse and argumentation in elementary school classrooms. [This article was published in &quot;Elementary School Journal&quot; (EJ1283311).]
Decolonising the Languages Curriculum: Linguistic Justice for Linguistic Ecologies
Author: Phipps, Alison
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Pacific Islanders,Ethnic Groups,Malayo Polynesian Languages,Activism,Language Attitudes,Foreign Countries,Power Structure,Curriculum Development,Phenomenology,Foreign Policy,Justice,Program Development,Immersion Programs,English,English (Second Language),Educational Change,Multilingualism

Decolonising the languages curriculum is a radical requirement to critically reexamine the way in which the languages curriculum has been formed in any context. It requires the examination of the power dynamics which have led to the dominance of certain languages over others and which languages are and are not accorded resources in schools, universities, and colleges by the state, by the military, by community programmes, and in families. Decolonising the languages curriculum requires what is known as a phenomenological double break. First, it identifies the languages taught within the curriculum. Second, it considers, critically, why these languages have come to hold these positions. Third, it brings an ethical position to bear by bringing non-dominant languages into view and re-framing language experience and language education to both take into account and enable the learning of languages which have suffered significant attrition due to the colonial actions of the curriculum in the past. This chapter provides an example from Aotearoa, New Zealand, where Maori language activists have campaigned to have Te Reo acknowledged to develop immersion schools and to increase the societal and cultural space for Te Reo alongside English to such an extent that there has been substantive growth in learner numbers (Nock, 2006; Nock &amp; Winifred, 2009). This is followed by a discussion of the benefits and potential drawbacks of decolonising the languages curriculum. [For the complete volume, see ED612143.]
The Linguistic Landscape: Enhancing Multiliteracies through Decoding Signs in Public Spaces
Author: Vinagre, Margarita
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Multiple Literacies,Language Planning,Signs,Naming,Computer Mediated Communication,Undergraduate Students,Exchange Programs,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Spanish,Computer Simulation,Cultural Awareness,Intercultural Communication,Authentic Learning,Educational Benefits,Teaching Methods

The Linguistic Landscape (LL) is a relatively new field which draws from several disciplines such as applied linguistics, sociolinguistics, anthropology, sociology, psychology, and cultural geography. According to Landry and Bourhis (1997),&quot;the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings combines to form the linguistic landscape of a given territory, region, or urban agglomeration&quot; (p. 25). More recently, the type of signs that can be found in the public space has broadened to include the language on T-shirts, stamp machines, football banners, postcards, menus, products, tattoos, and graffiti. This chapter describes one example of how LL has been integrated in the Virtual Exchanges (VE) organised between fourth-year undergraduate students of English at Universidad Autónoma in Madrid, Spain, and second-year undergraduate students of Spanish at Columbia University in New York, USA. This is followed by a discussion of the benefits and potential drawbacks of integrating the LL into the foreign language classroom. [For the complete volume, see ED612143.]
Young Children&apos;s Narrative Skill: Concurrent and Predictive Associations with Emergent Literacy and Early Word Reading Skills
Author: Piasta, Shayne B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Personal Narratives,Emergent Literacy,Reading Skills,Word Recognition,Decoding (Reading),Predictor Variables,Models,Reading Comprehension

Narrative skill is included in emergent literacy frameworks and believed to be important for children's early reading development. Yet, empirical evidence concerning associations with other emergent literacy skills and later word reading skills is limited. We comprehensively assessed the emergent literacy skills of 3- to 5.5-year old children (n = 243), along with their word identification and decoding skills 2 years later. Narrative skill was modestly associated with all measures of emergent literacy. Narrative skill predicted word reading skills in univariate models but not after accounting for other emergent literacy skills. Further analyses showed that associations between narrative and word reading skills were fully mediated by other emergent literacy skills. When considered in light of prior work indicating associations between narrative skill and reading comprehension, these indirect associations between narrative and early word reading suggest a second pathway by which narrative skill may support reading development. [This article was published in &quot;Reading and Writing&quot; (EJ1188146).]
Learning Loss since Lockdown: Variation across the Home Nations. COVID-19 Analysis Series. No. 023
Author: Major, Lee Elliot
Date: 2021-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Achievement Gains,Disadvantaged Youth,At Risk Students,School Closing,Foreign Countries,Cultural Differences,Educational Policy,School Schedules,Attendance Patterns,Socioeconomic Influences

Empirical analysis of secondary microdata, bespoke social mobility surveys and administrative school attendance data reveal the extent of learning losses that have evolved in the four nations of the UK over the year of the pandemic. They are sizable in all four nations, with a common feature of disadvantaged pupils suffering particularly large losses during two periods of school closures, the durations of which varied across the home nations. Between March 2020 and April 2021, the following maximum number of classroom days were lost over one calendar year: 110 days (England); 119 days (Northern Ireland); 119 days (Scotland); 124 days (Wales). These compare to a full year during normal times of 190 classroom days. Considering learning undertaken at home and in the classroom, pupils in England lost 61 days of schooling. Larger average losses occurred in Scotland (64 days) and Wales (66 days), while pupils in Northern Ireland also lost 61 days. The differences across the nations arise both because of variations in learning loss at home, and due to education policy differences (both historical differences in term times and from specific policy choices during the pandemic). Rising school absences in June/July 2021 once prompt discussion about credible policies to address learning losses. Survey responses reveal that 53 percent of 10,000 adults support extending the school day, while seven in ten respondents support allowing greater flexibility for pupils to repeat a whole school year.