ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Explicit Social-Emotional Skills with Contextual Supports for Students with Intensive Intervention Needs
Author: Bierman, Karen L.
Date: 2020-06-15
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Behavior Problems,At Risk Students,Teacher Student Relationship,Peer Relationship,Emotional Disturbances,Behavior Disorders,Intervention,Social Emotional Learning,Self Control,Interpersonal Competence,Student Needs,Child Development,Neurological Organization,Context Effect,Evidence Based Practice,Cognitive Development,Children,Adolescents,Cognitive Restructuring,Behavior Modification

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBD). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and maintaining positive social relationships and adjusting adaptively to the school context. Managing behavior alone does not address the self-regulatory skill deficits that contribute to social maladjustment, nor create socializing contexts that can support self-regulatory skill development. This paper reviews research on neurodevelopmental processes and contextual constraints that contribute to the social-emotional difficulties of students with or at high risk for EBD. Implications for intervention design are explored, with a focus on the need for more consistent use of tiered social-emotional learning programs in schools to promote the self-regulation skills and social competence of vulnerable students with or at risk for EBDs. In addition, we highlight the need for future research to enhance capacity to support tiered systems of intervention in schools and tailor them effectively to meet the varied needs of students with or at risk for EBDs. [This is the in press version of an article published in &quot;Journal of Emotional and Behavioral Disorders.&quot;]
Misunderstood and Mistreated: Students of Color in Special Education
Author: Morgan, Hani
Date: 2020-12-00
Type: Journal Articles
Subjects: Disproportionate Representation,Minority Group Students,Special Education,Disability Identification,Culturally Relevant Education,Public Education,Low Income Students,Equal Education,Poverty,Teacher Attitudes,Social Justice,Educational History,United States History,Educational Legislation,Federal Legislation,Students with Disabilities

The disproportionate representation of students of color in special education is a serious concern that has lasted for forty years. Research suggests that students of color are too often not identified accurately for special education and that the programs they are placed in are frequently poor in quality. This trend contributes to a less-than-optimal learning environment that lowers their chances for future success. Some of the factors that may contribute to this problem include poverty and inaccurate teacher perceptions. To reduce this problem, teachers can be trained to be culturally responsive and the public-school system can be improved so that students from low-income households receive better services.
Egyptian Middle School Teachers&apos; Perceptions of the Effect of Hendy&apos;s 4Cs Model on Students&apos; Learning Engagement
Author: Hendy, Mohamed H.
Date: 2017-04-00
Type: Journal Articles
Subjects: Learning Theories,Middle School Students,Teaching Methods,Learning Processes,Teacher Attitudes,Models,Learner Engagement,Foreign Countries,Rating Scales,Instructional Effectiveness,Context Effect,Middle School Teachers,Constructivism (Learning),Cognitive Processes,Test Reliability,Test Validity

There are many learning theories that have come to explain how people process, think, learn, and apply information. Among those theories are contextualism, connectivism, constructivism, and cognitivism. Those four theories have been taken as references of the current proposed Hendy's 4Cs (contextualizing, connecting, constructing, cognitivizing) model for teaching and learning. The model is like a mental journey that takes learner from exploration of ideas and concepts to meaningful learning and long-term memory. Based on importance of teachers opinions towards what can be used logically and really inside classrooms, the current study aimed at identifying middle school teachers' perceptions of effects of the 4Cs model on students' learning engagement. To investigate this main purpose, five sub-questions related to student intellectual, emotional, behavioral, social, and cognitive engagement were presented and interpreted through the study. A five section research scale (regarding the kinds of engagement) was developed and controlled regarding the validity and reliability. After administering the research tool to a random sample of middle schools teachers, the research data were analyzed; and then some recommendations were presented based on study results.
E-Learning Based AutoCAD 3D Interactive Multimedia on Vocational Education (VE) Learning
Author: Nurtanto, Muhammad
Date: 2020-07-00
Type: Journal Articles
Subjects: Electronic Learning,Information Technology,Computer Assisted Design,Computer Simulation,Multimedia Materials,Computer Assisted Instruction,Multimedia Instruction,Vocational Education,Learning Strategies,Foreign Countries,Evaluation Criteria,Instructional Effectiveness,Technology Uses in Education

ICT is an important part of the development of secondary education in many countries and becomes a debate subject for its impact on behavior, culture, and society. The addition of new technologies in learning process, especially Vocational Education (VE) can attract attention and even increase the learning speed. However, attentions must be placed to avoid excessive use and accomplishment of material delivery according to the requirements framework. The research focus is to develop an E-Learning based interactive multimedia AutoCAD 3D as an effective learning strategy in VE. The method used in this research is Research and Development (R&amp;D). The instrument of this study are feasibility questionnaire for the expert team and the responses questionnaire for students after using E-Learning interactive multimedia. The study was conducted on 34 students of ± 18-20 years old. Material experts and media experts recommend that AutoCAD 3D Interactive Multimedia meet the &quot;Very Good&quot; criteria. Acknowledgement is given by the opinions of students expressing the same thing, that this media is &quot;Very Good&quot; and can meet the current learning criteria. E-Learning based interactive multimedia becomes a reference to be developed at VE especially on abstract and concrete skills competencies.
Effectiveness of a System-Level Initiative to Create Developmental Math Pathways That Help Students Succeed
Author: Feldman, Jill
Date: 2020-12-01
Type: Reports - Research
Subjects: Algebra,Mathematics Instruction,Teaching Methods,Developmental Studies Programs,Program Effectiveness,Remedial Mathematics,Course Selection (Students),College Credits,Predictor Variables,Enrollment,Undergraduate Students,Nonmajors,Low Income Students,At Risk Students,Grants

The purpose of this quasi-experimental study was to compare the effects of new developmental statistics-based courses to traditional algebra-based developmental courses. The study used extant data from eight institutions and a matched sample of 2,041 students (Treatment, N = 748; Comparison, N = 1,293). All students enrolled in a treatment or comparison course in the 2017-18 school year and had not declared science, technology, engineering or math (STEM) majors. After adjusting for covariates, evidence was found that treatment courses positively influenced whether students passed developmental math ([beta]= 0.083, p&lt;0.001). Seventy-seven percent of treatment students passed developmental math compared to sixty-nine percent of comparison students who did. Treatment students were also more likely to enroll in a subsequent credit-bearing math course than comparison students ([beta]= 0.141, p&lt;0.001). Forty-nine percent of treatment students enrolled in credit-bearing math, relative to 34 percent of comparison students who did. Once enrolled in a credit-bearing math course, treatment students successfully passed at similar rate as comparison students (p=0.601). Taking the treatment or comparison course did not significantly predict whether students remained continuously enrolled and/or graduated during the study (p=0.711). The study concluded that the treatment courses facilitated students' ability to pass developmental math and enroll in credit-bearing math courses.
Aboriginal Report 2015/16-2019/20: How Are We Doing?
Author: Ministry of Education (British Columbia)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Canada Natives,American Indian Students,Public Schools,Academic Achievement,Elementary Secondary Education,Postsecondary Education,Student Characteristics,Achievement Tests,Graduation Rate,Student Attitudes,Student Surveys

This report provides information about the performance of Aboriginal students (including adults) in public schools. Readers should notice that there are changes to historical and trend data. Once a student has self-identified as being of Aboriginal ancestry, the student is included in all report outcomes for Aboriginal students. This approach ensures a consistent methodology for identifying Aboriginal students across years, as students may self-identify as Aboriginal on some enrollments and not on others. The sections of this report include the following: (1) Introduction; (2) Student and District Context (Kindergarten-Grade 12), 2015/16-2019/20; (3) Foundation Skills Assessment (FSA) Grades 4 and 7, 2015/16-2019/20; (4) Graduation Assessments &amp; Course Marks, 2019/20; (5) Transitions, 2014/15-2019/20; (6) School Completion, 2015/16-2019/20; (7) Post-Secondary Transitions, 2015/16-2018/19; (8) Student Learning Survey Results, 2015/16-2019/20; and (9) Glossary. [For the previous report, &quot;Aboriginal Report 2014/15-2018/19: How Are We Doing?,&quot; see ED602770.]
Opinions of Egyptian Secondary School Teachers on Effectiveness of Hendy&apos;s 4Cs Model in Engaging Learning-Disabled Students
Author: Hendy, Mohamed H.
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Students with Disabilities,Learning Disabilities,Secondary School Students,Models,Program Effectiveness,Learner Engagement,Student Behavior,Cognitive Processes,Context Effect,Prior Learning,Knowledge Level

Learning disabilities represent one of the most important issues that affect learning situations. They are very big challenge for teachers unless they become aware of physical, intellectual, emotional, behavioral, reading, hearing, and visual disabilities and use the suitable learning and teaching models and strategies that meet them. Since teachers' opinions towards using new learning models and strategies with those of learning disabilities are important, this study tried to identify if using Hendy's 4Cs model is effective to engage learning-disabled students according to opinions of secondary school teachers in Egypt. So, two research questions related to behavioral and cognitive engagement were presented and interpreted through this study. The results refereed that teachers who work in secondary schools of big numbers of students with learning disabilities perceived using Hendy's 4Cs model as effective to engage learning-disabled students behaviorally and cognitively. So the model can contribute in solving many problems related to disabled students according to the multiple roles of both teacher and students through the model phases.
Summary of Recommendation 1 from the REL Southeast Guide &quot;A Kindergarten Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills&quot;
Author: Nebraska Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Academic Language,Language Skills,Kindergarten,Reading Skills,Family Involvement,Reading Instruction,Language Acquisition,Barriers,Family School Relationship,Vocabulary Development,Inferences,Interpersonal Communication,Parent Role,Parent Child Relationship,Reading Strategies,Questioning Techniques,Prompting,Access to Computers,Internet,Educational Technology,Technology Uses in Education

Academic language includes three skills: (1) use of inferential language (communicating about ideas across contexts); (2) use of narrative language (clearly describing a series of events); and (3) understanding a range of academic vocabulary and grammatical structures. These skills help students better comprehend academic texts both across subjects and within individual subjects. Unlike social language skills that develop naturally in communication with family and friends, academic language skills more often need to be taught. This document provides a summary of Recommendation 1 from the REL Southeast guide &quot;A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills&quot; (ED602032), a companion to the WWC practice guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot; (ED566956). The companion guide on which this summary document is based assists teachers in informing and supporting families to help children develop academic language.
Summary of Recommendation 2 from the REL Southeast Guide &quot;A Kindergarten Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills&quot;
Author: Nebraska Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Reading Comprehension,Kindergarten,Phonological Awareness,Phonemes,Alphabets,Phoneme Grapheme Correspondence,Family Involvement,Family School Relationship,Barriers,Access to Computers,Internet,Teaching Methods,Syllables,Rhyme,Phonemic Awareness

For students to be able to read and comprehend, they must first develop phonological awareness, the ability to recognize and manipulate the segments of sound in words. To develop this ability, students must be able to identify the following: individual sounds (phonemes) in words; print letters of the alphabet; and corresponding sounds for each letter. This document provides a summary of Recommendation 2 from the REL Southeast guide &quot;A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills&quot; (ED602032), a companion to the WWC practice guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot; (ED566956). The companion guide on which this summary document is based assists teachers in informing and supporting families to help children develop phonological awareness and letter-sound relations.
Summary of Recommendation 3 from the REL Southeast Guide &quot;A Kindergarten Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills&quot;
Author: Nebraska Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Reading Fluency,Reading Comprehension,Morphology (Languages),Family Involvement,Family School Relationship,Barriers,Decoding (Reading),Teaching Methods,Access to Computers,Internet,Spelling,Pronunciation,Word Recognition,Teacher Role,Kindergarten

For students to be able to read with greater fluency and comprehension, they must first develop their understanding of morphology, the knowledge of meaningful word parts in the language. To develop this understanding, students must learn the following: letter patterns and word parts, the relation of sounds to letters, and high-frequency word recognition. This document provides a summary of Recommendation 3 from the REL Southeast guide &quot;A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills&quot; (ED602032), a companion to the WWC practice guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot; (ED566956). The companion guide on which this summary document is based assists teachers in informing and supporting families to help children develop their ability to decode, analyze, write, and recognize words.
Summary of Recommendation 4 from the REL Southeast Guide &quot;A Kindergarten Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills&quot;
Author: Nebraska Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Kindergarten,Family Involvement,Family School Relationship,Barriers,Access to Computers,Internet,Oral Reading,Teaching Methods,Teacher Role,Reading Comprehension,Word Recognition,Feedback (Response),Reading Fluency,Scaffolding (Teaching Technique),Error Correction

Reading connected text--that is, multiple sentences related to each other-- requires greater skill than reading isolated words. To read and understand connected text, students must quickly recognize words, integrate what they are reading with their background knowledge, and monitor their comprehension. This document provides a summary of Recommendation 4 from the REL Southeast guide &quot;A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills&quot; (ED602032), a companion to the WWC practice guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot; (ED566956). The companion guide on which this summary document is based assists teachers in informing and supporting families to help children read connected text to increase their accuracy, fluency, and comprehension.
Integrating Elluminate Webconferences in EFL Grammar Instruction
Author: Al-Jarf, Reima
Date: 2013-11-04
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Teleconferencing,Web Based Instruction,Integrated Learning Systems,Electronic Learning,Synchronous Communication,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Mastery Learning,Instructional Effectiveness,College Students,Positive Attitudes,Foreign Countries

Two groups of college students majoring in translation participated in the study. They were enrolled in an English grammar course. The control group received face-to-face in-class grammar practice; whereas the experimental group received synchronous online practice using Elluminate Live, a web-conferencing software associated with Blackboard LMS. Results of the posttest showed significant differences between the experimental and control groups in grammar mastery, in favor of the Elluminate grammar practice sessions. Students who participated in those sessions developed positive attitudes towards web-conferencing and grammar practice as well.
Teaching and Learning within a Guided Pathways Framework: A Playbook
Author: Center for Community College Student Engagement
Date: 2020-00-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Educational Improvement,Educational Change,Change Strategies,College Programs,Program Implementation,Learner Engagement,Academic Persistence,Student Surveys,Program Design,Learning Experience,Instructional Innovation,Active Learning,Tutoring,Student Evaluation,Equal Education

A challenge that community colleges continue to face is how to strengthen the education they provide in ways that lead to increased college completion and equity in student outcomes. Information gleaned from the Center's survey research and student focus groups over nearly two decades has produced the awareness that substantial improvement in these areas cannot be attained through small-scale strategies or interventions, but only through fundamental redesign of students' educational experiences. In 2015, the American Association of Community Colleges (AACC), along with the Center and other organizations, launched a formal project to help community colleges design and implement guided pathways. The group selected 30 colleges from 17 states to participate in intensive guided pathways work, much of which was conducted through a series of pathways institutes. In 2017, as part of the original AACC Pathways Project, the Pathways Collaborative developed a framework for implementing guided pathways. The framework included four pillars of pathways implementation for colleges. Of the four pillars of guided pathways, the least amount of progress has been made with Pillar 4 (ensure students are learning). Pillar 4 asks that faculty (full-time and part-time) be fully engaged in the pathways mission--and in turn, use their classrooms to engage students in the process. The importance of bringing all faculty along on the guided pathways journey is illustrated in the &quot;Teaching and Learning Within a Guided Pathways Framework&quot; playbook, containing survey results collected from over 7,000 community college faculty members across the country. When faculty--full-time and part-time--are aware that their college is implementing guided pathways, their perceptions about their students and their own behaviors reflect higher levels of engagement. [For the Methodology Supplement, see ED610566.]
Policymaking Principles for Supporting Child Care and Early Education through the Coronavirus Crisis. Fact Sheet
Author: Center for Law and Social Policy (CLASP)
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Educational Policy,Policy Formation,Child Care,Early Childhood Education,COVID-19,Pandemics,Public Policy,State Policy

As families and communities grapple with the COVID-19 crisis, child care should be a front-and-center issue. Widespread school and child care closures have created an immediate crisis for workers whose jobs don't allow telework options--whether it's those in the health care industry or people employed in grocery stores or other low-wage professions who must continue working. Federal and state governments must invest significant resources to shore up the child care industry, which has a national economic impact of more than 99 billion annually, and ensure its continuity to support America's workers during and after the current crisis. State agencies should also take what actions they can under current law and with existing resources to address the burgeoning crisis. This fact sheet highlights four principles to help federal and state policymakers respond to the growing child care crisis: (1) the health and safety of children and families, early childhood educators, and the broader community are paramount; (2) child care centers, family child care homes, and the early childhood workforce must be sustained through this crisis so they can survive economically, remain in business, and reopen afterwards; (3) children and families need health, nutrition, educational, and economic supports during this time; and (4) support parents' and caregivers' economic security throughout the crisis.
Teaching and Learning within a Guided Pathways Framework: A Playbook. Methodology Supplement
Author: Center for Community College Student Engagement
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Programs,Learner Engagement,Teacher Surveys,Active Learning,Cooperative Learning,Teaching Methods,Teacher Student Relationship,Teacher Participation,Research Methodology

This document provides information on methodology that accompanies the main report, &quot;Teaching and Learning Within a Guided Pathways Framework: A Playbook.&quot; Contents include: (1) About the Survey; (2) Data; (3) Recoded Variables; (4) Analyses; and (5) Results. [For the full report, see ED610562.]