ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploratory Practice: A Way of Opening up Access to Research by Classroom Teachers and Learners
Author: Slimani-Rolls, Assia
Date: 2019-07-26
Type: Reports - Evaluative
Subjects: Faculty Development,Language Teachers,Quality of Life,Collegiality,Research and Development,Theory Practice Relationship,Second Language Learning,English (Second Language),Second Language Instruction,Teaching Methods,Teacher Researchers

Engaging in research is acknowledged as having a potentially transformative impact on the professional development of language teachers (Borg, 2010). Yet a cursory examination of the literature suggests that teachers rarely engage in research. The aim of this chapter is threefold: to introduce Exploratory Practice (EP), a form of inclusive Practitioner Research (PR) designed to empower teachers and their learners to better understand their practice, to illustrate, through a case study, how EP works in the classroom, and finally to report on the recent developments of opening up access and possibilities for language teachers to engage in and make their research public while, at the same time, creating opportunities for themselves to continue with their professional development. [For the complete volume, &quot;New Case Studies of Openness in and beyond the Language Classroom,&quot; see ED596829.]
2015 Summer School Education Program. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-05-03
Type: Reports - Research
Subjects: Summer Schools,Acceleration (Education),Repetition,Required Courses,Remedial Instruction,English Language Learners,Test Preparation,College Entrance Examinations,Aptitude Tests,Elementary Secondary Education,Program Effectiveness,Student Promotion,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,High School Students,Enrollment,Academic Persistence,Grade 9,Grade 10,Grade 11,Grade 12,Online Courses,Racial Differences,Ethnicity,Grade Repetition,Special Education,Academic Standards

Each year, the Houston Independent School District (HISD) offers a summer education program designed to assist students with a variety of instructional needs. The 2015 summer education program allowed students the opportunity to repeat required courses needed for promotion, to get ahead by taking required courses before the next school year, or to receive specialized instruction on the basis of eligibility. Summer school programs in 2015 included accelerated instruction for STAAR and EOC retesters; credit accrual/recovery for students needing to graduate; remediation for secondary English-language learners (ELL); SAT/PSAT preparatory classes; and other school-based programs. The summer education program supports HISD's Strategic Direction Core Initiative 3: Rigorous Instructional Standards and Supports. The tables and figures show student enrollment and outcomes for students who attended summer school in 2015. The tables and figures are arranged in four groups: (1) Tables 1-12 and Figures 1-4 describe the students who were promoted or retained after spring 2015 and summer 2015; (2) Table 13 describes elementary and middle school outcomes as assessed by the posttests associated with the curriculum resources; (3) Tables 14-15 describe the performance of retesters on the summer administrations of the STAAR grades 5 and 8 and STAAR End-of-Course exams; and (4) Tables 16-17 describe the courses enrolled in and completed by high school students.
Child Care and Development Fund (CCDF). Report to Congress for FY 2008-FY 2011
Author: Administration for Children and Families (DHHS), Office of Child Care
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Child Care,Federal Aid,Access to Education,Educational Quality,Block Grants,Grants,Family Programs,Federal Programs,Welfare Services,Statewide Planning,Tribes,Expenditures,Program Administration,Technical Assistance,Early Childhood Education,After School Programs,Partnerships in Education,Educational Improvement,Educational Finance,Emergency Programs,Child Caregivers,Safety,Federal Legislation,Child Health

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant Act (CCDBG) as amended. The report provides information about the role of the Child Care and Development Fund (CCDF) in improving access to high-quality child care in states, territories, and tribes. The data and analysis contained in this report are from a variety of sources, including CCDF expenditure reports for Fiscal Year (FY) 2008 through FY 2011; Biennial State Plans effective October 1, 2007 through September 30, 2009 (FY 2008-2009) and October 1, 2009 through September 30, 2011 (FY 2010-2011); and administrative data about children and families receiving CCDF services in FY 2008 through FY 2011. This report also includes information about training and technical assistance that is provided to states, territories, and tribes. The report closes with a look to the future, which focuses on activities to improve the quality of child care across the country.
Indicators of Opportunity in Higher Education. 2005 Status Report
Author: O'Brien, Colleen
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Higher Education,Educational Opportunities,Access to Education,Family Income,Paying for College,Low Income Students,Young Adults,Federal Aid,Grants,Undergraduate Students,Student Financial Aid,Institutional Characteristics,Enrollment,Student Costs,College Graduates

In Fall 2004, the Pell Institute released the first &quot;Indicators of Opportunity in Higher Education.&quot; The inaugural report was well-received, including praise from the higher education community, press coverage, and policymaker discussions of the issues and data presented in the report. We present this second report with the goal of building on our knowledge base and continuing to inform a broad audience about the status of opportunity for higher education in the United States. An important addition this year is the inclusion of an indicator that addresses a key financial issue -- the percentage of family income that is needed to cover the cost of college. This indicator gives greater depth to understanding what college costs mean in the context of a family budget and therefore, how much college opportunity can vary by income. As noted when we released the first report, we intend to add to the indicators presented over time. This report also features a closer look at the diverse group of students captured in the category of low-income students. [This report received analytic support from Jennifer Engle. For &quot;Indicators of Opportunity in Higher Education. Fall 2004 Status Report,&quot; see ED490855.]
About ePIRLS 2016
Author: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Foreign Countries,Grade 4,International Assessment,Reading Achievement,Reading Tests,Internet,Computer Assisted Testing,Student Attitudes

The Internet has become the primary source for obtaining information at work, at home, and for school. Because Internet reading increasingly is becoming one of the central ways students are acquiring information, in 2016, PIRLS was extended to include ePIRLS--an innovative assessment of online reading. ePIRLS is a computer-based assessment that uses an engaging, simulated Internet environment to present fourth grade students with authentic school-like assignments involving science and social studies topics. Like PIRLS 2016, the ePIRLS assessment was developed based on the &quot;PIRLS 2016 Assessment Framework,&quot; used the same quality assurance procedures, and was given to the same students who participated in the PIRLS assessment typically on the next day. The ePIRLS assessment consisted of five tasks with each task lasting up to 40 minutes. This brief report presents an overview of ePIRLS 2016. [For the &quot;PIRLS 2016 Assessment Framework,&quot; see ED545242.]
Longitudinal Cohort Study on the Short-Term, Intermediate, and Long-Term Effects of HISD Prekindergarten on Academic Performance, Behavior, College Preparedness, and School Persistence, 2017-2018. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2018-06-14
Type: Reports - Research
Subjects: Language Proficiency,Mathematics Achievement,Reading Achievement,Language Arts,Preschool Education,Early Childhood Education,Program Effectiveness,English (Second Language),Economically Disadvantaged,At Risk Students,Early Intervention,Kindergarten,Preschool Children,Racial Differences,Ethnicity,Gender Differences,Language Usage,Spanish,Special Education,Academic Achievement,Correlation,Outcomes of Education,Grade 3,Grade 5,Grade 7,College Readiness,Academic Persistence,Attendance Patterns,School Schedules,Academically Gifted,Limited English Speaking,Grade 10,Grade 12,Elementary Secondary Education

This study hypothesized that HISD prekindergarten participation consistently correlated with better educational outcomes for students. Taking into account students' age differences through kindergarten enrollment, propensity score matching controlled for students' background characteristics. Three cohorts of students in this study were eligible or attended HISD prekindergarten during the 2001-2002 (Cohort I), 2002-2003 (Cohort II), and 2003-2004 (Cohort III) academic years. The study found that kindergarten students in Cohorts I, II, and III outperformed students who did not attend HISD prekindergarten on nationally-normed Stanford and Aprenda reading and mathematics tests, indicating a statistically significant positive effect of HISD prekindergarten in the short-term. HISD prekindergarten had extended effects for Cohort II students, given that they consistently outperformed non-HISD prekindergarten students at targeted grades third, fifth, and seventh. Long-term effects related to college preparedness on the PSAT, SAT, and ACT reading and mathematics tests were mostly in favor of non-HISD prekindergarten students; however, these results were not consistently significant. A higher proportion of HISD prekindergarten students demonstrated school persistence, having graduated on-time at 12 years, with significantly lower dropout rates compared to non-HISD prekindergarten students. Attendance rates at each level of measurement were significantly in favor of HISD prekindergarten students. The findings demonstrated that educating at-risk students during their early years has benefits. Evidence that continued support is needed for these students was also shown as they progress through school. Future research is needed to determine whether full-day HISD prekindergarten provides more lasting educational effects for students and to track their progress to ensure that the instructional model continues to build students' knowledge and skills.
The Collapse of the Berlin Wall in 1989: A Historical Turning Point for South Africa, with Reference to Religion / Religious Education
Author: van der Walt, Johannes L.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Religion,Religious Education,Social Change,European History,Correlation,Social Systems,Public Schools,Family Environment,Social Values,Moral Values,Foreign Countries,History,Geographic Location,Political Attitudes

The study reported in this paper centred on the question whether the fall of the Berlin Wall in 1989 had any effect on the status of religion / religious education in South Africa. Although South Africa is geographically far removed from Eastern Europe, the socio-political situation in South Africa was deeply affected by the fall of the Wall, particularly by the subsequent collapse of the Soviet Union. One of the upshots of the socio-political reform in South Africa after 1994 was that religion / religious education was relegated away from the public school to the private sphere of the parental home and religious institutions. This policy shift, however, might have had negative effects on the general social morality of South Africans. [For the complete Volume 17 proceedings, see ED596826.]
The Role of the Bulgarian Presidency of the Council of the European Union for the Implementation of Glocal Education
Author: Kachakova, Vesselina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Administrator Role,Presidents,International Organizations,Citizenship Education,Global Approach,Active Learning,Student Projects,World Problems,Vocational High Schools

With regard to the Bulgarian Presidency of the Council of the European Union, in the beginning of 2018 the National Association of the Municipalities in Republic of Bulgaria launched a call for proposals under the Grant 'Support of the Municipal Initiatives Related to the Local Dimension of the Bulgarian Presidency in 2018'. The Municipality of Kostenets proposed and implemented the project 'Raising Awareness of the Bulgarian Presidency of the Council of the European Union' with the participation of a team formed by students and teachers from 'Georgi Sava Rakovski' Vocational High School. The activities of the team included: 1) research of information about the European Union and the Bulgarian Presidency; 2) project based teaching, where students and teachers learnt together about the role of the European funds for the development of Kostenets Municipality; 3) active citizenship through students' participation in discussions about global and local issues with a member of the European Parliament, the town mayor and municipality experts. The project gave opportunities to the students to understand and experience the dimensions of the glocal education, to appreciate the citizenship not only as consumers' privileges but also as personal responsibilities, to raise their awareness for the global issues and to believe that each of them can contribute to the common good at local and global level. [For the complete Volume 17 proceedings, see ED596826.]
A Centralised Model for Design, Delivery and Governance of Open Distance Learning at Dual Mode Universities
Author: Coetzee, Daniella
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Governance,Distance Education,Administrative Organization,Educational Policy,Educational Legislation,Higher Education,Universities,Strategic Planning,Sustainability,Educational Quality,Models,Foreign Countries,Standards,Delivery Systems,College Faculty,Teacher Collaboration,Program Design,Open Universities

In response to global and local needs, the South African government increasingly enables distance education through legislation and policy, and many traditional public higher education institutions have turned to dual-mode delivery of their programmes. This decision is often based on a desire for new market growth and firmly embedded in for-profit, without necessarily being driven by strategy. A problem with this approach is that faculties intending to offer distance delivery at dual-mode institutions often do so in a decentralised and fragmented manner, assisted only by a university unit tasked with technology enhancement of contact programmes. In such a model of decentralised delivery, for various reasons, problems with quality and sustainability arise. As an emerging dual-mode institution, the University of the Free State (UFS) considered alternatives to its decentralised and uneven governance of Open Distance Learning (ODL), towards enabling a balance between for-profit and quality. After years of using different governance models, the UFS subsequently adopted and refined the Enterprise Model as a solution. [For the complete Volume 17 proceedings, see ED596826.]
An Overview of Nigerian Education Law and Policy: A Case Study of University Admission Policy (JAMB) and Impact on Youth Educational Development
Author: Achinewhu-Nworgu, Elizabeth
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Legislation,Educational Policy,College Admission,School Law,Access to Education,Elementary Secondary Education,Higher Education,Educational History

The purpose of this paper is to present an analysis of the context for education law and policy making in Nigeria and its implementation on youth education. The key focus is on the laws guiding educational policy, along with a case study of the university admission policy and its impact on youth education. The work was first published in the 2018 Yearbook of Education Law in Ohio. The author of this work has always had passion for the Nigerian youth education and she wishes to seek a solution to support and boost education for the youths in Nigeria, youth education seen as currently declining due to the rigor of JAMB admission. A qualitative and quantitative approach to research was employed to seek the opinions of the educators and few of the youths affected in the system. The qualitative approach provided an insight on the history of the British and American educational policies introduced in Africa, which did not meet the needs and expectations of local Nigerian communities. As such, the government of Nigeria opted to develop its own national policy as the way forward to meet the educational needs of indigenous Nigerians. Employing both the quantitative and qualitative approach enabled the analysis and conclusion that the current implementation of policies to streamline the education system in Nigeria leaves room for improvement. The fact that many Nigerian young people leave the country to study abroad reveals a high demand for education, such that the government needs to devise solutions to make university education more reachable by the youths. [For the complete Volume 17 proceedings, see ED596826.]
Education Capture: The Interference of Teacher Unions in The Schooling System in South Africa
Author: Mahlangu, Vimbi Petrus
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Unions,School Districts,Foreign Countries,Faculty Development,Role,Union Members,Teachers

The paper investigated education capture and the interference of teacher unions in schools by their involvement in the corruption of selling teacher posts. Qualitative approach, an interpretive paradigm and capture theory of regulation were used in understanding the phenomenon of education capture. Methods used in gathering information consist of a literature review and document analysis. In addition, the final report of 16 May 2016 of the Ministerial Task Team appointed by the Minister of Basic Education to investigate allegations into the selling of posts of educators by members of teachers' unions and departmental officials in provincial education departments was also used as a source in investigating education capture. [For the complete Volume 17 proceedings, see ED596826.]
Teacher Education in a Post-1989 World: A Comparison between Lithuania and South Africa--Global Isomorphism, Regional Hegemony/Homogeny, or Resilient Local Context?
Author: Wolhuter, Charl
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Educational Change,Comparative Education,Social Change,Social Systems,Foreign Countries,Global Approach,Neoliberalism,Knowledge Economy,Local Issues

Taking the example of post-1989 teacher education reform in Lithuania, and comparing that with teacher education reform in South Africa, a country that also underwent a total societal reconstruction at the same time as Lithuania, this paper defends the thesis that the configuration of education at grass roots level, is the outcome of a dialectical play of forces at various geographical levels, including the global, the regional or supra-national, the national and the sub-national or local. [For the complete Volume 17 proceedings, see ED596826.]
A Study of the Impact of Abydos on the Writing Performance of HISD Fourth and Seventh Grade Students, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-11-03
Type: Reports - Research
Subjects: Faculty Development,Writing Instruction,Teacher Competencies,Writing Achievement,Student Characteristics,Program Effectiveness,School Districts,Classroom Environment,Student Centered Learning,Writing Skills,Reading Skills,Language Arts,Elementary School Teachers,Secondary School Teachers,Gender Differences,Racial Differences,Ethnicity,Instructional Program Divisions,Special Education,Limited English Speaking,At Risk Students,Grade 4,Grade 7,Economically Disadvantaged

Abydos is a professional development program that includes a three-week writing institute. It provides school districts with teachers who, after a year of implementation and another year of professional development, can train other teachers, thus providing ongoing staff development. The Houston Independent School District (HISD) implemented Abydos during 2013-2014 academic year. The purpose of this report was to examine the impact of Abydos on fourth and seventh grade students' writing performance on the 2014 STAAR writing subtest based on the level II, phase-in 1 standard. The following research questions were addressed: (1) How did students whose teachers completed Abydos training perform on the 2014 STAAR writing subtest compared to their grade-level peers whose teachers did not attend Abydos training?; and (2) Did the impact of Abydos on students' writing performance vary by student group? Student writing performance data were collected from two test assessments: STAAR writing test and Stanford Achievement Test (Stanford 10) reading and language subtests. Recommendations include: (1) Based on students' outcome data, there is no strong evidence showing Abydos training had a significant positive impact on students' performance. The Curriculum, Instruction, and Assessment Department may collect the data regarding teacher implementation of Abydos writing strategies in the classroom to explore the influence of Abydos training on teacher's instructional practices; and (2) Future evaluations should also include teacher interviews to find out whether Abydos training fosters changes in teachers' attitudes and their implementation of instructional model for improving writing strategies in the classroom.
Ethical Sensitivity and Global Competence among University Students
Author: Stankovska, Gordana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Ethics,Competence,Global Approach,Citizenship,Gender Differences,Academic Achievement,Foreign Countries

Globalization and technology are rapidly changing the world we live in. Preparing students for their role as citizens of the world is an important task in higher education, given the challenges in the focus of global society. Thus, the main objective of this research was to examine the possible relationship between ethical sensitivity and global competence among university students. The Ethical Sensitivity Scale Questionnaire, Global Citizenship Scale and a personal information sheet were administered to a sample of 248 (136 female, 112 male) students. The results indicated that there was a positive relationship between the levels of ethical sensitivity and global competence among students. At the same time there was a significant positive relationship between ethical sensitivity, global competence, gender and academic performance. From the findings of this research, we can conclude that students have high ethical sensitivity and global competence skills, therefore moral development and global competence must become a part of the core mission of global education. [For the complete Volume 17 proceedings, see ED596826.]