ethanporcaro/eric-fulltext-meta huggingface dataset:
A Closer Look at Using Stringer&apos;s Action Research Model in Improving Students&apos; Learning
Author: Nasrollahi, Mohammad Ali
Date: 2015-07-00
Type: Journal Articles
Subjects: Action Research,Teacher Researchers,Models,Faculty Development,Classroom Research,Problem Solving,Program Effectiveness,Teacher Competencies,Data Collection,Data Analysis,Research Reports

Action research is a systematic approach to investigation that enables people to find effective solutions to problems they confront in their everyday lives. A significant feature is that action research lays claim to the professional development in education. Action research as any systematic inquiry conducted by teachers, administrators, and counselors with a vested interest in the teaching and learning process, for the purpose of gathering data about how their particular schools operate, how they teach, and how their students learn. Education is perhaps the most prolific source of action research resources. Action research can be done by teachers in their own classrooms with the goal of improving pedagogy and student learning. This research aims to conduct a review on Springer's action research approach for teachers and others involved in schools to engage in systematic inquiry with the intent of improving their educational practices or solving significant problems they experience in their professional life. This review article shows action research provides a fruitful avenue of investigation for teachers, administrators, and others involved in education. This study describes the process of Springer's action research that enables teachers to keep track and take account of the many aspects of their work with students through a systematic routine.
Fast Mapping Word Meanings across Trials: Young Children Forget All but Their First Guess
Author: Aravind, Athulya
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Children,Vocabulary Development,Memory,Retention (Psychology),Learning Processes,Language Acquisition,Monolingualism,Bilingualism,Language Impairments,Cognitive Mapping,Associative Learning

Do children learn a new word by tracking co-occurrences between words and referents across multiple instances (&quot;cross-situational learning&quot; models), or is word-learning a &quot;one-track&quot; process, where learners maintain a single hypothesis about the possible referent, which may be verified or falsified in future occurrences (&quot;propose-but-verify&quot; models)? Using a novel word-learning task, we ask which learning procedure is utilized by preschool-aged children. We report on findings from three studies comparing the word-learning strategies across different populations of child learners: monolingual English learners, Spanish-English dual language learners, and learners at risk for language-delay. In all three studies, we ask what, if anything, is retained from prior exposures and whether the amount of information retained changes as children get older. The ability to make a good initial hypothesis was a function of various factors, including language ability and experience, but across-the-board, children were no better than chance after a wrong initial hypothesis. This suggests that children do not retain multiple meaning hypotheses across learning instances, lending support to the propose-but-verify models.
Identifying the Critical Reading Strategies Employed by Iranian EFL Learners
Author: Nasrollahi, Mohammad Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Reading,Reading Comprehension,English (Second Language),Second Language Instruction,Reading Strategies,High School Students,Reading Skills,Teaching Methods,Grade 10

Critical reading refers the way in which the students and teachers interact in the classroom to practice a higher form of comprehension. The study focuses on the introduction of critical reading strategies, and attempts to show how much Iranian EFL student use the level of thinking (analysis, synthesis, and evaluation) as expounded in the cognitive domain of Bloom's taxonomy during reading. The objective of this research is to identify the critical reading strategies employed by Iranian EFL students. In order to achieve the aim, this study employed the first phase of Stringer's Action Research Model that is Look. The qualitative approaches including observation checklists and semi-structured interviews were used for data gathering. The findings in relation to identify the critical reading strategies employed by Iranian EFL students reveal that students are generally familiar with reading strategies, however in most of the Iranian high school the reading strategies are presented as a set of isolated skills and seldom practice systematically in the actual context. Moreover, the results of the study show that critical reading strategies of skimming and scanning, as a means of processing the text, asking questions for better understanding, and taking notes are the brilliant critical reading strategies among Iranian EFL students. Therefore, students need to be exposed to reading strategies related to higher levels of knowledge in the cognitive domain.
Impact Investing in Education: An Overview of the Current Landscape. ESP Working Paper Series. 2013 No. 59
Author: Open Society Foundations (OSF), Education Support Program (ESP)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Investment,Access to Education,Educational Quality,Private Financial Support,Public Education,Developing Nations,Foreign Countries,Private Education

Despite the fact that access to education has dramatically increased over the past decade, 57 million children do not currently have access to education, and many of those who do receive limited, low-quality services. Recent estimates have shown that the stagnation of aid and inflation has meant that the funding gap needed to provide basic education for all children and adults has increased from $16 billion to $26 billion. In this context, impacting investing, which uses the tools of commercial capital deployment for social good, has emerged as a potential tool to support education access, equity, and quality. This study maps the emerging landscape of education impact investing, with a view to identify potential areas for intervention by investors. It describes the characteristics of impact investment, including sources of capital, investor profiles and preferences, and areas of investment. Its focus is on investments that broaden access to quality education, especially for the most vulnerable populations. This study, conducted by D. Capital Partners, is part of the Open Society Education Support Program's efforts to identify innovative financing mechanisms and approaches that can increase the availability and allocation of resources for education systems. [The working paper was written by D. Capital Partners.]
Conquering Intractable Challenges: Aligning Systems to Improve Results for Students with Disabilities
Author: National Center for Systemic Improvement at WestEd
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Student Needs,Alignment (Education),Change Strategies,Educational Legislation,Federal Legislation,Elementary Secondary Education,Teaching Methods,Progress Monitoring,Leadership Responsibility,State Government,Government Role,Local Government,Evidence Based Practice,Teacher Competencies

Outcomes for students with disabilities are historically concerning. As states have leveraged the &quot;Every Student Succeeds Act&quot; (ESSA) to refine accountability and support systems, schools across the country have been identified as needing &quot;Targeted School Improvement&quot; (TSI) or &quot;Comprehensive School Improvement&quot; (CSI). The performance of students with disabilities is a consistent factor in these school designations. Strategies do exist and have succeeded for special education student performance. The National Center for Systemic Improvement (NCSI) has been working with states to identify how to make impactful, lasting change. A few central themes, that are briefly described in this report, have emerged that can support state and local leaders, educators, and stakeholders in figuring out how to improve: (1) Getting started; (2) Getting real about instruction; (3) Getting serious about inclusive leadership; and (4) Getting clear that the work is both technical and adaptive.
Special Schools as a Resource for Inclusive Education: A Review of the Open Society Foundations&apos; Experience Working with Special Schools in Armenia
Author: Lapham, Kate
Date: 2012-09-00
Type: Reports - Research
Subjects: Special Schools,Inclusion,Special Education,Students with Disabilities,Resource Centers,Teacher Role,Parent Role,Foreign Countries,Regular and Special Education Relationship,Educational History,Community Involvement,Mainstreaming,Educational Environment,Models,Teamwork,Interdisciplinary Approach,Educational Policy

&quot;Special Schools as a Resource for Inclusive Education&quot; examines inclusive education reform efforts by the Open Society foundation in Armenia in communities with special and mainstream schools. These efforts evolved into a project to transform three special schools for children with disabilities into resource centers to help mainstream schools implementing inclusive education practices. &quot;Special Schools as a Resource for Inclusive Education&quot; outlines the possibilities and challenges of implementing change, making it a valuable resource for policymakers, administrators, donors, teachers, and parents.
Hispanic-Serving Community Colleges and STEM Degree Attainment in Florida. Hispanic-Serving Community Colleges STEM Pipelines
Author: Yeo, HyeJin Tina
Date: 2020-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Community Colleges,STEM Education,Two Year College Students,Minority Group Students,College Transfer Students,Bachelors Degrees,Racial Differences,Ethnicity,Gender Differences,Student Characteristics,Associate Degrees,Disproportionate Representation

The Hispanic-Serving Community Colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM students. This brief uncovers the most viable HSCC STEM pathways for Latinx and other underrepresented minoritized students as well as which fields they are more likely to persist in, and the promising practices at HSCCs that provide transfer pathways leading to further education--on ramps to STEM baccalaureates. It focuses on STEM degrees conferred in Florida by race and gender at three institutional types: (1) Hispanic-Serving Community Colleges (HSCCs), which are 2-year institutions with 25% Hispanic student enrollment or more; (2) Emerging HSCCs, which are 2-year institutions with 15% to 24.9% Hispanic student enrollment; and (3) Non-HSCCs, which are institutions with less than 15% Hispanic student enrollment.
District Changes in Student Achievement and Local Practice under Georgia&apos;s District and School Flexibility Policy. REL 2021-051
Author: Williams, Ryan
Date: 2020-12-00
Type: Reports - Research
Subjects: Educational Policy,School Districts,Accountability,Performance Contracts,Educational Innovation,Achievement Gains,Charter Schools,Reading Achievement,Mathematics Achievement,Language Arts,Academic Achievement,Urban Schools,Suburban Schools,Rural Schools,Elementary Secondary Education,Algebra,Rural Urban Differences,Time,Adoption (Ideas),College Readiness,Career Readiness,Dual Enrollment,Nontraditional Education,Scheduling,Formative Evaluation,Early Intervention,Teacher Certification,Teaching Conditions,Teacher Recruitment,Teacher Student Ratio,Class Size,School Schedules,Faculty Development,Teacher Salaries,Educational Finance,State Aid,Federal Aid,Human Resources,Program Effectiveness,Family Involvement,Discipline,Educational Environment,Online Courses,Blended Learning,Safety,Individualized Instruction

In 2007 Georgia instituted a flexibility policy through which school districts enter into performance contracts with the state, receiving waivers from state rules, provisions, and guidelines in exchange for agreeing to meet annual accountability targets. The performance contracts are intended to incentivize innovations that increase achievement among all students. Between 2008/09 and 2016/17, 178 of Georgia's 180 districts entered into a performance contract. The Georgia Department of Education requested an analysis of how student achievement changed after districts adopted a performance contract and what factors were related to those changes. The department also requested information on how districts used their performance contract to prioritize innovations in local practice. Overall, the study found little evidence that changes in student achievement coincided with adopting a performance contract but found significant variation in changes in achievement across districts, once other factors were adjusted for. Changes in achievement were largely unrelated to district characteristics, including urbanicity, timing of performance contract adoption, and district type, or features of the performance contract. District leaders reported prioritizing innovations related to college and career readiness, teacher certification requirements, instructional spending, and funding for school improvement after adopting a performance contract. Leaders perceived broad benefits from the priority innovations they identified, especially for staff and school climate, but also indicated that waivers were not required to implement many of the innovations. Despite the perceived benefits, changes in achievement were largely unrelated to the academic, human resources, and financial innovations that district leaders reported prioritizing after adopting a performance contract. [For the appendixes, see ED609822; for the study snapshot, see ED609824.]
Administrative and Instructional Issues in the Implementation of Voucher Program among Selected Private Senior High Schools
Author: Asio, John Mark R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Program Implementation,Educational Vouchers,Private Schools,High Schools,Instruction,Administrators,High School Teachers,Problems,Coping

The primary aim of this research was to identify the issues encountered by school administrators and teachers in implementing the voucher program. We identified administrative issues in terms of the release of vouchers or billing statements, providing resources, application, and processing of documents, and career guidance orientation. Meanwhile, we also investigated instructional issues to teach like strategies and techniques, student preparation, learning resources, curriculum enhancement, and teachers' preparation and readiness. The research method for this study was a qualitative phenomenological approach that focused on describing the lived experiences of people. This study involved six school administrators and six teachers that belonged to private senior high schools in a province in Central Luzon, Philippines, during the school year 2018-2019. The results showed that the issues associated with implementing voucher programs among school administrators are: (1) delays in application and processing of documents; (2) lack of parents' support and students' active participation in career guidance orientation; (3) delays in the voucher's release; and (4) difficulties in hiring qualified teachers and the keeping of teachers. Meanwhile, the common problems associated with implementing voucher among teachers are: (1) lack of preparedness among teachers; (2) congested curriculum competencies and idealistic outcome expectations; (3) job mismatch, traditional teaching, non-congruency between the teaching strategies and content; (4) innovative technological advancements issues, and (5) students are not competent. They can learn significant insights from the research-based propositions drawn from the study.
Spatial Development Program for Middle School: Teacher Perceptions of Effectiveness
Author: Power, Jason Richard
Date: 2020-05-15
Type: Reports - Research
Subjects: Spatial Ability,Skill Development,Middle School Students,Curriculum Development,STEM Education,Middle School Teachers,Teacher Attitudes,Program Effectiveness

International comparisons suggest that middle school American students compare poorly to their international peers in tasks that require spatial skills. This deficiency in spatial skills is more prominent in females and has been linked to a lack of developmental activities influenced by gender norms. These deficiencies are especially concerning as increased spatial skills have been repeatedly linked to success in technology and broader STEM learning environments. In females increased spatial skills have also been linked to positive affective outcomes. Formalised approaches to spatial skill development in middle school are rare and their effectiveness is often limited due to a failure to incorporate the perspectives of practitioners when developing said programs. This paper analyses teacher perceptions of a program designed to address spatial skill development in middle school children. The analysis is based on data collected from the 13 teacher participants at the end of each the 10 modules within the initial program delivery. An outline of program development and examples of materials used are provided. Thematic analysis is used to examine teacher perceptions of program effectiveness and student affect. Implications for further program development, teacher professional development opportunities and the role of the practitioner in curriculum development are discussed. [This is the online version of an article published in &quot;International Journal of Technology and Design Education.&quot;]
District Changes in Student Achievement and Local Practice under Georgia&apos;s District and School Flexibility Policy. Appendixes. REL 2021-051
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-12-00
Type: Reports - Research
Subjects: Educational Policy,School Districts,Accountability,Performance Contracts,Educational Innovation,Achievement Gains,Charter Schools,Reading Achievement,Mathematics Achievement,Language Arts,Academic Achievement,Urban Schools,Suburban Schools,Rural Schools,Elementary Secondary Education,Algebra,Rural Urban Differences,Time,Adoption (Ideas),College Readiness,Career Readiness,Dual Enrollment,Nontraditional Education,Scheduling,Formative Evaluation,Early Intervention,Teacher Certification,Teaching Conditions,Teacher Recruitment,Teacher Student Ratio,Class Size,School Schedules,Faculty Development,Teacher Salaries,Educational Finance,State Aid,Federal Aid,Human Resources,Program Effectiveness,Family Involvement,Discipline,Educational Environment,Online Courses,Blended Learning,Safety,Individualized Instruction,State Legislation

These are the appendixes for the report, &quot;District Changes in Student Achievement and Local Practice under Georgia's District and School Flexibility Policy.&quot; Five appendixes are included in the document: (1) About the study; (2) Data and methods; (3) Supporting analysis; (4) Survey instrument; and (5) Interview protocol. [For the full report, see ED609818; for the study snapshot, see ED609824.]
District Changes in Student Achievement and Local Practice under Georgia&apos;s District and School Flexibility Policy. Study Snapshot. REL 2021-051
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Educational Policy,School Districts,Accountability,Performance Contracts,Educational Innovation,Achievement Gains,Charter Schools,Reading Achievement,Mathematics Achievement,Language Arts,Academic Achievement,Urban Schools,Suburban Schools,Rural Schools,Elementary Secondary Education,Algebra,Rural Urban Differences,Adoption (Ideas),College Readiness,Career Readiness,Dual Enrollment,Teacher Certification,Educational Finance,Human Resources,Program Effectiveness

In 2017 Georgia instituted a flexibility policy through which school districts enter into performance contracts with the state that grant districts waivers from state rules and allow schools and districts greater autonomy. In exchange, schools and districts must meet academic performance targets. The performance contracts are intended to incentivize innovations that increase student achievement. Between 2008/09 and 2016/17, 178 of Georgia's 180 districts entered into a performance contract. The Georgia Department of Education (GaDOE) wants to learn about districts' experiences with the flexibility policy, including how districts are using waivers to implement innovations, the relationship between waivers and student achievement, and whether that relationship varies by district characteristics. The study examined how student achievement changed after districts adopted a performance contract, compared with changes in the same years for districts that did not adopt one. The study used GaDOE administrative data from 2008/09 through 2017/18, publicly available data from the U.S. Department of Education, and data that GaDOE collected from surveys and interviews of district leaders. Methods used include descriptive statistics, longitudinal regression analysis, and qualitative analysis of interview data. [For the full report, see ED609818; for the appendixes, see ED609822.]
Issues to Consider before Adopting a Digital Platform or Learning Program
Author: Boninger, Faith
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Electronic Learning,Technology Integration,Planning,Decision Making,Curriculum,Teaching Methods,Individualized Instruction,Theories,Formative Evaluation,Cultural Differences,Mathematics,Student Characteristics,Risk,Online Courses,Internet,Marketing,Advertising,Values,Safety,Testing,Student Evaluation,Computer Assisted Testing,Privacy,Student Records,Educational Legislation,Federal Legislation,Information Security

The COVID-19 pandemic has given the entire country a crash course in virtual education and digital education platforms. School leaders have been forced to consider a set of very imperfect options as they struggle to reopen their schools. This three-brief collection identifies key issues for school leaders to consider before adopting a digital platform or learning program that will impact curriculum and teaching, student assessment, and privacy/data security. To help ensure that school leaders adopt digital technology that reflects the school's stated values and goals, the briefs offer recommendations to guide decisions about which digital learning products to choose, how to best use them in the current crisis, and which to abandon when the crisis has passed.
Soft Skills for Young Adults: Circuit in the Formal, Non-Formal and Informal Models
Author: Simeon-Fayomi, B. C.
Date: 2018-03-00
Type: Journal Articles
Subjects: Young Adults,Adult Learning,Adult Education,Soft Skills,Skill Development,Entry Workers,Employment Potential,Informal Education,Lifelong Learning

Adult learning for skill acquisition, employability, professional development, and self-sustenance are key issues in the current globalized and dynamic knowledge economy. Smooth and successful transition from school to work for young adults means that there is an appreciable match between skills acquired in the school and skills required in the labor market. Continuous adult learning, soft and transversal skills development are necessary for this transition. With background lessons from the winter school, this paper focuses on a comparative approach to different types of soft skills in the circuit of formal, non-formal, and informal models of adult learning. In various areas in the circuit, different positions and definitions are examined within the context of adult education professionalization. The paper concludes with implications for future practices in the adult education profession, and especially for soft skills development among entry-level young adults in the labour market.