ethanporcaro/eric-fulltext-meta huggingface dataset:
Reporting from the Test Kitchen: Blended Learning at New Leaders
Author: Sutherland, Rebecca
Date: 2019-00-00
Type: Reports - Research
Subjects: Blended Learning,Faculty Development,Coaching (Performance),Program Effectiveness,Instructional Innovation,Program Descriptions,Program Implementation,Cost Effectiveness,Accountability,Prior Learning,Electronic Learning,Self Management,Learning Motivation,Relevance (Education),Case Studies,Public School Teachers,Alignment (Education),Resource Allocation

Blended learning, which combines independent online work with in-person group sessions, can support educator development while promising time-savings, flexibility, learner autonomy, and ease of use -- all without sacrificing program quality. Indeed, two decades of peer-reviewed studies of in-person, online, and blended instruction have consistently demonstrated that quality trumps delivery method. To more deeply understand the opportunities and challenges of blended learning, New Leaders examined a series of innovative, blended programs designed specifically for public school leaders and faculty. These programs incorporated independent online instructional components with in-person professional development sessions, job-embedded practice, and personalized coaching. Made possible by a grant from the Bill and Melinda Gates Foundation, the Blended study examined programs implemented by New Leaders during school year 2017-18 with more than ten partners, including urban and rural districts and charter schools. [For the executive summary, see ED605812.]
Reporting from the Test Kitchen: Blended Learning at New Leaders. Executive Summary
Author: New Leaders
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Blended Learning,Instructional Innovation,Public School Teachers,Faculty Development,Electronic Learning,Coaching (Performance),Relevance (Education),Student Satisfaction,Accountability,Self Management,Learning Motivation,Prior Learning

This is the executive summary for the report, &quot;Reporting from the Test Kitchen: Blended Learning at New Leaders.&quot; Blended learning, which combines independent online work with in-person group sessions, is an appealing option to help address these challenges: it promises time-savings, flexibility, learner autonomy, and ease of use -- all without sacrificing program quality. Indeed, two decades of peer-reviewed studies of in-person, online, and blended instruction have consistently demonstrated that quality trumps delivery method. In fact, high-quality blended programs outperform low-quality online or in-person programs, and vice-versa. Building and delivering a high-quality blended program cannot be achieved without adequate preparation and thoughtful design. To more deeply understand the opportunities and challenges of blended learning, New Leaders examined a series of innovative, blended programs designed specifically for public school leaders and faculty. These programs incorporated independent online instructional components with in-person professional development sessions, job-embedded practice, and personalized coaching. The study examined programs implemented by New Leaders during school year 2017-18 with more than ten partners, including urban and rural districts and charter schools. The New Leaders researchers interviewed dozens of program participants and staff involved in the design and delivery of these blended programs. [For the full report, see ED605811.]
The Effect of Journal Writing, One of the &quot;Writing to Learn&quot; Activities, on Achievement and Science Attitude in the Fourth Grade Science Course
Author: Pinar, Emine
Date: 2020-00-00
Type: Journal Articles
Subjects: Journal Writing,Student Journals,Instructional Effectiveness,Learning Activities,Science Achievement,Student Attitudes,Scientific Attitudes,Retention (Psychology),Elementary School Science,Elementary School Students,Grade 4,Foreign Countries,Science Tests,Achievement Tests,Experimental Groups,Control Groups

The purpose of this study is to examine the effects of journal writing, which is one of the &quot;writing to learn&quot; activities, on students' academic achievement, learning retention, and attitudes towards science in the elementary school fourth grade science course unit called &quot;Illumination and Sound Technologies&quot;. Quasi-experimental research design, one of the quantitative research methods, was used in the study. The population of the study consists of a total of 44 fourth grade students, with 24 students in experimental group and 20 students in control group, studying in a state elementary school located in Yakutiye, Erzurum. After the pre-test was administered to the participants, the students in the experimental group students wrote a journal as a &quot;writing to learn&quot; activity for each section of the unit for five weeks. Science Course Achievement Test (SCAT) and Attitude Scale for Science Course (ASS) were used as a data collection tool. Kolmogorov-Smirnov test of normality, Mann Whitney U, Wilcoxon signed rank test and independent t-test were used for the research data analysis. The pre-test findings of the research revealed that there was no statistically significant difference between the achievement levels of the students in the experimental and control groups. When the experimental and control group students' SCAT post test data values were compared, it was found that there was a statistically significant difference in favour of experimental group writing a journal, which is one of the &quot;writing to learn&quot; activities (WTL). When the experimental and control groups' retention data analysis were examined, it was revealed that there was no statistically significant difference between the groups A statistically significant difference was found between the experimental group's pre-test and post-test scores regarding the attitude scale for science course but it was determined that there was not a significant difference between the control group's pre-test and post-test scores.
Improving Early Childhood Education Systems. Policy Brief
Author: Poppe, Julie
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Improvement,Home Visits,School Readiness,Kindergarten,Learning Readiness,Strategic Planning,Efficiency,Program Effectiveness,Outcomes of Education,Educational Policy,Educational Legislation,Federal Legislation,Elementary Secondary Education,Grants,Needs Assessment,Parent Participation,Faculty Development,Governance,Educational Quality,Federal Aid,Alignment (Education),Eligibility,Enrollment,Infants,Toddlers,Labor Force Development,Parent Attitudes,Trend Analysis

Created as part of the Every Student Succeeds Act, the Preschool Development Grant Birth Through Five (PDG B-5) program is a competitive, federal grant designed to strengthen states' early childhood systems and improve transitions between programs and services -- such as home visits, early intervention settings, child care and pre-K education -- to effectively prepare young children to enter kindergarten ready for success. The PDG B-5 grants enable states to assess pressing needs within their birth-to-age-5 (B-5) systems and invest strategically in infrastructure and initiatives that will strengthen their overall efficiency, effectiveness and impact. A small focus of this Policy Brief is the pre-K to kindergarten transition, as it is an inflection point at which the child moves from the B-5 system into the K-12 system and is one of several tools to measure how a state's B-5 system is performing. This Policy Brief explores 23 states' plans for strengthening their early education systems, as they have detailed in their renewal applications for the federal PDG B-5 program.
Acculturative Stress among International Students at Airlangga University - Indonesia
Author: Ali, Shahzad
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Acculturation,Stress Variables,Foreign Students,Foreign Countries,Student Adjustment,Universities,Measures (Individuals),Psychological Patterns,Cultural Differences,Graduate Students,Masters Programs,Student Attitudes

Globalization and the development of modern education systems make foreign students more important in higher education. In Indonesia, in recent years the number of international students has increased. International students, supervisors, and institutions are trying to identify possible ways that can help foreign students adapt to the Indonesian environment, which has its uniqueness. This research aims to investigate the level of acculturative stress experienced by international students of Airlangga University, Indonesia. Specifically, it focused on international students of master programs originating from countries on the African continent. This research was quantitative research. Participants in this research were 40 students. Participants were selected using a purposive sampling technique. The questionnaire was used to collect data and the results were analyzed using SPSS software. Acculturative Stress Scale for International Students (ASSIS) was used to determine the homesickness experienced by the participants. This research found that significant positive acculturative stress among international students (SD=23.87333), (mean=3.00) on homesickness. The result shows that international students experience homesickness because of not having experience living in a different culture and country. The results showed that African students are experiencing high homesickness.
Global Interest for Health Professions Education: A Geographic and Temporal Analyses through Web Search Differences from 2010-2019
Author: Dalanon, Junhel
Date: 2020-06-00
Type: Journal Articles
Subjects: Online Searching,Geographic Regions,Differences,Educational Trends,Dentistry,Nursing Education,Medical Education,Academic Degrees,Vocational Interests,Time Perspective,Career Choice,Trend Analysis,Information Seeking,Foreign Countries,Global Approach,Sustainable Development,Health Personnel,Professional Personnel

Purpose: The purpose of this study was to analyze the spatio-temporal differences in web search trends for dental degrees (DD), medical degrees (MD), and nursing degrees (ND) across 197 countries from 2010 to 2019. Method: A search string was used to initiate a search query using Google Trends. The parameters used were DD, MD, and ND as search terms; worldwide as Location; 2010 to 2019 as time range; health education &amp; medical training as category; and web search as database. Data were downloaded and analyzed. Results: Via one-way ANOVA and post hoc Dunnett test, the searches for DD were found to be significantly lower in 2011 (3.2 ± 0.3, p = 0.044), 2012 (2.6 ± 0.2, p &lt; 0.001), 2013 (2.8 ± 0.3, p = 0.006), 2014 (3.0 ± 0.3, p = 0.017), and 2015 (2.9 ± 0.3, p = 0.010) compared to the year 2010 (4.5 ± 0.6); the searches for MD was significantly higher in 2019 (84.5 ± 2.5, p = 0.002) compared to the year 2010 (73.0 ± 1.7); and the searches for ND were statistically significantly higher in 2015 (28.9 ± 1.1, p = 0.024) and 2019 (31.7 ± 1.1, p = 0.001) compared to the year 2010 (24.5.0 ± 1.2). The search trend for MD increased in 31 countries and decreased in 14 countries while searches for ND increased in 40 countries and decreased in 5 countries as determined by a two-way ANOVA with Holm-Sidak's multiple comparison test. The 12-month forecast for the search interests of these health professions predicted a rise in the third quarter and an abrupt decline at the end of the year. Conclusions: Geographic and time factors affect the search interests for health professions. In a span of a decade, the disparity of interests shown by the low interests for DD and ND compared to MD in some countries underscores the need to promote these professions to fill the future health care workforce.
Hawaii Department of Education Data Book, 2018. 29th Annual Report
Author: Hawaii State Department of Education, Office of the Superintendent
Date: 2019-06-00
Type: Numerical/Quantitative Data
Subjects: Demography,Educational Finance,Academic Achievement,Tables (Data),Profiles,Educational Trends,Special Needs Students,Credentials,School Safety,Well Being,English Language Learners,Language Arts,Enrollment Trends,Mathematics Achievement,Science Achievement,Graduation Rate,Dropout Rate,High School Graduates,Honors Curriculum,Student Certification,Advanced Placement Programs,Public Schools,Educational Assessment,College Graduates,High School Equivalency Programs,Budgets,Expenditures,National Competency Tests,Wellness,Elementary Secondary Education

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. Also, comparisons to other states with characteristics similar to Hawaii are provided to illustrate relative progress or status on specific indicators. [For &quot;Hawaii Department of Education Data Book, 2017. 28th Annual Report. (Formerly &quot;The Superintendent's Annual Report&quot;),&quot; see ED591549.]
Interactive Book Reading with Expository Science Texts in Preschool Special Education Classrooms
Author: Breit-Smith, Allison
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preschool Education,Special Education,Reading Strategies,Group Activities,Reading Aloud to Others,Vocabulary Development,Content Area Reading,Books,Early Childhood Education,Group Discussion,Language Skills,Science Instruction

Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch &amp; Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through interactive book reading. Although interactive book reading has traditionally used narrative texts to teach text structure (i.e., story grammar) and content, the activity of interactive book reading has a lot to offer teachers who want to expand understanding of text structure and build children's language and vocabulary in particular. Yet, simply exposing preschool children to expository text through read-alouds is likely not enough to build a foundation for the language of expository text for children, particularly given the language needs of those with language or learning disabilities (e.g., language impairment, autism spectrum disorder). Rather, it may be more beneficial to build this foundation through a strategic approach, such as explicit instruction focused on a text structure. This article describes an approach conducted in repeated whole- or small-group book readings that can be specialized for the needs of students with language-based disabilities. Three components that can be used as a guide when teaching life science using a sequence text structure are provided. [This article was published in &quot;TEACHING Exceptional Children&quot; (EJ1140398).]
Collaborating with an Expert Panel to Establish the Content Validity of an Intervention for Preschoolers with Language Impairment
Author: Dinnesen, Megan Schneider
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Language Impairments,Intervention,Content Validity,Specialists,Teaching Methods,Cooperation,Feedback (Response),Evidence Based Practice,Scoring Rubrics,Instructional Materials,Material Development,Story Reading,Books,Knowledge Level,Instructional Design

Expanding on the extant body of research on content validity, this study applied the tenets of content validity research to the development of an expository book reading intervention focused on science for preschool students with language impairment. This example case explains how, guided by content validity research in healthcare interventions, collaboration with an expert panel was systematically approached in the development of an educational intervention. Specifics as to how feedback was gathered and analyzed are discussed. Of practical importance for practitioners and researchers, this study provides a detailed description of how the knowledge and experience of a panel of experts was captured, analyzed, and incorporated into the development process of an educational intervention to validate its application. [This paper was published in &quot;Communication Disorders Quarterly&quot; (EJ1239399).]
Race-Based Data in Student Conduct: A Call to Action
Author: Eaton, Sarah Elaine
Date: 2020-06-08
Type: Reports - Evaluative
Subjects: Data Collection,Minority Group Students,Racial Bias,Student Behavior,Equal Education,Foreign Countries,Data Analysis,Punishment,Racial Discrimination,Cheating,Disproportionate Representation

Purpose: This report highlights ways in which race-based data can be used to combat systemic racism in matters relating to academic and non-academic and student misconduct. Methods: Information synthesis of available information relating to race-based data and student conduct. Results: A summary and synthesis of how and why race-based data can be used to identify and combat discrimination of students with regards to academic and non-academic misconduct. Implications: Through this report, an argument is made for more attention to fair and equitable treatment of students in matters relating to academic and non-academic misconduct regardless of race, colour, language or country of origin.
Experienced Chemistry Teachers&apos; Science Process Skills (SPSs) Development and Their Use of SPSs in Activity Plans
Author: Aydin-Gunbatar, Sevgi
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Experienced Teachers,Science Teachers,Chemistry,Science Process Skills,Lesson Plans,Faculty Development,Scientific Literacy,Science Experiments,Inquiry,Scores,Teacher Improvement,High School Teachers

In this study, 24 experienced in-service teachers' science process skills (SPSs) development and their use of SPSs in their lesson plan through a week-long professional development (PD) supported by the Scientific and Technological Research Council of Turkey (#117B302) were studied. SPSs are important part of scientists' work, scientific literacy, science education, and problem solving. In this research, SPSs were examined under two main categories, (i) basic SPSs and (ii) integrated SPSs. Basic SPSs are prerequisite for development of integrated ones that have also two sub-categories, namely, verification type and authentic experiment design. Through the PD provided by chemistry teacher educators, participant chemistry teachers received a training that balanced both theory and application of inquiry strategy. In the PD, teachers participated in all activities sand conducted all activities that are chemistry experiments based on inquiry. Moreover, during the activities they wrote hypothesis, designed experiments, controlled variables, collected and analyzed the data, and presented their conclusions to other groups. The data were collected through a with 36 multiple choice items. The test was administered as preand post-test. The statistical analysis of the data was performed with SPSS.23 package program. To compare and contrast the scores, paired sample t-test was run. Results revealed that there is a statistically significant difference in teachers' SPSs score in favor of post-test (t=2.508, p &lt;0.05). In the light of the results, it can be suggested that longitudinal PDs should be organized more frequently. Moreover, active participation of teachers into the activities should be provided.
Disrupting Narrow Conceptions of Justice: Exploring and Expanding &apos;Bullying&apos; and &apos;Upstanding&apos; in a University Honors Course
Author: Farley, Jennifer
Date: 2019-00-00
Type: Reports - Research
Subjects: Bullying,Honors Curriculum,Student Attitudes,Teaching Methods,Prosocial Behavior,Victims,Power Structure,Heuristics,Course Descriptions,History,History Instruction,Social Justice,Intervention,Case Studies,Communities of Practice,Undergraduate Students,Thinking Skills,Civics,Self Concept,Context Effect

The term 'upstanding' encompasses actions and behaviors grounded in one's defense of their own beliefs and others. While such broad application of the term has merit, from a critical education perspective it lacks direction. To efficaciously address injustice, upstanding action must go beyond one's beliefs. A directional application of upstanding behavior, or the notion of 'upstanding for justice,' frames upstanding as action to address chronic social victimization via systems of oppression. In this article, we describe the development of a new heuristic to support students' understanding of upstanding and detail the university honors course in which we used the heuristic to explore the phenomena of 'bullying' and historical injustice to expand ideas of 'upstanding'. Results indicate that students in the course broadened their conceptions of justice and the use of historical cases aided in their understanding of the interplay between individual agency and social structure in social justice efforts. [This is an online version of an article published in &quot;Education, Citizenship, and Social Justice.&quot;]
Redefining Individual Growth and Development Indicators: Phonological Awareness
Author: Wackerle-Hollman, Alisha K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Individual Development,Response to Intervention,Early Experience,Early Reading,Outcome Measures,Psychometrics,Measures (Individuals),Standardized Tests,Item Analysis,Evaluation Criteria,Correlation,Achievement Gains,Achievement Rating,Achievement Tests,Item Response Theory,Young Children

Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas,phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework. [This article was published in &quot;Journal of Learning Disabilities,&quot; (EJ1070909).]
Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators
Author: Wackerle-Hollman, Alisha K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Beginning Reading,Language Acquisition,Response to Intervention,Reading Skills,Measures (Individuals),Preschool Children,Urban Areas,Pictorial Stimuli,Reading Research,Sequential Approach,Sentences,Language Skills,Language Tests,Correlation,Psychometrics,Validity,Preschools

Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later reading success, is needed to support best practices to adequately prepare students. This article describes the process involved in the creation and refinement of the newly developed comprehension Individual Growth and Development Indicators (IGDIs 2.0). Two theoretical models of early comprehension are discussed to highlight the inherent complexity of this domain. Results of three studies are presented: Study 1 outlines the initial piloting process, Study 2 represents a larger-scale investigation, and Study 3 describes further field testing and reveals the final IGDI 2.0 comprehension candidate: Which One Doesn't Belong (WODB). Results indicated WODB out-performed the other candidate measures across psychometric and pragmatic criteria. The utility of the WODB task within a Response to Intervention (RTI) framework is also discussed. [This article was published in &quot;Assessment for Effective Intervention&quot; (EJ1050548).]