ethanporcaro/eric-fulltext-meta huggingface dataset:
ADL Enterprise Learner Record Repository Systems Integration Plan [11 May 2021]
Author: Flamer, Eric
Date: 2021-05-11
Type: Reports - Descriptive
Subjects: Electronic Learning,Student Records,Computer Uses in Education,Computer Interfaces,Program Implementation,Distance Education,Government Employees,Military Personnel

The Enterprise Learner Record Repository (ELRR) is one of three Enterprise Digital Learning Modernization (EDLM) lines of effort supported by the ADL Initiative. Today, learner records for Department of Defense (DoD) personnel are stored in disparate locations, along with inconsistent data formats, which complicates the transport, management, and governance of the learner records across and within DoD organizations. The goal of the ELRR is to aggregate learner records across multiple systems and organizations to provide a centralized location for DoD personnel to view and interact with their learning and development data. The aim of this document is to provide: a summary overview of the ELRR Prototype's initial implementation; guidance on the required interfaces between the ELRR Prototype and the ADL Total Learning Architecture (TLA) reference implementation in an Amazon Web Services (AWS) sandbox environment; a corresponding integration approach; and a stakeholder engagement strategy to support a reference implementation of the ELRR Prototype.
ADL Enterprise Learner Record Repository Systems Integration Plan [21 October 2021]
Author: Flamer, Eric
Date: 2021-10-21
Type: Reports - Descriptive
Subjects: Electronic Learning,Student Records,Government Employees,Computer Uses in Education,Computer Interfaces,Program Implementation,Distance Education,Military Personnel

The scope of the ELRR Prototype Systems Integration Plan (SIP) is to provide technical guidance for integrating ELRR Prototype with ADL TLA sandbox components, such as the Authoritative Learner Record Store (LRS), Competency and Skills System (CaSS), and Enterprise Course Catalog (ECC), along with a recommended resource mixture to conduct the integration activities. The intended audiences for this document are developers or engineers who are familiar with TLA standards and core cloud computing principles.
Why Do We Adopt E-Internships in eLearning Curriculum Development? A Model of Career-Oriented Learning Experiences, Motivation, and Self-Regulated Learning
Author: Li, Siyuan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Independent Study,Electronic Learning,Internship Programs,Curriculum Development,Integrated Curriculum,Models,Student Motivation,Learning Experience,Career Education,Workplace Learning,Skills,Career Readiness,Employment Potential,Secondary Education,College Readiness

A conceptual paper proposed an integrated eLearning curriculum development model that emphasized the valuable role of career-oriented learning experiences in improving students' motivation and self-regulated learning. The career-oriented learning experiences can be gained through effective e-internship programs that involve three levels of collaboration, including organizational level, departmental level, and instructor level. Notably, an overly focus on early workplace learning experiences might run the risk of excessive vocational curriculum design so that the 'higher' education aspect was cast off. Therefore, an integrated eLearning curriculum development should consider fostering 'full-stack' students who possess the necessary skills for academic and professional success. In essence, technical training should complement academic education to create an integrated and comprehensive e-learning curriculum. [This paper was published in: Innovate Learning Summit Proceedings, 2020, pp. 572-580.]
Numeral-Based English and Arabic Formulaic Expressions: Cultural, Linguistic and Translation Issues
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Translation,Arabic,Contrastive Linguistics,Phrase Structure,Computational Linguistics,Difficulty Level,Language Usage,Numbers,Morphemes,Language Processing,Test Items,Language Tests,Figurative Language,Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Item Analysis,Test Reliability

This study explores the similarities and differences between English and Arabic numeral-based formulaic expressions, and difficulties that student-translators have with them. A corpus of English and Arabic numeral-based formulaic expressions containing zero, two, three, twenty, sixty, hundred, thousand…etc., and another corpus of specialized expressions with numerical prefixes (mono-, bi-, milli-, kilo-, mega-) were collected, analyzed and compared. It was found that English and Arabic numeral-based formulaic expressions fall into 4 categories:: (i) those that are identical in form and meaning in both languages (seventh heaven, four eyes, fifth column); (ii) those that are similar in meaning but differ in wording (cats have nine lives, high five, cloud nine); (iii) those that exist in English, but have no equivalents in Arabic; and (iv) those that exist in Arabic but have no equivalents in English. Specialized expressions containing numerals or numerical prefixes used in business, sports, science, politics and others are exact translations in both languages (five-power agreement, five percent rule, five tigers, tripartite alliance, fifth wheel replace). Student-translators could translate fewer than 25% of the test items correctly and left many blank. Numeral-based formulaic expressions similar in both languages were easy to translate, whereas opaque ones (at sixes and sevens, double Dutch, strap); culture-specific ones (Pentateuch, Millennialism, [special characters omitted], and those that require a specialized background knowledge (five C's, the big five, five pillars of the UN, three-name paper) were difficult. Literal translation was the most common translation strategy. Detailed results and recommendations are given.
Teacher Digital Learning Guide
Author: Department of Education (ED), Office of Educational Technology
Date: 2023-00-00
Type: Guides - Classroom - Teacher
Subjects: Teaching Guides,Teaching Methods,Technology Uses in Education,Learning Experience,Educational Technology,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Privacy,Information Security,Computer Security,Faculty Development,Parent Teacher Cooperation,Individualized Instruction,Teacher Student Relationship,Caring,Well Being,Family School Relationship,Learner Engagement,Independent Study,Access to Education,Student Needs,Social Emotional Learning,Educational Legislation,Parent Rights,Student Records,Equal Education,Federal Legislation,Students with Disabilities,Elementary Secondary Education,School Districts,Digital Literacy

This guide is designed to provide important resources and recommendations to support teacher implementation of digital learning. Digital learning is defined as &quot;any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices.&quot; This guide will help teachers understand how to use educational technology (EdTech) to support four key goals: (1) Access, Digital Citizenship &amp; Safety, and Privacy &amp; Security; (2) Personalize Learning for Students; (3) Collaborate with Parents and Families to Support Students; and (4) Teacher Professional Learning and Well-Being. Each section provides tips, resources, and questions to help teachers make the best use of EdTech to support students and learn new skills to add to the timeless educator attributes of creativity, caring for students, and ensuring love of learning. This &quot;Teacher Digital Learning Guide&quot; is part of a series of guides including the &quot;Parent and Family Digital Learning Guide&quot; (see ED609021) and &quot;School Leader Digital Learning Guide&quot; (see ED628124) intended to support teachers, parents, families, and leaders in leveraging the capabilities of digital tools and resources for teaching and learning. [This work was developed with contributions from Digital Promise.]
School &amp; District Results, 2021-2022
Author: Ohio Department of Education
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gains,Literacy Education,Attendance,Language Arts,Mathematics Education,Social Differences,Racial Differences,Graduation Rate,Career Readiness,College Readiness,Barriers,Achievement Gap

The last several years have been unpredictable for students, families, teachers and schools. During this time, Ohio's education community has responded by working diligently to identify and address the unique needs of their communities while ensuring their students continue to receive a quality education. Data on the 2021-2022 Ohio School Report Cards highlight signs of academic recovery but also acknowledge some of the challenges that remain. Student achievement is up statewide, mirroring the resiliency of students and the dedication and effectiveness of Ohio educators. The Ohio Department of Education's collective effort, Future Forward Ohio, encompasses their strategic priorities for helping students recover from the impact of the pandemic. They are committed to serving the needs of Ohio's students with special attention on raising literacy achievement, accelerating learning, strengthening the workforce readiness and supporting student and staff wellness. [For the 2020-2021 report, see ED624697.]
Ohio Operating Standards for the Education of Children with Disabilities. Revised
Author: Ohio Department of Education
Date: 2022-11-28
Type: Reports - Descriptive
Subjects: Disabilities,Children,Standards,Special Education,Educational Policy,Academic Accommodations (Disabilities),Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Related Services (Special Education),Individualized Education Programs,State Regulation,Services,State Standards

As required by 20 U.S.C. 1407 and 34 C.F.R. § 300.199, the Ohio Department of Education is identifying in writing to local educational agencies and the United States Department of Education the state-imposed special education rules, regulations, and policies adopted by the State Board of Education that are not required by Part B of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) or by Part B federal regulations. The updated rules include the state requirements and the federal Part B IDEA requirements that apply to the provision of special education and related services to children with disabilities by school districts, county boards of mental retardation and developmental disabilities, and other educational agencies. &quot;Other educational agency&quot; means a joint vocational school district; department; division; bureau; office; institution; board; commission; committee; authority; or other state or local agency, other than a school district or an agency administered by the Department of Developmental Disabilities, that provides or seeks to provide special education or related services to children with disabilities. This document summarizes the state-imposed rule requirements but does not identify the rule requirements that are based on the federal IDEA Part B requirements.
Intensive Intervention Practice Guide: Teaching Self-Regulation Skills to Students with Disabilities (K-12)
Author: Hart, Elizabeth J.
Date: 2022-00-00
Type: Guides - Classroom - Teacher
Subjects: Self Control,Skill Development,Students with Disabilities,Elementary Secondary Education,Emotional Development,Student Behavior,Emotional Response,Family Role,Intervention,Cultural Influences,Behavioral Science Research,Social Emotional Learning,Curriculum,Program Effectiveness,Age Differences,Program Evaluation

Self-regulation is a set of abilities and skills that allow an individual to adjust their emotions, behaviors, and cognitions to meet demands. These sets of skills are obtained over an individual's lifespan, but the acquisition of these skills is highly regarded in early childhood and is a predictor of academic achievement. Students use self-regulation through several methods to monitor, manage, and assess both their behavior and academic achievement. Self-regulation is a large psychological umbrella that includes a wide range of strategies, skills, and cognitive processes appropriate for all ages and abilities. Broadly, this practice guide addresses emotional and behavioral self-regulation development in students within the context of family systems and examines the contribution of cultural influences. Additionally, evidence supports teaching these skills together rather than as independent domains.
Results of the AISD High School Exit Survey: Class of 2009. Publication Number 08.59
Author: Garland, Marshall W.
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: High School Graduates,School Districts,Postsecondary Education,Intention,Family Role,Student Experience,High Schools,Educational Environment,Citizen Participation,Instruction,Educational Technology,College Preparation,Educational Counseling,College Readiness,School Personnel,Role,College Attendance,Student Attitudes,Parent Role,Parent Background,Educational Attainment,Extracurricular Activities,Student Employment,Study Habits,Access to Computers

This report summarizes results from AISD's high school exit survey of students in the graduating Class of 2009.
High School Professional Learning Communities, 2008-2009. Publication Number 08.65
Author: Looby, Karen
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: High Schools,Communities of Practice,School Districts,Professional Development,Educational Quality,Collegiality,High School Teachers,Principals,Teacher Attitudes,Teacher Role,Program Effectiveness,Administrator Role

This report summarizes 2008-2009 program evaluation results for the high school professional learning communities initiative.
An Investigation of Using Keywords to Solve Word Problems
Author: Powell, Sarah R.
Date: 2022-00-00
Type: Reports - Research
Subjects: Information Retrieval,Problem Solving,Classification,High Stakes Tests,Mathematics Instruction,Elementary Secondary Education,Mathematics Tests,Schemata (Cognition)

In mathematics, the keyword strategy involves identifying a keyword (e.g., &quot;altogether&quot;) and using that keyword to determine the operation needed to find a word problem's solution. We analyzed 747 high-stakes released items across Grades 3, 4, 5, 6, 7, and 8 from the Partnership for Assessment for Readiness for College and Careers and Smarter Balanced assessments. Of these, 57 items did not involve written text. Of the 690 text-based items, we classified 69% as directive word problems and 31% as routine word problems. For all 690 items, we identified any keywords (e.g., &quot;total,&quot; &quot;each,&quot; &quot;share&quot;) appearing in the text of the word problem. We categorized the 214 routine word problems by schema: total, difference, change, equal groups, comparison, ratios or proportions, or product of measures. We identified keywords within these problems and determined whether a keyword and its implied operation matched the correct problem solution. For single-step routine word problems, we determined keywords featured within the problem led to a correct problem solution with less than a 50% match rate. For multi-step routine word problems, the match rate was less than 10%. These low match rates indicate that keywords are an ineffective word-problem strategy that educators should avoid. [This paper was published in &quot;The Elementary School Journal&quot; v122 n3 p452-473 2022 (EJ1329642).]
2008-2009 Student Climate Survey Results. Publication Number 08.49
Author: Cornetto, Karen M.
Date: 2009-08-00
Type: Reports - Research
Subjects: School Districts,Educational Environment,Student Behavior,Elementary Secondary Education,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Teacher Role,Student Participation,Interpersonal Relationship,Self Esteem,Adults,Teachers,Behavior,Equal Education

This report describes district-level results from the Austin Independent School District (AISD) 2008-2009 Student Climate Survey. [Abstract modified to meet ERIC guidelines.]
Postsecondary Enrollment Summary Report: Classes of 2002-2008. Publication Number 08.58
Author: Garland, Marshall W.
Date: 2009-08-00
Type: Reports - Research
Subjects: Postsecondary Education,Enrollment Rate,College Enrollment,School Districts,In State Students,Out of State Students,High School Graduates,Student Characteristics,Racial Differences,Ethnicity,Socioeconomic Status,Economically Disadvantaged,Gender Differences,Limited English Speaking,Geographic Regions,Two Year Colleges,Colleges

Austin Independent School District (AISD) postsecondary enrollment rates steadily increased over a five year period, rising from 55% for the Class of 2002 to 63% for the Class of 2008.
Word-Problem Performance Differences by Schema: An Analysis of Students with and without Mathematics Difficulty
Author: Arsenault, Tessa L.
Date: 2022-00-00
Type: Reports - Research
Subjects: Word Problems (Mathematics),Mathematics Achievement,Models,Charts,Graphs,Difficulty Level,Mathematics,Student Problems,Schemata (Cognition)

Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown. Then, the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting further research should investigate the impact of word problem features on word-problem accuracy. [This paper was published in &quot;Learning Disabilities Research and Practice&quot; v37 n1 p37-50 2022 (EJ1326906).]
External Research Summary Report: 2008-2009. Publication Number 08.68
Author: Malerba, Cathy
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Research Proposals,Educational Research,Trend Analysis,Participant Characteristics,Data Use,Data Collection,School Districts

This report summarizes external research requests submitted to and reviewed by AISD staff during the 2008-2009 school year.
Rising Kindergarten and 1st-Grade Summer School Program for English Language Learners Evaluation, Summer 2009. DPE Publication No. 08.94
Author: Brunner, Josie
Date: 2010-02-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Kindergarten,Young Children,Elementary Education,Grade 1,Summer Programs,Bilingual Education,Transitional Programs,Achievement Gains,Enrollment Rate,Attendance Patterns,Academic Achievement,Program Evaluation,Program Effectiveness

In 2009, Austin Independent School District (AISD) offered an English learner summer bilingual program, serving 1,645 rising kindergarten students and 1,712 rising 1st-grade students at 10 campuses to prevent the loss of academic skills between school years. This report summarizes the program's student enrollment, attendance, and academic performance for summer 2009.
Does Money Still Matter? Attainment and Earnings Effects of Post-1990 School Finance Reforms
Author: Rothstein, Jesse
Date: 2022-04-00
Type: Reports - Research
Subjects: Labor Market,Educational Change,High School Graduates,College Attendance,Salaries,Outcomes of Education,Educational Finance,Educational Attainment,Females,Gender Differences,African American Students,Productivity,Expenditures,Academic Achievement,Correlation,Reports,Educational Equity (Finance),Court Litigation,National Surveys,National Competency Tests,Race,College Graduates

Card and Krueger (1992a,b) used labor market outcomes to study the productivity of school spending. Following their lead, we examine effects of post-1990 school finance reforms on students' educational attainment and labor market outcomes. Using a state-by-cohort panel design, we find that reforms increased high school completion and college-going, concentrated among Black students and women, and raised annual earnings. They also increased the return to education, particularly for Black students and men and driven by the return to high school. [This paper was published in &quot;Journal of Labor Economics&quot; v40 suppl 1 Apr 2022.]
Teaching Spanish-Speaking Caregivers to Implement &quot;EMT en Español&quot;: A Small Randomized Trial
Author: Peredo, Tatiana Nogueira
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Spanish Speaking,Low Income Groups,Language Impairments,Vocabulary Development,Intervention,Preschool Children,Parent Role,Parent Attitudes,Individual Characteristics,Culturally Relevant Education,Language Skills,Language Acquisition,Mothers,Family Involvement

The primary purpose of this study was to examine the effects of using the Teach-Model-Coach-Review approach to teach Spanish-speaking caregivers from low-income households to implement &quot;EMT en Español&quot; with their young children with language delays. A secondary purpose was to explore the effects of the caregiver-implemented intervention on children's vocabulary. A final and more exploratory goal was to gain insight into caregivers' perceptions of the intervention. 21 caregiver-child dyads participated in the intent-to-treat randomized control trial. Their children were 30-43 months old with language delays. Dyads were randomly assigned to receive 24 caregiver training sessions delivered at home in Spanish or a wait list control group. Pre, post and 3-month follow assessments included observational measures of caregiver-child interactions and child standardized vocabulary assessments. Caregivers completed surveys rating their perception of the intervention. Caregivers in the intervention group had significantly higher percentages of matched turns, expansions, and targets at post-assessment and of expansions and targets at follow-up compared to the control group. Overall, children in the intervention condition had significantly higher receptive vocabulary scores and performed better than children in the control condition on observational measure of their lexical diversity, with moderate effect sizes for most outcomes. Caregivers perceived the intervention as effective and culturally appropriate. Teach-Model-Coach-Review is effective in increasing Spanish-speaking caregivers' use of &quot;EMT en Español&quot; strategies with their young children with language delays. The intervention also appears to be effective for child vocabulary outcomes and acceptable to caregivers.
State Compensatory Education, 2008-2009. Publication Number 08.83
Author: Christian, Cinda
Date: 2009-11-00
Type: Reports - Research
Subjects: State Programs,Compensatory Education,State Legislation,Educational Legislation,Graduation Rate,At Risk Students,Program Evaluation,Educational Finance,Elementary Secondary Education

State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995, amended 2007), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995, amended 2007), and all other students. This report examines the results for the State Compensatory Education program for at risk students in AISD for the 2008-2009 school year.