ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Two Linguistic Factors Associated with Differential Performance of English Language Learners
Author: Herrmann-Abell, Cari F.
Date: 2019-00-00
Type: Reports - Research
Subjects: English Language Learners,Spanish Speaking,Grade 9,Grade 8,Language Usage,Achievement Gap,Language Proficiency,Tests,Scores,Culture Fair Tests,Secondary School Students,Secondary School Teachers,Immigrants,Hispanic American Students,Test Items,Sentences,Student Attitudes,Performance

This study is part of a larger effort to investigate linguistic features of assessment items that might explain differential performance of English learners on science assessments. An analysis of a large set of multiple-choice items suggested two features that held promise in reducing the performance gap: the presence of contrast words and the reduction of 1+ clauses. A subset of 48 items were modified and used in a study with 638 students to investigate the effect of these features. For half of those items, we reduced the number of 1+ clauses; for the other half, we removed contrast words. We analyzed the results from two subsets of students: 358 9th grade native-English and native-Spanish speaking students from across the U.S. and 138 8th grade students from one teacher at a school with 50% Spanish speaking students who agreed to participate in follow-up focus group discussions about the items. We compared student performance on the modified and original items and found little to no support for the selected linguistic features as affecting English learners' scores differentially, suggesting that performance was more strongly dependent on content knowledge than on the linguistic features of the items. The follow-up discussions also supported the idea that students' performance was strongly related to their content knowledge level.
An Interdisciplinary Theoretical Model of Migrant Schooling to Effectively Account for Achievement Differences between Migrant and Native Students
Author: Pinder, Patrice Juliet
Date: 2020-06-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Immigrants,Academic Achievement,Achievement Tests,Scores,Foreign Countries,Peer Relationship,Genetics,Sociocultural Patterns,Psychological Patterns,Models,Meta Analysis,Comparative Analysis,Cross Cultural Studies,Blacks,Latin Americans,Race,Asians,Student Attitudes,Cultural Influences,Resilience (Psychology),Occupational Aspiration,Student School Relationship,Criticism,Parent Aspiration,Educational Theories

Across the globe, from the very wealthy continents of North America to Europe to Australia, the phenomenon of migrant and immigrant students outperforming native students are observed and documented. Some migrants and immigrants from China, the Philippines, India, Russia, Africa, and the Caribbean are reportedly achieving higher test scores than their Native peers. Even within the same race, achievement differences are being seen; for example, African immigrant students seem to be outperforming Afro-Caribbean immigrants in the UK. What might account for the achievement success of one group of students over the other group? Are achievement differences among the migrant and non-migrant groups linked to only family (genetic) dynamics or to socio-cultural or to psychological factors? One major proponent of the &quot;Socio-Cultural Debate&quot; was Dr. John Ogbu, a former Nigerian-American Professor from the University of California at Berkeley who coined the term &quot;Cultural-Ecological Theory&quot; in 1998 to then explain the phenomenon he was seeing. But, can Ogbu's cultural-ecological model &quot;effectively&quot; and &quot;totally&quot; account for the persistent achievement differences observed between migrant and non-migrant student groups? The model appears to be insufficient in completely explaining or effectively accounting for the global picture seen. Therefore, in this current study, I am proposing a more comprehensive &quot;Interdisciplinary Theoretical Model of Migrant Schooling&quot; (see Figure 1) to effectively account for the achievement differences observed across the globe. To solidify the proposed model, I am looking to conduct (1) a quantitative meta-analytical study, and (2) a more detailed synthesis of the qualitative research literature. [This is the in press version of an article published in &quot;International Journal of TESOL and Learning.&quot;]
The Investigation into the Dependency Level of Turkish Language Teachers on Coursebooks
Author: Seref, Izzet
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbooks,Teacher Attitudes,Language Teachers,Turkish,Attitude Measures,Gender Differences,Teaching Methods,Foreign Countries,Institutional Characteristics,Educational Attainment,Teaching Experience,Teacher Competencies,Secondary School Teachers,Public Schools,Private Schools

Coursebooks are one of the basic materials used in educational environments. So, it is crucial to determine teachers' attitudes toward coursebooks and the degree they depend on them. Based on this, this study examines Turkish Language teachers' coursebook dependency and shows how this dependency varies according to their genders, schools, levels of education, and years of experience. The study uses a descriptive survey carried out with a quantitative approach. The sample of the study consists of 53 Turkish Language teachers determined by simple random sampling. The data of the study were collected employing the scale named &quot;Dependency Scale of Turkish Language Teachers on Coursebooks&quot;. The data were analyzed using the arithmetic mean, t-test, and ANOVA test, which are descriptive analysis techniques. As a result, it is seen that teachers are moderately dependent on coursebooks and that their genders, schools, levels of education, and years of experience do not have any effect on their coursebook dependency. However, it is seen that there is a significant difference in the sub-dimension &quot;obligations/advantages&quot; in favor of males, and there is a significant difference in the sub-dimension &quot;school type&quot; in favor of teachers working in private schools.
Practical Learning Innovation: Real Condition Video-Based Direct Instruction Model in Vocational Education
Author: Warju
Date: 2020-03-00
Type: Journal Articles
Subjects: Technology Uses in Education,Video Technology,Individualized Instruction,Instructional Films,Vocational Education,Vocational High Schools,High School Students,Foreign Countries,Outcomes of Education,Scores,Action Research,Student Improvement

This study aims to improve student learning outcomes through the implementation of direct learning models that are supported by learning videos. Class action research refers to Kemmis and McTaggart's designs, which are carried out over two cycles. The subjects of the study were students of class X LVE 7 at VHS Dharma Bahari Surabaya. Data were collected using test and observation instruments. Test and observation data were analyzed descriptively based on standardized study completeness criteria. The results of this study found that student learning outcomes consistently increased from the pre-test scores, the value of the first cycle, to the value of the second cycle. Based on the pre-test score data, it is known that there are 16 or 53% of 30 students who reach the complete category. Learning outcomes are then improved in the first cycle, where there are 19 or 63% who reach the complete category. Meanwhile, in cycle II there were 23 or 77% of students who reached the complete category. This increase occurred consistently so that it was concluded that the use of direct learning models supported by learning videos was very effective for the learning of class X LVE 7 students at VHS Dharma Bahari Surabaya.
CSP Background Report
Author: Department of Defense Education Activity (DoDEA)
Date: 2011-11-00
Type: Reports - Research
Subjects: Public Schools,Military Service,Strategic Planning,Educational Planning,Elementary Secondary Education,Stakeholders,Attitudes,Teachers,Principals,Administrators,Unions,Teacher Associations,Nonprofit Organizations,Educational Quality

The Department of Defense Education Activity (DoDEA) has begun the process of developing a new Community Strategic Plan (CSP) for school years 2012-13 through 2016-17. The first step in the development process was to conduct a wide-reaching and comprehensive environmental scan at the grassroots level to understand DoDEA stakeholders' concerns, opinions, and ideas about military-connected students' education. The CSP for school years 2012-13 through 2016-17 is being deliberately and collectively developed to include the participation of all DoDEA stakeholders, unlike the CSP 2008 Alignment, which was largely driven by DoDEA headquarter and area leadership staff and the teachers union and association representatives. The goal of these various research efforts is to ensure that the knowledge and understanding of the DoDEA community is used to inform the development of the CSP for school years 2012-13 through 2016-17. DoDEA is committed not only to providing a high-quality, student-centered education, but also to making a lasting and meaningful impact on military-connected families who sacrifice so much for this great Nation. This CSP is broken down into the following sections: (1) Introduction; (2) Strategic Planning Process; (3) Methodology; and (4) Summary of Findings. Appendixes include stakeholder discussions; previous DoDEA CSP documentation; DoDEA data and research report summaries; external data and research report summaries; and the strategic plan matrix.
Impact of the UPSTART Program on Forestalling Summer Learning Loss
Author: Hobbs, L. Jon
Date: 2019-07-01
Type: Reports - Research
Subjects: Summer Programs,Elementary School Students,Rural Schools,Educational Technology,Kindergarten,Grade 1,Program Effectiveness,Reading Achievement,Scores,Emergent Literacy,Outcome Measures,Phonemic Awareness,Alphabets,Phonics,Oral Reading,Reading Fluency

The UPSTART Summer program is a federally funded i3 validation project that uses a computer-based program to maintain and develop the literacy skills of elementary school students in rural Utah during the summer months when school is out of session. Researchers used a quasi-experimental design to evaluate the impact of the program in forestalling literacy learning loss during several summer periods. Students in the treatment group participated in the UPSTART Summer program, in the summer periods after kindergarten, first grade, and/or second grade. A second group of children, who were not enrolled in the program served as a comparison. Statistical matching procedures were used to create separate treatment and comparison analytic samples for each outcome measure that were equivalent on baseline scores and demographic variables (e.g., school, gender, race, language learner status, household income, Title 1 school enrollment, etc.). Standardized literacy assessments of letter knowledge, phonics, and reading fluency were administered prior to program commencement at the end of the academic school year and upon program completion at the beginning of the following school year. Results revealed that the UPSTART Summer program had a significant impact in reducing literacy learning loss in rising first graders on assessments of letter naming fluency, nonsense word fluency (correct letter sounds), and a reading composite score when compared to a matched comparison group. There were no differences in learning loss rates between rising first graders and comparison students on assessments measuring phoneme segmentation fluency or nonsense word reading (whole words read). Additionally, the UPSTART Summer program did not have an impact on literacy learning loss prevention in rising second or third grade students as measured by assessments of nonsense word reading, oral reading fluency, or overall reading composites. Taken together these results suggest that the UPSTART program helps to maintain early literacy skills in the summer months between Kindergarten and first grade.
How to Teach Entrepreneurship Education to Culinary Students? Case Studies of School Enterprise Program in Indonesia
Author: Saputro, Ida Nugroho
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Entrepreneurship,Cooking Instruction,Service Occupations,Experiential Learning,Self Employment,Financial Support,Case Studies,Educational Finance,Mentors,Role Playing,Student Projects,Active Learning,Lecture Method,Tests,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Vocational High Schools

The study of entrepreneurial learning in schools has been widely reviewed, however, is limited to aspects of the theory. This study aims to find out how to teach entrepreneurship education in culinary schools. This study used a qualitative approach with case studies design. The result revealed that: (1) entrepreneurship education is considered very important to create new jobs in the culinary field; (2) entrepreneurial learning in culinary schools requires experiential learning (e.g., school enterprises); (3) the goal of the school enterprise program is to obtain funding sources to finance school program (short-term) and train students to become self-employees (longterm). The findings of this study discuss in depth and some implications for vocational education practitioners proposed for further improvement in entrepreneurial learning. The implication was that entrepreneurship learning in vocational schools requires a relationship between entrepreneurship education and student vocational skills.
Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City&apos;s P-TECH 9-14 Schools
Author: Rosen, Rachel
Date: 2020-05-00
Type: Reports - Research
Subjects: Urban Schools,High Schools,Community Colleges,College School Cooperation,School Business Relationship,Career Readiness,College Readiness,Work Experience Programs,Tech Prep,Vocational Education,School Effectiveness,Partnerships in Education,Outcomes of Education,Public Schools,High School Students,Standardized Tests,State Standards,Exit Examinations,Credits,Attendance

The New York City P-TECH Grades 9-14 schools represent an education model that ties together the secondary, higher education, and workforce systems as a way to improve outcomes in both domains. The distinguishing feature of the P-TECH 9-14 model, as it is referred to in this report, is a partnership between a high school, a local community college, and one or more employer partners that focuses on preparing students for both college and careers -- not one or the other -- within a six-year timeframe. Education and workforce development are traditionally seen as separate spheres of influence with multiple transition points that students have been left to navigate largely on their own (for example, high school to postsecondary, and postsecondary to the workforce). P-TECH 9-14 is designed to seamlessly assist student navigation of those points -- supporting student success and mitigating the potential for students to fall through the cracks. P-TECH 9-14 schools collaborate with local colleges to provide students with an opportunity to earn a high school diploma (within four years) followed by a cost-free, industry-recognized associate's degree. During the six-year program, employer partners support P-TECH 9-14 schools by providing students with work-based learning experiences such as internships, mentoring, and job shadowing. By design, the P-TECH 9-14 model offers students the opportunity to participate in focused and accelerated high school pathways, early college, and career-focused activities. This study offers initial impact and implementation findings from the first rigorous evaluation of the model, evaluating the first seven P-TECH 9-14 schools that opened in New York City. The study leverages the random lottery process created by the New York City High School Admissions System to identify impacts. The majority of the students in the sample who participated in the admissions lotteries were academically below proficiency in both math and English language arts (ELA) prior to entering high school. [This report was written with Fernando Medina. For the executive summary, see ED605313.]
Education Media Development for Clutch (EMC) in Vocational Education: The Concept of Clutch Work
Author: Nurtanto, Muhammad
Date: 2018-06-00
Type: Journal Articles
Subjects: Educational Media,Vocational Education,Instructional Effectiveness,Auto Mechanics,Engineering Education,Foreign Countries,Metacognition,Student Attitudes,Instructional Design,Models,Simulation,Competence,College Students

This development research aims to describe the working concept of EMC with VPE valuation method. The EMC quality is based on following aspects:(1) valid according to experts;(2) practical according to practitioners; and (e) effective based on students ability test. The developed cycles and procedures refer to the ADDIE model (analysis, design, development, implementation, and evaluation). Data was collected using rating scale sheet (1-5) and percentage of learning using EMC outcomes. The research results show that the valid and practical aspects of the category are valid and practical enough with an average score of 3.68 (73.6%) and 3.75 (75.0%) respectively. While the results of the effective test obtained an average score of 3.74 (74.8%) and the competence test results is 80.51%. The advantages of EMC are attractive design, practical size, and ease of use (user-friendly). Students recommend that they enjoy learning with EMC and it supports learning about chassis.
Using Insights from Behavioral Science to Help College Students Stay Enrolled. Issue Focus
Author: Headlam, Camielle
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Two Year College Students,Academic Persistence,College Attendance,Communication Strategies,Summer Programs,Behavioral Sciences,Information Dissemination,Enrollment,Low Income Students,Student Financial Aid,Community Colleges,Barriers,Intervention

In the wake of the COVID-19 pandemic, the nation's community colleges and students are facing a host of concerns about the upcoming 2020 fall semester. Many students are reconsidering whether they will pursue higher education full time, take online courses, or enroll at all. Students who have lost their jobs or have family members facing unemployment may delay attending college because of financial concerns or may have to reduce their course load to focus on work or child care. As students navigate these decisions, they may benefit from well-designed communications that address their concerns, simplify information, and offer support to help them continue their education in the fall. For colleges interested in ways to communicate more effectively with students and help them make progress toward a degree after disruptions caused by the pandemic, this Issue Focus highlights evidence-based strategies from prior research, particularly the &quot;Encouraging Additional Summer Enrollment&quot; (&quot;EASE&quot;) project, which successfully used insights from behavioral science to encourage continual enrollment and increase student success.
Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City&apos;s P-TECH 9-14 Schools. Executive Summary
Author: Rosen, Rachel
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Urban Schools,High Schools,Community Colleges,College School Cooperation,School Business Relationship,Career Readiness,College Readiness,Work Experience Programs,Tech Prep,Vocational Education,School Effectiveness,Partnerships in Education,Outcomes of Education,Public Schools,High School Students,Standardized Tests,State Standards,Exit Examinations,Credits,Attendance

This is the executive summary for the report, &quot;Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools.&quot; This study offers initial impact and implementation findings from the first rigorous evaluation of the model, evaluating the first seven P-TECH 9-14 schools that opened in New York City. The study leverages the random lottery process created by the New York City High School Admissions System to identify impacts. The majority of the students in the sample who participated in the admissions lotteries were academically below proficiency in both math and English language arts (ELA) prior to entering high school. [This report was written with Fernando Medina. For the full report, see ED605308.]
Design and Development E-Learning System by Learning Management System (LMS) in Vocational Education
Author: Rabiman, Rabiman
Date: 2020-01-00
Type: Journal Articles
Subjects: Electronic Learning,Integrated Learning Systems,Vocational Education,Undergraduate Students,Needs Assessment,Computer Software,Engineering Education,Educational Technology

The unpreparedness of educators and students in the learning process becomes a weakness in traditional learning. Moreover, teaching material that has been delivered cannot be repeated while the small notes and educator explanations have limitations in knowledge transfer. This method is ineffective and also have limited learning space and time that cannot be accessed anytime and anywhere. In the current development, students have a tendency and dependence on digital content or ICT. The condition is of positive value for online or virtual learning activities, teaching materials can be accessed, stored and shared through the internet. The research and development objective are to produce an LMS-based E-Learning system that is tested on Microteaching in the Mechanical Engineering Education class. The research method adopts the Hannafin and Peck approach model with specific phases (needs analysis, design, development and implementation). The developed LMS is then validated by media experts and material experts according to their capabilities. The research subjects were 15 undergraduate students aged ± 22-25 years old (adults). Data collection techniques are using questionnaires and direct observation. The results of LMS-based E-Learning development research is &quot;very feasible&quot; to be used. The assessment is based on the LMS usability, LMS functions, visual communication, learning design, material contents, as well as language and communication. The findings in this study are that using LMS increases satisfaction and quality of learning.
Assessment of Ongoing Training in Restorative Practices
Author: Pomar, María Isabel
Date: 2020-00-00
Type: Journal Articles
Subjects: Training,Teacher Education,Teacher Attitudes,Conflict,Conflict Resolution,Attitude Change,Outcomes of Education,Training Methods,Communities of Practice,Group Discussion,Trainees

This research aims to show the impact of training actions on restorative practices in a group of teachers who were not well versed in this issue. The purpose was to find and compare the views the training attendees had beforehand and upon completion about conflicts and how to tackle them. At the same time, the intention was to analyze the role training strategies played in changing attitudes.