ethanporcaro/eric-fulltext-meta huggingface dataset:
Baltimore OrchKids: An Examination of Student Outcomes
Author: Durham, Rachel E.
Date: 2018-07-00
Type: Reports - Research-practitioner Partnerships
Subjects: After School Programs,Music Education,Urban Programs,Student Mobility,Attendance,Truancy,Suspension,Achievement Tests,Mathematics Achievement,Language Arts,Enrichment Activities,Student Participation,Program Effectiveness,Elementary School Students,Middle School Students,Persistence

OrchKids has been offering free, year-round music-based programming to students across Baltimore for 10 years. In school year (SY) 2017-18, its out-of-school-time (OST) program was based in six schools and served over 1,000 children in pre-K through 10th grade. The primary goal of OrchKids is to expose students and their family members to music and provide students opportunities to participate in musical ensembles. This report provides the results of a quasi-experimental analysis of the effects of OrchKids out-of-school-time (OST) program participation on student outcomes. The study included students who participated in OrchKids from 2009-10 through 2016-17. Outcomes examined included mobility out of City schools, student attendance, chronic absence, suspension from school, and performance on state assessments in English/language arts and math. Participants who joined the program in pre-K through 4th grade and persisted in the program for more than one year had higher average daily attendance, lower chronic absence, and were less likely to receive a suspension from school. Participants who joined OrchKids between 5th and 8th grade also had significantly higher attendance, relative to comparison students. Comparisons of participant and comparison students' state assessment outcomes in English/language arts and math also yielded positive findings. [This study was completed through the generous support of the Baltimore Symphony Orchestra.]
Career and Technical Education: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Keily, Tom
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Vocational Education,High School Students,Job Skills,Skill Development,Educational Legislation,State Legislation,State Policy,Graduation Requirements,Dual Enrollment,Work Experience Programs,Educational Finance,Partnerships in Education

The notion that the U.S. has a growing skills gap -- the difference between what employers need to fill in-demand positions and the skill of the current workforce -- is a hot topic among policymakers. By 2020, 65 percent of jobs will require postsecondary education and training beyond high school, according to the Georgetown University Center on Education and the Workforce. Additionally, the report projects that the increase in demand for a technically trained and educated workforce will continue to grow beyond 2020. Research suggests that quality career and technical education (CTE) programs in high school can support students in building foundational technical skills, gaining practical experience and laying the foundation for future pursuits in postsecondary education and their careers. This Policy Snapshot highlights enacted legislation in 2017 and 2018 pertaining to career and technical education. States enacted career and technical education (CTE) policy in one or more of the following areas: awareness and support, collaboration and research, graduation requirements and dual credit, work-based learning, and funding.
The Effect of Lesson Study on the Perceptions of Mathematics Teachers about Subject Area Competencies
Author: Boran, Elif
Date: 2018-00-00
Type: Journal Articles
Subjects: Lesson Plans,Teaching Methods,Middle School Teachers,Mathematics Instruction,Mathematics Teachers,Mathematics,Professional Development,Teacher Competencies,Semi Structured Interviews,Technological Literacy,Foreign Countries

In this study, it was aimed to investigate the effect of lesson study, a professional development model, on the perceptions of middle school mathematics teachers about subject area competencies and the views of the teachers about this model. In this study, which was conducted with a qualitative research method, the data were collected through semi-structured interviews from the middle school mathematics teachers after three lesson-research-cycles. The descriptive analysis of the data presented some findings: a) identification/determination of Mathematics Subject Area Competencies (MSAC) while preparing and applying a lesson plan, b) being able to use their knowledge of mathematics, c) developments of the students' mathematical skills through groupwork and d) a more active teaching process with Lesson Study (LS). On the other hand, it was also seen that there are some negative findings showing that preparing a detailed lesson plan is troublesome and the teachers have difficulty in coming together and using the technology. In this context, it is believed that this study will enlighten the researchers who are interested in LS method to learn about the subject area competencies of teachers from different branches, to learn about the effect of mathematics teachers' general competencies related to teaching profession on teaching and about teachers' technological competencies.
Investigating the Effects of Bangladesh and Global Studies (BGS) Assessment of Secondary School Certificate (SSC) Examination on Students Learning
Author: Hafiz, Labeeba
Date: 2019-02-00
Type: Journal Articles
Subjects: Secondary School Students,Exit Examinations,Foreign Countries,Global Education,Test Items,Secondary School Curriculum,Learning,Test Format,Multiple Choice Tests,Social Studies

The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom's cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn't reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning.
Pre-Service Mathematics Teachers&apos; Conceptual Knowledge of Binary Operation
Author: Aksu, Zeki
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Level,Mathematical Concepts,Algebra,Concept Formation,Difficulty Level,Teacher Competencies,Foreign Countries

Binary operation is one of the main topics of undergraduate mathematics. A binary operation is also used as a foundation for other disciplines such as physics, chemistry and biology. This study aims to describe the conceptual knowledge level of pre-service mathematics teachers regarding binary operation. In order to achieve this, a test consisting of open-ended and true-false questions on binary operation was administered to a total of 77 pre-service teachers; 32 primary school pre-service mathematics teachers, 30 high school pre-service mathematics teachers and 15 pedagogical formation teacher candidates. The data collected was analyzed using descriptive analysis in the context of the framework developed by the researchers. The findings of the study indicated that the performance of the pre-service teachers was insufficient with regards to the underlying conceptual knowledge that the questions sought. The study also indicates that pre-service teachers have difficulty in forming their subject knowledge successfully and they need to re-structure this as soon as possible.
Integrating Intercultural Learning in English for Specific Academic Purposes
Author: Ennis, Michael Joseph
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Cultural Awareness,English for Special Purposes,Second Language Learning,Second Language Instruction,Teaching Methods,Lesson Plans,Tourism,Intercultural Communication,Multilingualism,Universities,Foreign Countries,Management Development,Government Role,Team Sports

This chapter describes the application of an integrated approach to teaching foreign languages and intercultural competence to English for Specific Academic Purposes. The chapter summarizes how aspects of intercultural learning were integrated in an English for Tourism Studies course offered within the framework of a Bachelor's Degree program in Tourism, Sport, and Event Management at a trilingual university in northern Italy. After an overview of the most common approaches, models, and methods used to teach culture and intercultural competence in foreign language education in Europe and North America, the chapter discusses the reasons these tend to be ineffective in this unique learning context: namely due to their separate treatment of language and culture, which would require the reallocation of scarce instructional hours from language learning to intercultural learning. The chapter then briefly summarizes a fully integrated model of teaching language, culture, and communication as a more viable alternative. The chapter concludes with a description of a sample lesson as a demonstration of how intercultural learning was integrated without losing focus on learning specific language features, discourse patterns, and communication skills, which are necessary in all ESAP contexts. [This chapter was published in: M. J. Ennis &amp; C. E. Riley (Eds.), &quot;Practices in intercultural language teaching and learning&quot; (pp. 145-168). New Castle upon Tyne, England: Cambridge Scholars.]
Charter School Deserts: High-Poverty Neighborhoods with Limited Educational Options
Author: Saultz, Andrew
Date: 2018-04-00
Type: Reports - Research
Subjects: Charter Schools,Poverty Areas,Access to Education,School Choice,School Location,Elementary Schools,Urban Areas,Rural Areas,Educational Policy

A primary purpose of charter schooling is to provide education options and alternatives for families that are neither satisfied with nor well served by their current schooling options. For that reason, many of today's charter schools are focused on improving educational opportunities for low-income and minority students. Their families seek high-quality school options, yet many lack the means to move out of neighborhoods with unsatisfactory schools or to transport their children to attend schools that are better, but farther from home. School choice policies seek to address this problem in several ways, such as by creating public charter schools. Yet such schools are not evenly distributed across the communities that would benefit from them. For a host of reasons, it's difficult--or impossible--to establish charter schools in many places. There are political, legal, and fiscal obstacles, such as low per-pupil funding for charter students, no access to (or financial help with) suitable facilities, and laws or regulations that confine charters to certain communities or neighborhoods. Yet for a school to serve the children who need and would welcome it--particularly children from poor families--that school must be close to home. This is particularly true of elementary schools, as parents are understandably hesitant to send young children long distances to attend school. This report examines patterns of charter school locations, seeking to answer one fundamental question: &quot;What high-need areas lack charter schools?&quot; The authors analyze the distribution of chartered elementary schools across the country to provide educators and policymakers with information about which needy communities have no ready access to charter schools. [Foreword by Michael J. Petrilli and Amber M. Northern.]
Is There a Gifted Gap? Gifted Education in High-Poverty Schools
Author: Yaluma, Christopher B.
Date: 2018-01-00
Type: Reports - Research
Subjects: Grade 4,National Competency Tests,Academic Achievement,Poverty,Academically Gifted,African American Students,Hispanic American Students,Student Participation,Programs,Elementary School Students,Middle School Students,Talent

In 2018, the United States continues to see wide and worrying achievement gaps among student groups, despite decades of programs and policies meant to narrow them. Many factors inside and outside the education system contribute to these gaps, but researchers have consistently shown that black, Hispanic, and low-income students tend to enter school far behind their peers, and are then less likely to have access to quality education programming. A related issue is the wide variation in the achievement level of students in any given classroom, school, or grade. A recent study found a range of more than eleven grade levels among fourth graders in a small group of diverse elementary schools. Without differentiated programs for these different students, those who lag behind will miss out on the attention they need to catch up while students who are ahead will become bored and disengaged. Gifted-and-talented programs are a key source of enriched and accelerated academic opportunities for this latter group: the students who are performing--or could perform--well beyond their peers. When high-achieving poor and minority students have less access to these special programs than do their peers, gifted education may exacerbate existing inequalities. To better understand the state of gifted education in the United States today and investigate the extent to which access and participation in gifted programs vary for different students, this report uses federal data to answer three key questions: (1) To what extent do high-poverty schools offer gifted-and-talented programs? (2) What proportion of students in such schools participates in those programs? and (3) How does student participation in those programs vary by race within schools, particularly high-poverty schools? The authors analyze the representation and participation of gifted students using school-level data at the state and national levels. After briefly describing the approach, the authors examine the extent to which schools report offering any gifted programming, analyzing schools by their poverty level and racial and ethnic composition. Next, they turn to student participation and representation, again with an eye toward the school's poverty level as well as student race and ethnicity. Although the emphasis is on high-poverty schools, the authors show national results at all poverty levels and break down the availability and participation in gifted programming by state. These comparisons show the prevalence of such programs in high-poverty schools and the extent of black and Hispanic participation in them. Finally, the authors describe gifted programming in detail for each state via a series of customized profiles. [Foreword by Chester E. Finn, Jr. and Amber M. Northern.]
Gifted Education in Ohio: An Overview
Author: Poiner, Jessica
Date: 2018-09-27
Type: Reports - Research
Subjects: Academically Gifted,High Achievement,Educational Policy,State Policy,Talent Identification,Cognitive Ability,Academic Ability,Creative Thinking,Theater Arts,Special Education,School Choice,Special Schools,Special Education Teachers,Faculty Development,Accountability,Program Evaluation,Educational Finance

In the realm of education, much attention is paid to making sure that all students reach a minimum level of achievement. Raising the performance of those who struggle academically is a worthy and necessary goal. But in order to provide all students with an excellent education, attention must also be paid to the students on the other end of the spectrum--those who have a history of high achievement and performance. Gifted education is largely a matter of state policy, and Ohio's policies regarding the education of gifted students are both broad and complex. This paper explores the current landscape of gifted education in Ohio in detail.
The State of State Standards Post-Common Core
Author: Friedberg, Solomon
Date: 2018-08-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Language Arts,Mathematics,Common Core State Standards,Educational Change,Educational Trends

After the authors reviewed the &quot;State of State Standards--and the Common Core--in 2010&quot; they found that the Common Core State Standards (CCSS) were clearer and more rigorous than the English language arts (ELA) standards in 37 states and stronger than the math standards in 39 states. States were encouraged to adopt the CCSS. By 2013 the country was engulfed in a full-fledged culture war over the Common Core, with a loose coalition of populist conservatives teaming up with educational progressives in a push to dump the standards (and get out from under testing). Some states responded by &quot;un-adopting&quot; the Common Core; others tweaked, renamed, or rebranded them. But in general, the end of history was, alas, short-lived. Every state's academic standards need to be updated periodically to reflect the latest advances in content and pedagogy, as well as the lessons learned during their implementation. So the overarching goal of this report is to provide helpful guidance to states as they look to modernize their standards in the years ahead. Because many states have kept the CCSS (or a variant thereof), this report does not formally review standards in all fifty states. Instead, it focuses on the subset of states that have made the &quot;most&quot; substantive changes to the CCSS, as well as those that never adopted them in the first place. By taking a close look at the standards in these states, plus a fresh look at the CCSS, it seeks to identify those changes and ideas that are worthy of broader adoption, as well as mistakes to avoid. [&quot;The State of State Standards Post-Common Core&quot; was written with David Griffith and Victoria McDougald. Foreword and executive summary by Amber M. Northern and Michael J. Petrilli.]
Pathway to Success: Menlo Park Academy Gives Gifted Children a Unique Space Where They Can Thrive
Author: Millard, Lyman
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,Public Schools,Academically Gifted,Student Needs,Social Development,Student Development,School Effectiveness,Space Utilization,Physical Environment,Elementary Schools

In Ohio today, approximately 250,000 students--rich and poor alike--are formally identified as gifted. Yet all too often, they sit in &quot;grade-level&quot; classrooms, bored with material they already know and held back by a system that too rarely challenges them. In this paper, Lyman Millard of the Bloomwell Group profiles Menlo Park Academy, a Cleveland-based charter public school that is dedicated to meeting the unique needs of gifted children. The irony of gifted learners is that, despite their intelligence, many children hide their abilities or become so disenchanted with school that they drop out. In fact, the drop-out rate is so high that the Ohio Department of Education considers gifted students to be &quot;at risk.&quot; &quot;It's not that these kids are better; they just learn differently,&quot; said one parent of a gifted student. As Ohio's only K-8 gifted and talented school, Menlo Park Academy will be many gifted children's best hope for reaching their true potential.
Pathway to Success: Sciotoville Elementary Academy Focuses on Meeting the Needs of Its Rural Community
Author: Belcher, Ellen
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Rural Schools,Elementary Schools,Charter Schools,School Community Relationship,School Effectiveness,Poverty,School Culture

This report profiles Sciotoville Elementary Academy (SEA), a unique Ohio charter school that draws kids and families from Appalachian Ohio. SEA is one of the few charters located outside of the state's urban communities. This school's accomplishments illustrate what's possible within charter schooling for educators, families, and an entire community--who came together to save their school by transforming it into a public charter school. The tight knit familial culture of the school makes it a warm and nurturing place. Upon visiting, it's immediately evident how deeply Principal Foresta Shope cares for each child and teacher; she's the sort of person you want to clone for your own family. But these tight bonds do not come at the exclusion of high expectations for all children, no matter their family income or home circumstances. In fact, Shope might say that she expects so much of everyone precisely because she cares so much. After leading an enthusiastic group of second-graders in a writing prompt, wherein each child was expected to type multiple sentences at the top of a Word document on a personal laptop, Shope matter-of-factly shares that they are working toward multiple paragraph essays. It's what's required on the state tests--plus, it's good to write early and often and to require students to support their views with evidence. The lofty expectations are backed up by intense support and feedback: the children share their mini-essays with Shope and she types in personal feedback and tips for strengthening their writing. She does this for each and every child. Every so often one comes across leaders and educators that challenge views about what children are capable of, and consequently how big educators should dream for them. Sciotoville Elementary Academy is such a school. There is much to be learned from it, for educators and leaders in any type of school but especially for anyone wanting to make a lasting difference for children living in poverty.
From Telecollaboration to Virtual Exchange: State-of-the-Art and the Role of UNICollaboration in Moving Forward
Author: O'Dowd, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cooperative Learning,Higher Education,Periodicals,Educational Practices,Second Language Instruction,Business Administration Education,Computer Uses in Education,Computer Mediated Communication

Telecollaboration, or 'virtual exchange', are terms used to refer to the engagement of groups of learners in online intercultural interactions and collaboration projects with partners from other cultural contexts or geographical locations as an integrated part of their educational programmes. In recent years, approaches to virtual exchange have evolved in different contexts and different areas of education, and these approaches have had, at times, very diverse organisational structures and pedagogical objectives. This article provides an overview of the different models and approaches to virtual exchange which are currently being used in higher education contexts. It also provides a short historical review of the major developments and trends in virtual exchange to date and describes the origins of the UNICollaboration organisation and the rationale behind this journal.