ethanporcaro/eric-fulltext-meta huggingface dataset:
Grammar Podcasts for ESL College Students
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Audio Equipment,Language Tests,Computer Software,Scripts,Student Needs,Learning Processes,Language Proficiency,Group Discussion,Achievement Gains,Radio,Teacher Role,Language Teachers

Podcasts are audio files that are automatically delivered to the student's computer, smart phone, iPad or MP3/MP4 player. They can be automatically updated. Students typically subscribe to podcasts using &quot;podcatcher&quot; software such as iTunes. The present study proposes a model for integrating grammar podcasts in teaching English grammar to EFL/ESL college students. It gives examples of English grammar podcasts that can be integrated in in-class grammar instruction. It shows how grammar podcasts can be downloaded and used and some of the grammatical structures and topics are covered by those podcasts. Grammar podcasts contain 2-5-minute-long audio explanations of a particular grammatical point or structure. They include a lesson script, exercises, quizzes with an answer key, and/or an English grammar help where answers are given to students' questions about problematic grammatical points. Students can download podcasts, print the script, do the exercises and score their answers themselves. Elementary, intermediate, and advanced level grammar podcasts can be downloaded depending on the students' needs and proficiency level. Unlike face-to-face classroom lectures, students can listen to grammar podcasts anywhere, anytime and as many times as they need. Classroom discussions on a grammar podcast can be performed in pairs, small groups or even whole class. End-of-semester grammar tests can be given to find out improvements in the students' grammatical knowledge/achievement as a result of integrating grammar podcasts in EFL grammar courses. Recommendations for the effective use of grammar podcasts are given.
How the COVID-19 Pandemic Affected Academic Proficiency Rates in Pennsylvania in 2021: Findings from a Predictive Model. Education Research Brief
Author: Lipscomb, Stephen
Date: 2022-11-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Prediction,Models,Distance Education,At Risk Students,Achievement Gains,School Districts,In Person Learning,Elementary School Students,Grade 5,Grade 6,Grade 7,Grade 8,Public Schools,Language Arts,Mathematics Achievement,Achievement Tests,Student Participation

The disruptions to schooling created by the COVID-19 pandemic prompted nationwide concern about negative impacts on academic proficiency, particularly for vulnerable student populations. Pennsylvania's 2021 statewide assessments offered the first opportunity since the pandemic began to assess how students across the Commonwealth were faring, whether achievement gaps had widened, and how remote learning affected student performance. As in other states, the raw assessment data did not tell the full story of the pandemic's impacts on academic proficiency. Fewer Pennsylvania students participated in the 2021 assessments than in prior years, and test takers were not a representative sample of all students. In addition, test administration dates varied widely across the state in 2021, with some local education agencies (LEAs) postponing the usual spring assessments to the fall. Using a predictive model that accounts for the unique assessment issues in 2021 and the instructional modes that Pennsylvania LEAs offered, this research brief provides a fuller picture of the pandemic's impacts on academic proficiency in grades 5 through 8. Key findings for Pennsylvania students in grades 5 through 8 include: (1) students in vulnerable groups and in fully remote learning had lower assessment participation rates than other students in 2021; (2) the pandemic led to a substantial reduction in academic proficiency statewide in 2021, reducing academic achievement even more than the results for tested students indicated (3) the pandemic had consistently large negative academic effects across student groups, including for vulnerable groups that had low rates of proficiency before the pandemic; and (4) LEAs that were fully remote after winter break saw lower proficiency rates in 2021, compared with LEAs that offered fully in-person learning to similar students. [This brief includes contributions from Candy Miller, Rhonda Johnson, and Rosemary Riccardo.]
Pennsylvania&apos;s 2022 Student Proficiency Rates Show Signs of Partial Recovery
Author: Lipscomb, Stephen
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Language Arts,Mathematics Achievement,Elementary School Students,Grade 5,Grade 6,Grade 7,Grade 8,Prediction

Proficiency rates on Pennsylvania's statewide assessments in 2022 remain below pre-pandemic levels, especially in math, but there is evidence that student learning has begun to recover. Proficiency rates for grades 5-8 in 2022 improved in both English language arts (ELA) and math relative to rates predicted for 2021 from a Mathematica research brief that accounted for unusual test conditions that year. The results are encouraging, but more work is needed to help students recover from the pandemic. [For a related report &quot;How the COVID-19 Pandemic Affected Academic Proficiency Rates in Pennsylvania in 2021: Findings from a Predictive Model. Education Research Brief,&quot; see ED628488.]
Preschool Program for Children with Disabilities (PPCD): Parent, Staff, and Community Survey Results. Publication Number 10.18 RB
Author: Koehler, Holly
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: School Districts,Preschool Education,Students with Disabilities,Parent Attitudes,Teacher Attitudes,School Personnel,Attitudes,Program Effectiveness,Disability Identification,Student Evaluation,English,Spanish,Admission (School),Referral,Time,Early Intervention,Employees,Community Programs

A Fall 2010 survey of AISD parents, staff, and community members showed most were very satisfied with the district's preschool program for students with disabilities (PPCD). A separate supplemental report also was published.
Teachers and K-12 Education: A National Polling Report [May 2023]
Author: EdChoice
Date: 2023-05-00
Type: Numerical/Quantitative Data
Subjects: Teacher Attitudes,Kindergarten,Elementary Secondary Education,Well Being,Private Schools,Charter Schools,Public School Teachers,Comparative Analysis,Mental Health,Mental Health Programs,Educational Change,Teaching Methods,Educational Attitudes,Teaching (Occupation),Teaching Experience,School Choice,Educational Policy,Profiles,Teacher Characteristics,Academic Achievement,Social Emotional Learning,Institutional Characteristics,School Violence,Weapons,Prevention,Psychological Patterns,Artificial Intelligence,School Districts,Job Satisfaction,Physical Health

This poll was conducted between April 26-May 6, 2023 among a sample of 961 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.46 percentage points. Among the key findings are: (1) Private school and charter school teachers say they are thriving to a much higher degree than public school teachers; (2) About 1 in 4 teachers believe students are performing very well academically, emotionally, and socially; (3) Nearly 3 out of 4 teachers want more investment in mental health programs for teens to reduce the possibility of school shootings; and (4) Six out of ten teachers feel the need to make some changes to their teaching approach based on pandemic impacts. This report highlights findings pertaining to: (1) Well-Being and Happiness; (2) Views on K-12 Education; (3) Teaching Profession and Experiences; (4) Teaching Opportunities and Schooling; (5) School Choice Policies; and (6) Survey Profile and Demographics.
Preschool Program for Children with Disabilities (PPCD): Parent, Staff, and Community Survey Results--Summary. Publication Number 10.18b RB
Author: Koehler, Holly
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: School Districts,Preschool Education,Students with Disabilities,Parent Attitudes,Teacher Attitudes,School Personnel,Attitudes,Program Effectiveness,Disability Identification,Student Evaluation,English,Spanish,Admission (School),Referral,Time,Early Intervention,Employees,Community Programs

This brief one-page report highlights some results described in the full report (published separately) of a Fall 2010 survey of AISD parents, staff, and community members. The results showed most were very satisfied with the district's preschool program for students with disabilities (PPCD).
Teens and Their Schooling Perspectives: A National Polling Report [Spring 2023]
Author: EdChoice
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Student Attitudes,Educational Attitudes,Gender Differences,Age Differences,Race,Geographic Regions,Student Mobility,Computer Software,Artificial Intelligence,Mental Health,Academic Aspiration,Futures (of Society),Academic Achievement,Educational Experience,Student Surveys,Health Services,School Violence,Family Relationship,Physical Health,School Location,Student Characteristics,Friendship,Stress Variables,COVID-19,Pandemics,Current Events,Educational Technology,Secondary School Students

This poll was conducted between March 24-April 5, 2023 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Among the key findings are: (1) Over 40 percent of teens have heard either a lot or some about ChatGPT, while just under 1 in 3 have heard nothing at all about the program; (2) About half of teens express positivity when it comes to their current feelings; (3) Generally, teens feel more supported when it comes to their future and academics than when it comes to mental health; (4) Nearly one in four teens either say they have no specific post-high school plans or do not know what they will do; and (5) One-third of teens have changed schools in the last three years. This report highlights findings pertaining to: (1) Teen Perspectives; (2) Schooling Experiences; (3) Support for Teens; and (4) Survey Profile and Demographics.
Efficacy Analysis of Zearn Math: Findings from Implementation in Louisiana
Author: Rickel, Jessica
Date: 2023-05-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Program Implementation,Mathematics Achievement,Scores,Mastery Learning,Educational Assessment,Probability

Using Coarsened Exact Matching (CEM), this analysis examined the impact of Zearn Math across 7,116 matched pairs of students in 31 Louisiana parishes. Students who completed an average of 3+ Zearn Math lessons per week during the 2021-2022 school year were compared to similarly matched peers who completed less than 1 lesson per week. Findings showed that, on average, students who used Zearn Math grew an additional 6.3 scale score points on the Louisiana Educational Assessment Program (LEAP) compared to non-users. Students who started the year below proficiency gained an additional 8.2 scale score points, the equivalent of 1.3 years of learning, compared to non-users. Consistent Zearn Math users were also more likely to improve their Achievement Level, had a higher percentage of students placing at the &quot;Mastery&quot; level or above in spring 2022, and had higher probabilities of students meeting their 2022 target score. [This report was published by Zearn.]
Effects of Visual Journaling on Adolescents
Author: Schmidt, Kacie
Date: 2022-08-27
Type: Reports - Research
Subjects: High School Students,Social Emotional Learning,Art Education,Visual Arts,Journal Writing,Art Therapy,Teacher Role,Stress Variables,Educational Benefits,Program Effectiveness,Stress Management,Creative Development,Prompting,Trauma Informed Approach,Individualized Instruction,Instructional Effectiveness

High school students need Social Emotional learning integrated into classrooms, but what that looks like is not well defined for art educators. When one tries to look, most research points to art therapy strategies which leave art educators feeling ill-equipped to implement in their classrooms. This study explored the implementation of visual journaling, an art therapy technique, in a high school classroom to see what the role the educator took on, the stress effect on students as a group and individually, and if it simultaneously had any academic benefits. The researcher gauged the effectiveness of the visual journaling therapeutically by measuring student stress before and after the activity, showing that it did in fact reduce stress in most students. This varied for students based on their individualized approach where some students appreciated prompts as starters while others wanted more open-ended choices. The researcher also weighed the academic benefits of the activity, showing that students felt more creative in other classroom art projects from their use of their visual journals. The visual-journaling technique shows to be effective as a social emotional strategy in the art classroom.
Elementary Teachers&apos; Reports of Their Mathematics Instruction before and during the COVID-19 Pandemic
Author: Moeller, Babette
Date: 2022-01-07
Type: Reports - Research
Subjects: Elementary School Teachers,Mathematics Instruction,Teacher Attitudes,COVID-19,Pandemics,Faculty Development,Teacher Workshops,Educational Quality,Standards,Students with Disabilities,Rural Schools,School Districts,Kindergarten,Lesson Plans,Individualized Instruction,Teaching Methods,Student Needs,Urban Schools,Distance Education,Blended Learning,Time Management

As part of a federally funded grant, we conducted Math for All professional development workshops at elementary schools in the Midwest to support teachers' implementation of high-quality, standards-based mathematics education for a wide range of students, including those with disabilities. Our research included week-long instructional logs administered during the 2019-20 and 2020-21 school years. These instructional logs from a small sample of K-5 teachers (n=22 at three rural districts, and n=53 at one urban district) help describe the nature of mathematics instruction and teachers' lesson planning practices prior to the COVID-19 crisis (October 2019-early March 2020) and during the pandemic (April-May 2020 and during the 2020-21 school year). Our findings demonstrate the need for more support for teachers in the areas of lesson planning and differentiating instruction to enable them to be more flexible and to be better prepared to address diverse students' needs under challenging instructional conditions.
Political-Ideological Normativity in Norwegian Primary and Lower Secondary Social Studies Education: An Analysis of Current Learning Objectives
Author: Meling, Ådne
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Political Attitudes,Secondary School Students,Elementary School Students,Educational Objectives,Ideology,Political Power,Educational Change,Curriculum Development,Educational Policy,Democratic Values,Political Influences

With some degree of regularity, Norwegian authorities revise the curricula across all subjects within primary and lower secondary education, including social studies. In 2019, the most recent revision of this subject was adopted. It was labelled SAF01-04, and came into effect in August 2020. This article aims to identify areas where SAF01-04 implicitly encourages pupils to take specific normative positions in contested political-ideological questions. The article concludes that the implicit political-ideological content in SAF01-04 is moderately politically left-leaning and that pupils are expected to adopt moderately left-leaning positions. The article concludes that the ideological leanings of SAF01-04 are surprising given that the government behind SAF01-04 was centre-right.
Development of Learning Resources within Higher Education in Response to the Challenges of COVID-19
Author: Alharahsheh, Husam Helmi
Date: 2022-06-00
Type: Information Analyses
Subjects: Material Development,Learning Modules,Higher Education,Case Studies,College Students,Foreign Countries,Online Courses,COVID-19,Pandemics,Curriculum Development,Library Services,Information Technology,Student Centered Learning,Alignment (Education),Technology Uses in Education

This brief paper describes how additional learning resources can be developed at a module level within higher education. The context to further meet the requirements of a rapidly changing environment within the higher education context and to meet different trends and challenges such as employers' expectations and challenges facing graduates to secure appropriate employment considering their disciplines. The case study reflects key considerations to ensure further students' success as universities in the UK shifted from face-to-face delivery to quick online delivery due to the challenges presented by the COVID-19 virus spreading in the UK and Globally. In addition, the case study provides key considerations during the curriculum development process, such as constructive alignment, students' backgrounds and diversity, and utilization of additional resources at the organizational level, such as Library Services and IT.
Did Remote Learning Lead to Different Education and Health Outcomes in Pennsylvania? Education Research Brief
Author: Lipscomb, Stephen
Date: 2023-05-00
Type: Reports - Research
Subjects: Electronic Learning,Distance Education,Emergency Programs,Pandemics,COVID-19,Outcomes of Education,Disease Incidence,At Risk Students,Access to Computers,Achievement Gap,Disadvantaged Schools,Suspension,Graduation Rate,High Schools,Elementary Schools,Grade 10,Grade 11,Grade 12,Grade 6,Grade 7,Grade 8,Grade 9,School Closing,Equal Education

The COVID-19 virus brought on a public health emergency that massively disrupted school systems and learning nationwide. During the 2020-2021 school year, many local education agencies (LEAs) in Pennsylvania and other states adopted remote learning to help slow the virus's spread. However, remote learning came with challenges for students, families, and LEAs. These challenges included very practical ones like not having a reliable internet connection or the correct link to log into classes, as well as fatigue from so many remote meetings and feelings of social isolation. This brief examines remote learning in Pennsylvania and its role in shaping education outcomes and COVID-19 case rates in local communities during the 2020-2021 school year. Key findings for the 2020-2021 school year: (1) Vulnerable groups of students were more likely than students overall to attend LEAs where the predominant instructional modes included remote learning; (2) The same groups of students were also more likely to be in LEAs where larger shares of the student population had trouble accessing reliable internet; (3) More remote learning was associated with lower assessment performance in grades 5-8, especially in schools with higher levels of economic disadvantage. It was also associated with lower suspension rates in grades 6-12 and did not appear to harm or help graduation rates; and (4) Remote learning in high school was associated with lower subsequent COVID-19 rates within an LEA's boundary, suggesting it had an important public health benefit. [Contributions from Candy Miller, Rhonda Johnson, and Rosemary Riccardo.]
Breaking down Public School District Lines: Policies, Perceptions, and Implications of Inter-District Open Enrollment
Author: Pendergrass, Susan
Date: 2023-03-00
Type: Reports - Research
Subjects: Public Schools,School Districts,Educational Policy,Open Enrollment,School Choice,Transfer Students,Enrollment Trends,Transfer Policy,Administrator Attitudes,Access to Education,State Policy,Public Opinion,Educational Experience

Open enrollment is a form of school choice that gives families the opportunity to choose an educational setting or school within the public school system that is best for their children. In U.S. public school districts, students typically must attend the school that is in their neighborhood and often do not have a choice of attending a different school if there is not an open enrollment option. Open enrollment options, however, vary by state and region. Open enrollment can be either intra-district or inter-district. &quot;Intra-district open enrollment&quot; allows students to transfer to another school within their resident district. &quot;Inter-district open enrollment&quot; allows students to transfer to another public school district, even if they live outside the choice district's attendance boundaries. This paper will describe trends in elementary and secondary enrollment and financing and how those trends interact with open enrollment in the US. Then it describes the open enrollment landscape at both the state and district level. It then reviews the available literature on the participation and impact these policies have on students and school systems, followed by detailed case studies of inter-district choice programs in Arizona, Florida, Indiana, and Ohio to understand and gain insight on the processes and perceptions of administrators in the state. Finally, policy implications for improving access to and the impact of opening district boundaries will be summarized.
Unravelling Conceptions of Learning
Author: Zhao, Xiantong
Date: 2022-06-00
Type: Journal Articles
Subjects: Learning Strategies,Western Civilization,Asian Culture,Cultural Context,Foreign Countries,Educational Research

The aim of this article is to provide a systhesised review of the literature on conceptions of learning in both the western and Asian contexts. It follows Cooper's (1988) steps for synthesising the literature. The review begins by examining definitions of conceptions of learning, a process that enables analysis of the quantitative and qualitative dichotomy. It then moves to the potential interrelationship between various conceptions, more specifically, the hierarchical structure proposed by researchers. In the following section, it explores the significance of conceptions of learning by examining the close relationship between learning conceptions and learning approaches. Next, the review focuses on the conceptions of learning uncovered in the Asian contexts, particularly the Chinese context. The article concludes that studies on the conceptions of learning are meaningful and conceptually helpful, thereby calling for more empirical and theoretical works.