ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Scotland Scottish Attainment Challenge. National Summary Report, April-June 2023
Author: Education Scotland
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Poverty,Outcomes of Education,Educational Improvement,Educational Strategies,Evaluation,Partnerships in Education,Professional Development

National Summary Reports are part of the cycle for reporting on the implementation of the Scottish Attainment Challenge (SAC). Attainment advisors, in collaboration with their associated local authority, produce reports triannually. This ensures a continuous narrative where thematic next steps are identified and subsequent progress evaluated. Equity and improving outcomes for those children and young people impacted by poverty are referenced throughout. This summary is a collation and analysis of all 32 local authority reports. Section 1.2 provides an overview of the progress being made towards the next steps identified in Triannual Report 2. Illustrations throughout this summary are examples from local authority reports. The key theme for this reporting period was learning, teaching and assessment and is summarised in Section 2. The improvement and progress being made by local authorities is outlined in four key areas: strategies for learning and teaching, assessment, partnerships and professional learning.
Implementation Determinants and Strategies to Promote Uptake and Sustained Implementation of Comprehensive School Mental Health and Trauma-Sensitive Practices
Author: Aiello-Kimberlain, Maddie
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: School Health Services,Mental Health Programs,Trauma Informed Approach,Program Implementation,Comprehensive Programs,Context Effect,Change Strategies

This report describes and synthesizes implementation determinants and strategies to promote uptake and sustained implementation of comprehensive school mental health and trauma-sensitive practices in schools. The present synthesis of studies and reports emphasizes use of relevant and efficient practices with empirical support at the state, district, and school levels to promote comprehensive school mental health and trauma-sensitive practices.
Moving from Silos to Systems: Minnesota&apos;s Experience Developing and Implementing a Multi-Tiered System of Support Framework
Author: Region 10 Comprehensive Center
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Multi Tiered Systems of Support,Language Usage,Cooperation,School Districts,Program Implementation,Technical Support

A major purpose of this ongoing project was to develop a shared understanding and language among divisions of the Minnesota Department of Education regarding the Multi Tiered System of Support Framework (MTSS) (e.g., School Climate; Teaching and Learning; Special Education; Equity, Diversity, and Inclusion) to more efficiently and consistently support local educational agencies (LEAs) and provide districts with tools, resources, and technical assistance to support implementation. The project developed a unifying framework for guiding continuous improvement, connecting silos, and enhancing collaboration. This report describes the project outcomes.
Analysis of an In-School Mental Health Services Model for K-12 Students Requiring Intensive Clinical Support: A White Paper Report on Tier 3 School-Based Mental Health Programming
Author: Dettmer, Amanda M.
Date: 2023-09-18
Type: Reports - Research
Subjects: Mental Health,Mental Disorders,Clinical Diagnosis,Academic Achievement,Anxiety Disorders,Depression (Psychology),At Risk Students,Suicide,Behavior Disorders,COVID-19,Pandemics,School Health Services,Models,Outcomes of Education,Elementary Secondary Education,Grade Point Average,Discipline,Suspension,Program Effectiveness,Well Being,Attendance,Multi Tiered Systems of Support,Gender Differences

Emotional, behavioral, and mental health challenges make it difficult for many children and adolescents to engage and succeed at school. Research indicates that at least 20% of all children and adolescents have been diagnosed with one more mental health disorders. Behavioral problems, anxiety, and depression are the most diagnosed mental health issues, and they often co-occur. Moreover, these conditions are being diagnosed at increasingly younger ages. In the past several years there has been a rise in the number of adolescents and young adults with serious mental health issues such as major depression and suicidal ideation, and the COVID-19 pandemic has exacerbated mental health problems for children and adolescents. Schools offer promise for providing intensive clinical support to the most at-risk students, and schools are necessary environment to explore the implementation of multi-modal youth mental health services. This paper provides an analysis of an intensive, in-school mental health services model developed and implemented by Effective School Solutions (ESS), a New Jersey based provider of high acuity school based mental health services for K-12 students. We analyze this multi-modal model for its effectiveness in improving educational outcomes for over 3,000 students identified as requiring intensive clinical mental health support across the 2021-22 school year. This analysis reveals that those students receiving High- versus Low-fidelity programming (i.e., multiple sessions per week for at least half of the school year versus for less than half of the school year) had better educational outcomes. Students receiving High-fidelity programming had greater improvements in grade point average (GPA) and greater reductions in absences across the school year. A higher number of in-school clinical sessions per week significantly predicted a greater increase in GPA and a greater reduction in total disciplinary incidents (including out of school suspensions) across the school year. This report provides initial promising evidence that in-school intensive mental health clinical services yield positive effects on students' educational outcomes. Though future research is needed to validate and extend these findings, schools may consider implementing such services onsite to meet students where they are and to optimize students' mental, behavioral, and educational well-being. [This white paper report was published by the Yale Child Study Center.&quot;]
Investigation of Fair Play Behaviors of Secondary School Students Participating in School Sports
Author: Temel, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Sportsmanship,Secondary School Students,Foreign Countries,Athletes,Grade 5,Grade 7,Gender Differences,Student Behavior,Age Differences,Student Attitudes,Athletics

This research aims to examine the fair play behaviors of secondary school students who participate in school sports. The sample of the research consists of 495 secondary school students who continue their education in Nigde in the 2022-2023 academic year and are selected by criterion sampling from purposive sampling methods. &quot;Frequency of Exhibiting Fair Play Behaviors Scale&quot; was used as a data collection tool in the research. Descriptive statistics, t-tests, and ANOVA tests were performed in the analysis of the data, and a significance level of 0.05 was taken into account in the interpretation of the data. According to the research findings, the students who participated in school sports exhibited fair play behavior at a frequent level in the spectator dimension; at a very frequent level in team, negative behavior, opponent dimension, throughout the scale. Fair play behaviors of female students were higher than male students (p&lt;0.03). According to the grade level, the scores of the 5th-grade students were found to be significantly higher than the 7th-grade students (p&lt;0.01). While the fair play behaviors of the students playing football in the spectator dimension of the scale were higher than the athletes interested in individual branches (p&lt;0.00), no significant difference was found in other dimensions (p&gt;0.05). In the variable of sports age, the fair play behaviors of the students who do sports for 1-3 years were found to be higher than the students who did sports for less than 1 year (p&lt;0.00). As a result of the research, it has been determined that secondary school students participating in school sports exhibit fair play behaviors very often and develop more positive attitudes towards their team. It is recommended that secondary school students participate in events such as games, competitions, and tournaments within the scope of school sports.
A Qualitative Comparison of Young Children&apos;s Performance on Analogous Digital and Hands-On Tasks: Assessment Implications
Author: Chung, Gregory K. W. K.
Date: 2021-04-00
Type: Speeches/Meeting Papers
Subjects: Task Analysis,Performance,Experiential Learning,Educational Games,Computer Games,Young Children,Engineering Education

This study conducted an exploratory study to compare children's performance on a video game-based task to their performance on an analogous hands-on physical task. The game involved a slide and concepts of height and friction. For both formats, the number of rounds it took to beat a level and the number of steps used within each round were measured. The number of rounds to beat a level between the two modes were not drastically different. However, the number of steps (per round) to beat a round was higher in the game than the hands-on task, suggesting a mode effect. The digital format appeared to be interfering with children's ability to &quot;sense&quot; friction, which was not observed in the hands-on task. [The work reported here was supported by the PBS KIDS Digital.]
From Clicks to Constructs: An Examination of Validity Evidence of Game-Based Indicators Derived from Theory
Author: Feng, Tianying
Date: 2022-04-22
Type: Speeches/Meeting Papers
Subjects: Games,Data Collection,Learning Processes,Measurement,Validity

A critical issue in using fine-grained gameplay data to measure learning processes is the development of indicators and the algorithms used to derive such indicators. Successful development--that is, developing traceable, interpretable, and sensitive-to-learning indicators--requires understanding the underlying theory, how the theory is instantiated under different game conditions, and programming that considers these exigencies using fine-grained gameplay data. This study examines preliminary validity evidence on various game-based indicators (GBIs) developed from theoretical frameworks and not from unsupervised feature extraction methods. Examples of indicators are presented that represent three types of indicators: Common indicators, distance-based indicators, and games-specific indicators. For each example, the theoretical background is presented briefly, followed by a description of how the indicator design flows from the theory. Correlational analyses show how the GBIs relate to external criterion measures. Limitations and next steps are discussed.
Emotional Intelligence, Job Satisfaction, Organizational Commitment and Its Relationship to Job Performance: Basis for Professional Development Plan
Author: Sacramento, Rommel U.
Date: 2023-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Correlation,Job Satisfaction,Job Performance,Teacher Attitudes,Teacher Effectiveness,Secondary School Teachers,Stress Variables,Educational Attainment,Faculty Workload,Teacher Salaries,Gender Differences,Beginning Teachers,Faculty Development,Ethics,Teacher Promotion,Work Environment,Institutional Characteristics,Income,Foreign Countries,Tests

This study investigated the relationship between job satisfaction, emotional intelligence, and organizational commitment to job performance among teachers in the Aparri East District. Involving 145 teachers across five secondary schools, the study used a descriptive correlational research method. Results showed high levels of emotional intelligence among teachers, despite room for improvement in stress management. Teachers reported high job satisfaction but were dissatisfied with the promotion speed. The workload and paperwork were stressful, and concerns were raised about policy fairness, despite satisfaction with salaries and benefits. Several factors influenced teachers' emotional intelligence, job satisfaction, and organizational commitment, including educational attainment, nature of appointment, plantilla position, monthly income, type of school, and school assignment. A complex relationship was found between emotional intelligence, job satisfaction, organizational commitment, and job performance. Emotional intelligence negatively correlated with job satisfaction but positively with job performance. Job satisfaction and organizational commitment negatively correlated, without significant correlation to job performance. The study proposes recommendations to improve job satisfaction and performance, including promoting gender diversity,supporting early-career teachers, fostering an inclusive curriculum, encouraging continuous professional development, reducing workload and administrative burdens, enhancing supervisor fairness, improving promotion prospects and recognition, optimizing working conditions, fostering positive co-worker relationships, and further research. Implementation of these recommendations can enhance job satisfaction, improve performance, and lead to better student outcomes.
Exploring the Roots of Profound Moments: An Empirical Study
Author: Ball, Jonathon Aaron
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Phenomenology,Learning Experience,Personality,Metacognition,Adult Learning,Transformative Learning,Change

This phenomenological study explored the concept of profound moments. We previously defined a profound moment as an experience that intentionally or unintentionally continues to surface in our consciousness, has transformed our fundamental perspectives, and has been integrated into how we live. Selected participants had experienced highly memorable moments and demonstrated an introspective personality. The interviews used a semi-structured, interpretive phenomenological approach. Interviews were coded, analyzed, and interpreted for preliminary results. Results from preliminary analysis indicate profound moments consist of four elements: acceptance, permeation, humanity, and change. [For the full proceedings, see ED631897.]
Using Differentiated Instruction for Developing Writing Fluency
Author: Gheith, Asmaa Ghanem
Date: 2020-00-00
Type: Reports - Research
Subjects: Individualized Instruction,Secondary School Students,Writing Instruction,Second Language Learning,Second Language Instruction,Foreign Countries,Writing Skills,English (Second Language),Comparative Analysis,Teaching Methods,Units of Study,Writing Improvement,Instructional Effectiveness,Program Implementation,Language Fluency

Writing in English with confidence is a matter of great concern for non-native speakers. Since writing fluently requires a multidimensional mastery of language skills, students always regard it as an open question. This paper investigates writing skills which seem to be the least favored and most problematic skills to acquire in a foreign language acquisition. The purpose of the study was to investigate the impact of Differentiated Instruction (DI) on the English writing fluency for the students in the first year of secondary education in Al-Azhar Institutes. To answer the study questions, the researcher adopted the quasi-experimental approach using the one-group design. The study subjects were thirty two (32) students who have been randomly chosen from the Secondary education of Al-Azhar Institutes in Sohag governorate, Egypt. The sampling method is probability sampling which means that every individual of the population has a chance of being selected. The researcher used a program based on Differentiated Instruction's theory in teaching the study group in the second term of the year (2018-2019). The program consisted of 12 units. Each unit has four lessons. To measure the effect of the program, the researcher designed and validated a writing fluency test to be used as a pre and post test. The data of the study were analyzed, using SPSS 19 software, to confirm the test reliability. The researcher used a t-test to spot the statistical differences in students' performance before and after the intervention of the program. The study indicated that there are statistically significant differences at the level of ( 0.05) in English writing fluency skills of the first-year students in favor of the posttest. This meant that the use of the program had a significant impact on developing the students' writing fluency in Al-Azhar Institutes. Based on those findings, the study recommended implementing the suggested program to bring about better outcomes in students' writing fluency. It also was suggested that further research should be conducted concerning other language domains such as reading and listening.
Factors, Forms, and Functions of Code Switching on English Achievement among Grade 11 Students
Author: Villarin, Sydney Jay B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 11,High School Students,Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Humanities,Social Sciences,Indonesian Languages,Foreign Countries,Academic Achievement,Student Attitudes,Language Processing,Native Language

This research determined the implication of code switching to the English achievement of the Grade 11 students enrolled in Humanities and Social Sciences strand. Quantitative research design was used to find out the factors, forms, functions, and frequency of the students' code switching, and to correlate the code switching and the students' English achievement. A survey questionnaire was used to gather the needed data and Pearson correlation was used to determine the relationship between the students' code switching and their English achievement. The results of the study showed that the dominant factors or reasons which influence the students' English-Cebuano code switching were loss of words, exposure in English and Cebuano languages, comfort, and lack of awareness on equivalent English terms or phrases. The study found out that the most common form of the students' code switching was extra-sentential or tag switching. Furthermore, the findings showed that the prevalent functions or usage of students' code switching were quotation, addressee specification, interjection, message qualification, personalization, clarification, and facility of expression. Generally, the students rarely code switched and they have very satisfactory English achievement. It was found out that the students' code switching has no significant relationship with their English achievement.
Impact of International Office&apos;s Role in Teaching English in an ESL/EFL Context
Author: Schiavo, Martina
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,International Education,Educational Experience,Foreign Students,Graduate Students,Student Attitudes,Student Surveys,College Second Language Programs,Social Integration,Student Adjustment,Student Personnel Services

The purpose of this study was evaluating international office services at the university level considering potential improvement for English proficiency and assimilation in the American community for English as a Foreign Language (EFL) or English as a Second Language (ESL) students. Programs provided by these offices target different cultural experiences in an American university, such as involvement in the community, engagement with peers, and exposure to campus life. Students shared their viewpoints on activities' crucial effects for language proficiency and integration into the American community. The methodology consisted of online surveys given to 12 graduate international students selected through purposive sampling. The surveys were analyzed through thematic coding. The findings demonstrate relevance of including programs organized by the international office as part of the English language program curriculum to promote academic and social growth outside the classroom. [For the full proceedings, see ED631897.]
Text in Context &amp; Action in Interaction: Genre-Based Pedagogical Practice in Teaching Chinese as a Foreign Language in the U.S.
Author: Zhang, Yuan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Chinese,Teaching Methods,Adult Learning,Learning Theories,Sociocultural Patterns,Student Centered Learning,Instructional Effectiveness,Adult Education,Language Styles,Language Variation,Context Effect,Language Usage

This paper investigates optimal practices for teaching Chinese as a foreign language, situated within the context of adult learning theories, with a specific focus on adopting Vygotsky's sociocultural perspective. The examination delves into the theory of genre and its role in constructing meaning within cultural and social contexts, exploring its impact on language acquisition. The paper underscores the pivotal role of learner-centered teaching and the potential efficacy of genre-based pedagogy in enhancing the Chinese language learning experience for adult learners, particularly those with limited linguistic and cultural backgrounds in a foreign language. Through this exploration, a contribution is made to the understanding of effective teaching strategies tailored to this distinct group of language learners. [For the full proceedings, see ED631897.]
Adaptive Learning for Change and Uncertainty: Preparing Tomorrow&apos;s Medical Professionals
Author: Locklear, Elizabeth
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Medical Education,Models,Metacognition,Adjustment (to Environment),Physicians,Futures (of Society),Expertise,Clinical Experience,Skill Development

Today's physicians must be equipped to address the changes and complexities in healthcare. This study focused on medical educators' experiences and understanding of the Master Adaptive Learner (MAL) model, which uses a metacognitive approach to teach physicians to develop adaptive expertise to manage change and uncertainty effectively. Findings included five major themes that describe how medical educators prepare future-ready physicians with guidance from the model. Using a Futures Literacy (FL) framework, the research supports the need for adaptive and futures learning in medical education to develop physicians equipped with adaptive expertise and skills to anticipate the future. [For the full proceedings, see ED631897.]
Academic Journal Success and the Anonymous Peer Review Process
Author: Rogers-Shaw, Carol
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Periodicals,Peer Evaluation,Writing for Publication,Editing,Barriers,Adult Education,Educational Research,Journal Articles,Faculty Workload,College Faculty,Aging (Individuals),Burnout,COVID-19,Pandemics,Time Management

Scholarly journals shape adult education research, disseminate knowledge, and serve readers worldwide. Journals' success depends on peer reviewers, yet editors face challenges securing reviewers. We discuss the galvanizing role of journals and issues contributing to reviewer reluctance. We explore strategies to encourage participation in the adult education community. [For the full proceedings, see ED631897.]