ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is so Scary about Learning English? Investigating Language Anxiety among Filipino College Students
Author: Gatcho, Al Ryanne Gabonada
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Language Attitudes,Anxiety,Student Attitudes,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Language Tests

Learning English as a foreign/second language is never a straightforward process. Several constraints may come along the way that tend to hinder students' learning. Studies have shown that the successes and failures of L2 learners in an English language classroom are dependent upon various psychological and social factors including anxiety. This study examined the English language learning anxiety of Filipino college students. The Foreign Language Classroom Anxiety survey adapted from Horwitz, Horwitz and Cope (1986) was administered to a group of 150 students randomly selected from 5 programs at a private university in the Philippines to identify students' anxiety level in terms of fear of negative evaluation, communication apprehension, fear of test, and anxiety of English class and to determine which factor is most probable to cause anxiety among them. The results indicated that the students expressed different levels of anxiety among the four factors as majority provided answers ranging from neutral to strongly agree. However, it was discovered that fear of negative evaluation and communication apprehension were the most probable to cause anxiety among them. The study offers practical implications as to how L2 teachers can help students overcome their English anxiety and thus be successful in the learning of the target language.
Augmenting Senior Secondary ESL Learners&apos; Reading Skills through Explicit Instruction of Metacognitive Strategies
Author: Gatcho, Al Ryanne Gabonada
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Second Language Instruction,Second Language Learning,English (Second Language),Reading Instruction,Reading Skills,Metacognition,Reading Comprehension,Vocabulary Development,Direct Instruction,Instructional Effectiveness,Reading Tests,Experimental Groups,Control Groups

Reading and comprehending a text or selection in a language that is different from one's native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers' instructional strategies play a pivotal role in developing students' reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students--comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese-Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students' performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one's comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.
Testing and Data Integrity in the Administration of Statewide Student Assessment Programs
Author: National Council on Measurement in Education (NCME)
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: State Programs,Integrity,Testing,Test Preparation,Test Use,Psychometrics,Scoring,Ethics,Best Practices,Privacy,Educational Policy,Test Results,School Districts,State Boards of Education,Testing Problems,Cheating,State Standards,Test Items,Achievement Tests,Test Format,Elementary Secondary Education,Computer Assisted Testing,Computer Security

Testing and data integrity on statewide assessments is defined as the establishment of a comprehensive set of policies and procedures for: (1) the proper preparation of students; (2) the management and administration of the test(s) that will lead to accurate and appropriate reporting of assessment results; and (3) maintaining the security of assessment materials for future use. The policies must ensure that all students have had equal opportunities to show their knowledge, skills, and abilities and have been actively involved in demonstrating those opportunities through their engagement with the test. Educators, students, parents, school boards, legislators, researchers, and the public must have confidence that psychometrically-sound testing, scoring, and reporting will be handled ethically and in accordance with the best administrative practices to ensure that results accurately reflect &quot;each student's own true educational knowledge, skills, and abilities.&quot; The report focuses on the aspects of &quot;test data integrity&quot; that relate to maintaining test security and safeguarding against artificially inflated scores. [Contributors to this report include: N. Scott Bishop, Kristen Huff, Karen Mitchell, Sherry Rose-Bond, Paul Stemmer, E. Roger Trent, and James Wollack.]
&quot;Check Your Face(Book) on Page…&quot;: Unpacking the Pedagogical Potentialities of English Teachers&apos; Wall Posts
Author: Gatcho, Al Ryanne Gabonada
Date: 2019-02-00
Type: Journal Articles
Subjects: Social Media,English Teachers,English (Second Language),Educational Technology,Technology Uses in Education,High School Teachers,Computer Mediated Communication,Teacher Student Relationship,Teaching Methods,Interaction,Foreign Countries,Extracurricular Activities,Information Dissemination

In an increasingly digitized world where technology continued to revolutionize how human interactions were enacted, the teachers must transcend educational boundaries to provide quality education that was responsive to the needs of the 21st century society. This research examined the Facebook wall postings of selected English senior high school teachers in Metro Manila, Philippines. Using thematic analysis, the research investigated and analyzes these Facebook posts (wall posts) to identify whether teachers; (1) could potentially initiate communication (student-teacher interaction, in particular online/via Facebook) and (2) used such social network site for academic/instructional purposes. Main themes identify in the student-teacher interaction are gratitude and appreciation, longing, interest, and status, while those that are recorded in the teachers' wall posts are announcements, student activity documentation, and extra-curricular activities. The findings of this research help establish the importance of technology integration in the field of teaching and learning English as a second language. Moreover, the research is pivotal in the resurfacing of constructivism in education and the emergence of new communication norms brought about by technological innovations.
Comparative Analysis of Mathematics Proficiency and Attitudes toward Mathematics of Senior High School Student
Author: Cerbito, Adonis Fulgar
Date: 2020-05-00
Type: Journal Articles
Subjects: High School Students,Mathematics Skills,Student Attitudes,Student Motivation,Self Esteem,Mathematics Achievement,Grade 11,Foreign Countries,STEM Education,Intellectual Disciplines,Marine Education,Humanities,Social Sciences,Vocational Education,Business Education,Correlation

There have been a number of studies investigating how attitudes such as confidence and motivation affect students and their academic achievement. This study assessed the attitudes towards Mathematics and proficiency in Mathematics of Senior High School Students across different strands. The respondents of the study were 868 grade 11 senior high students of Science, Technology, Engineering and Mathematics (STEM), Pre-baccalaureate Maritime (Maritime), Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), and Technical Vocation and Livelihood (TVL) strands. It aimed to ascertain the selected SHS students' level of Mathematics proficiency and their attitudes towards Mathematics. The Attitudes' Toward Mathematics Inventory (ATMI) was used to measure and determine the students' attitudes in terms of value, enjoyment, motivation, and self-confidence. Mathematics proficiency was based on the core subject, General Mathematics, the content was functions and graph. The two variables were correlated across different strands. To gather the data an Attitude Towards Mathematics Inventory (ATMI) and a teacher-made test were used. ATMI scores indicated that they valued mathematics, but their scores for Self-Confidence, Enjoyment, and Motivation were somewhat negative in attitudes. As a whole, students' across strands showed a negative attitudes towards mathematics. The results indicated that there is a significant relationship between attitudes towards mathematics and proficiency in mathematics. These findings indicate that teacher educators should be aware of Senior High School students across different strands' attitudes and seek to improve them in order to positively influence students' proficiency in mathematics.
Literacy Design Collaborative 2018-2019 Evaluation Report. CRESST Report 867
Author: Wang, Jia
Date: 2020-04-00
Type: Reports - Research
Subjects: Comparative Analysis,Literacy Education,Program Evaluation,Program Effectiveness,Middle School Students,Urban Schools,School Districts,Intervention,Outcomes of Education,Teacher Attitudes,Middle School Teachers,Standards,Teacher Surveys,Administrator Surveys,Administrator Attitudes,Coaching (Performance),Faculty Development,Communities of Practice,Asynchronous Communication,Common Core State Standards,English Language Learners,Hispanic American Students,Teacher Collaboration,Instructional Leadership,Teaching Methods,English,Language Arts,Elementary Secondary Education,Alignment (Education)

Engaged in the evaluation of LDC tools since June 2011, UCLA's National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is using multiple data sources and a quasi-experimental design to examine LDC implementation and impact in two cohorts of schools in two large, urban school districts. This report presents the results on implementation of LDC in the large urban school district on the West Coast during the third year of the intervention, and the impact of the program across multiple years. Findings from both participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Analysis of student outcomes provided evidence of the program's effectiveness and confirmation for participants' positive views. Quasi-experimental analyses demonstrated a statistically significant positive impact of LDC as practiced by middle school teachers with 2 years of program experience across two cohorts of schools and teachers. A statistically significant positive impact was also found for Cohort 2 middle schools after just one year of implementation. [For the 2017-2018 report, see ED600053.]
Ensuring the Comparability of Modified Tests Administered to Special Populations. CRESST Report 864
Author: Winter, Phoebe C.
Date: 2019-06-00
Type: Reports - Research
Subjects: English Language Learners,Language Proficiency,Student Evaluation,Evaluation Methods,Special Needs Students,Students with Disabilities,Braille,Blindness,Visual Impairments,Cutting Scores,Elementary Secondary Education,Standard Setting (Scoring),Scoring

In order to accurately assess the English language proficiency of special populations of English learners, student assessment programs must maintain the comparability of standard and modified assessment formats, allowing for equivalent inferences to be made across student classifications. However, given the typically small size of special populations of English learners, such as blind and low vision students, traditional calibration and item linking techniques are often incapable of ensuring sufficient levels of comparability. With this in mind, researchers at CRESST [National Center for Research on Evaluation, Standards, and Student Testing] set out to test the efficacy of a new item calibration technique: one in which the overall cut scores on the ELPA21 braille form require the same language skills and knowledge as the cut scores on the ELPA21 online form. To test their approach, the researchers recruited a panel of six educators who specialize in working with special populations of students. Using data from the 2016-2017 braille test administration, the panelists reviewed the similarities and expected differences in difficulty between test form items. They went on to estimate the proportion of students taking the braille form who would meet the target student descriptors and correctly responded to test items. In doing so, the panel was able to successfully recommend cut scores for the braille form while preserving the necessary comparability with cut scores on the online form. This process could be utilized for other assessments in which modified test items are present and cannot be said to have the same parameters as their source items. [This report was originally presented at the annual meeting of the National Council on Measurement in Education, April 2018, New York, New York.]
Onboarding at Laramie County Community College. CCRC Packet on Redesigning Community College Student Onboarding through Guided Pathways
Author: Columbia University, Community College Research Center
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Majors (Students),Decision Making,School Orientation,Student Interests,Planning,Web Sites,Academic Advising,Career Exploration,College Transfer Students,Course Selection (Students),Dual Enrollment,Career Counseling

This one-page profile is part of a practitioner packet providing guidance to colleges seeking to redesign their new student onboarding practices to better help students explore, choose, and plan a program of study best suited to their interests and aspirations. It supplements Part 1 of the packet, &quot;Redesigning Community College Student Onboarding Through Guided Pathways. Part 1: Rethinking New Student Onboarding&quot; (see ED604992). The profile is one of three profiles that describe redesigned onboarding practices at specific colleges. Each profile includes fast facts and key features of the college's redesigned practices. This profile features Laramie County Community College in Laramie County, Wyoming. [For the Alamo Colleges District profile, see ED605033. For the Prince George's Community College profile, see ED605034.]
Onboarding at Alamo Colleges District. CCRC Packet on Redesigning Community College Student Onboarding through Guided Pathways
Author: Columbia University, Community College Research Center
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Majors (Students),Decision Making,School Orientation,Student Interests,Planning,Academic Advising,Career Exploration,College Transfer Students,Course Selection (Students),Dual Enrollment,Career Counseling

This one-page profile is part of a practitioner packet providing guidance to colleges seeking to redesign their new student onboarding practices to better help students explore, choose, and plan a program of study best suited to their interests and aspirations. It supplements Part 1 of the packet, &quot;Redesigning Community College Student Onboarding Through Guided Pathways. Part 1: Rethinking New Student Onboarding&quot; (see ED604992). The profile is one of three profiles that describe redesigned onboarding practices at specific colleges. Each profile includes fast facts and key features of the college's redesigned practices. This profile features Alamo Colleges District in San Antonio, Texas. [For the Laramie County Community College profile, see ED605032. For the Prince George's Community College, see ED605034.]
Onboarding at Prince George&apos;s Community College. CCRC Packet on Redesigning Community College Student Onboarding through Guided Pathways
Author: Columbia University, Community College Research Center
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Majors (Students),Decision Making,School Orientation,Student Interests,Planning,Web Sites,Academic Advising,Career Exploration,College Transfer Students,Course Selection (Students),Dual Enrollment,Career Counseling

This one-page profile is part of a practitioner packet providing guidance to colleges seeking to redesign their new student onboarding practices to better help students explore, choose, and plan a program of study best suited to their interests and aspirations. It supplements Part 1 of the packet, &quot;Redesigning Community College Student Onboarding Through Guided Pathways. Part 1: Rethinking New Student Onboarding&quot; (see ED604992). The profile is one of three profiles that describe redesigned onboarding practices at specific colleges. Each profile includes fast facts and key features of the college's redesigned practices. This profile features Prince George's Community College in Largo, Maryland. [For the Laramie County Community College profile, see ED605032. For the Alamo Colleges District profile, see ED605033.]
&quot;What Makes Your School Work?&quot; A Qualitative Study of Eight Magnet Schools. CRESST Report 866
Author: Herman, Joan L.
Date: 2020-03-00
Type: Reports - Research
Subjects: Magnet Schools,Program Implementation,Teacher Persistence,Teacher Attitudes,School Culture,Faculty Development,Leadership,Learner Engagement,Teaching Methods,School Choice,Minority Group Students,Thematic Approach,Principals,Administrator Attitudes,School Effectiveness

How do magnet schools work? Although they are an important school-choice option (on par with charters, in terms of enrollment), it is unclear what actually goes on in these schools: how do they reduce minority-group isolation? What does theme-based teaching and learning look like in practice? This report answers these questions with findings from a study of magnet schools across the country. Teachers, principals, support staff, and other magnet personnel were interviewed and asked what they believe makes their schools different and successful. They identified five critical features of magnet schools and shared six &quot;take-aways&quot; that, surprisingly, make sense in magnet or non-magnet schools.
New Mexico&apos;s Infant and Toddler Action Agenda. A Policy and Opportunity Profile for New Mexico&apos;s Infants and Toddlers and Their Families
Author: Center for Law and Social Policy (CLASP)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Infants,Toddlers,Early Childhood Education,Educational Policy,State Policy,Home Visits,Child Care,Minimum Wage,Financial Support,Costs,Low Income Groups,State Legislation,Family Programs,Welfare Services,Federal Programs,Poverty

New Mexico is home to nearly 70,000 infants and toddlers. New Mexico families are the state's strongest asset, yet current policies aren't meeting their needs. Children's growth and development are shaped by early life experiences. Good health, secure and stable families, and positive early learning environments foster children's physical, intellectual, and social-emotional development. Culturally and linguistically appropriate programs and policies that are developed in collaboration with local communities are also essential to their success. This profile provides an overview of several key policy areas--including home visiting, child care assistance, minimum wage, and cash assistance--that would be particularly impactful for families with infants and toddlers in New Mexico. These policy areas are also ripe for increased investment and improvement at the state level. [This report was written with the New Mexico Center on Law and Poverty (NMCLP).]
Mapping the City University of New York: The University&apos;s Commitment to Students Impacted by the Criminal Legal System
Author: Faratro, Tommasina
Date: 2020-04-00
Type: Reports - Research
Subjects: Legal Problems,Court Litigation,College Students,Higher Education,Institutionalized Persons,Correctional Institutions,Correctional Education,Access to Education,Equal Education,Program Descriptions,Learner Engagement,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Outreach Programs,Partnerships in Education,African American Students,Mentors,Barriers

This report details the scope of [City University of New York's] CUNY's policies and programs for students impacted by the criminal legal system and explores opportunities for CUNY to better support those students. As an engine for upward social mobility, CUNY is well positioned to promote the educational and professional advancement of students who have been historically denied access to higher education, especially students who have been involved in the criminal legal system. Higher education transforms lives, creates opportunities, and mitigates the collateral consequences of mass incarceration. This report should serve as a catalyst and foundation for developing a more comprehensive and integrated approach to welcoming and supporting students with past criminal legal system involvement at the country's largest urban university system. The report was derived from interviews with more than 85 colleagues within the CUNY system across 11 campuses and the CUNY Central Office. Through these interviews, the Institute for Justice and Opportunity developed recommendations in four areas: (1) creating more pathways to and through CUNY, (2) eliminating barriers to enrollment, (3) increasing CUNY's participation in correctional education, and (4) improving communication and coordination across CUNY to support system-impacted students. [Foreword by José Luis Cruz. The Office of the Executive Vice Chancellor and University Provost of the City University of New York partnered with the Institute for Justice and Opportunity on this project.]
Annual Report on the Early Childhood Education Grant, Fiscal Year 2018
Author: Ohio Department of Education
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Grants,Annual Reports,Educational Finance,State Aid,Early Childhood Teachers,Credentials,Faculty Development,Educational Quality,Preschool Children,Student Evaluation,School Readiness,Technical Assistance

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2018 (July 1, 2017-June 30, 2018), the number of Early Childhood Education grant-funded programs increased as a result of the $71,654,454 investment in state funding. These funds allowed for a total of 384 state-funded grantees that serve 17,913 children. Eligible grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers receiving 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. High-quality preschool programs were identified within each targeted high-needs community, invited to apply for new funding and selected based on a competitive process. This annual report meets the requirements of Section 263.20 of House Bill 49 (C), which says: &quot;The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards.&quot; [For the 2017 edition of this report, see ED600132.]