ethanporcaro/eric-fulltext-meta huggingface dataset:
Race for Results: Index Methodology. Comparing Children&apos;s Success across and within States. KIDS COUNT 2017 Policy Report
Author: Annie E. Casey Foundation
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Racial Differences,Ethnicity,Geographic Location,Child Development,Well Being,Indexes,Body Weight,Neonates,Surveys,National Competency Tests,National Surveys,Children,Adolescents,Young Adults,Preschool Education,Kindergarten,Grade 4,Grade 8,High School Students,Success,African Americans,American Indians,Asian Americans,Pacific Islanders,Hispanic Americans,Whites,Multiracial Persons,Barriers,Reading Achievement,Mathematics Achievement,Females,Pregnancy,Educational Attainment,Employment Level,Academic Degrees,Postsecondary Education,High School Graduates,Family Structure,Family Income,Poverty,Socioeconomic Status

For more than 25 years, the Annie E. Casey Foundation has used the data-based advocacy of KIDS COUNT to raise the visibility of children's issues and to inform decision making at the state and local levels. Building on this work and the efforts of other groups nationwide that are using indicator analysis to contribute to positive change for children, we developed the Race for Results Index in 2014 to better measure the barriers to opportunity facing children due to race and ethnicity. [To read the report &quot;Race for Results: Building a Path to Opportunity for All Children. KIDS COUNT 2017 Policy Report,&quot; see ED582131.]
English Learners (ELs) and Charter Schools. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2017-03-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Charter Schools,Geographic Location,School Districts,Immigrants,Enrollment

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) and charter schools include: (1) Number of charter schools, by state, including DC: school year (SY) 2013-14; (2) Percentage of charter school students who are ELs, by state, including DC: SY 2013-14; (3) States with higher rates of EL enrollment in charter schools than in non-charter schools: SY 2013-14; and (4) States with the highest rates of EL enrollment in charter schools: SY 2013-14. [For &quot;English Learners (ELs) and Charter Schools. Fast Facts&quot; covering SY 2011-2012, see ED564287.]
Students with Disabilities Who Are English Learners. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,English (Second Language),Disabilities,Elementary Secondary Education,Federal Legislation,Equal Education,Educational Legislation,Inclusion,Special Classes,Special Education,High School Graduates,Graduation,Dropouts,Educational Certificates,Suspension,Expulsion

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into short PDF sheets, by topic, with graphics. The topics for this report students with disabilities who are ELs include: (1) Percentage of students with disabilities, ages 3 to 21, served under the Individuals with Disabilities Education Act (IDEA), Part B, who were ELs, by state, including DC and Puerto Rico; (2) Percentage of students with disabilities, age 6 to 21, served under IDEA, Part B, by EL status and disability type; (3) Percentage of students with disabilities, ages 6 to 21, served under IDEA, Part B, by EL status and educational environment; (4) Percentage of students with disabilities, ages 14 to 21, served under IDEA, Part B, and who were ELs, who graduated with regular high school diploma, by state, including DC and Puerto Rico; (5) Percentage of students with disabilities, ages 14 to 21, served under IDEA, Part B, by EL status and exit reason; and (6) Percentage of students with disabilities, ages 3 to 21, served under IDEA, Part B, suspended/expelled, by status and type/length of removal.
Lessons from 15 Years of MDRC&apos;s Postsecondary Research. Issue Focus
Author: MDRC
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Low Income Students,Postsecondary Education,College Students,Graduation Rate,Teaching Methods,Educational Practices,Intervention,Evidence

Low-income students in college face many challenges, including the cost of postsecondary education and competing demands on their time from work or family obligations. They may not be prepared for college academically. They may also lack the skills and experiences other students rely on to help them navigate college, or the social support that can help them overcome challenges in college. MDRC has developed a deep body of evidence on interventions designed to help low-income college students succeed. This issue brief looks back over 15 years of rigorous evidence to draw lessons that can help colleges and policymakers as they work to improve college completion rates for low-income students.
Test Administration Procedures and Their Relationships with Effort and Performance on a College Outcomes Test
Author: Steedle, Jeffrey T.
Date: 2014-04-06
Type: Speeches/Meeting Papers
Subjects: Testing,College Outcomes Assessment,Standardized Tests,Hierarchical Linear Modeling,Student Motivation,Performance,College Freshmen,College Seniors,Incentives,College Faculty,Recruitment,Student Surveys

Poor motivation is commonly cited as a concern when interpreting results from low-stakes standardized tests administered to postsecondary students. This study investigates the associations between test administration procedures and students' self-reported effort and performance on the Collegiate Learning Assessment (CLA), an open-ended test of college students' critical-thinking and writing skills. Coefficient estimates from a series of hierarchical linear models revealed that paying students to take tests and offering performance-based incentives were positively associated with effort and performance. Mandatory testing, however, was negatively associated with effort and performance. Faculty involvement in recruiting, giving extra course credit, and offering prize raffle entries were not associated with effort or performance. Effort appeared to mediate the relationship between some test administration variables (e.g., payment and mandatory testing) and performance. [Paper presented at the Annual Meeting of the American Educational Research Association (Philadelphia, PA).]
Languages Spoken by English Learners (ELs). Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Language Usage,Geographic Location,Spanish Speaking,Immigrants

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English learners include: (1) Twenty most common EL languages, as reported in states' top five lists: SY 2014-15; (2) States, including D.C., with 80 percent or more Spanish-speaking ELs: SY 2014-15; and (3) Number of Spanish-speaking ELs, by state, including D.C.: SY 2014-15. Some facts included are: (1) Approximately 50 languages appear in one or more states' top five lists. In SY 2014-15, the most common languages included Spanish/Castilian, Chinese, Arabic, Vietnamese, and Haitian/Haitian Creole; (2) Eleven states and the District of Columbia reported that 80 percent or more of ELs in the state spoke Spanish in SY 2014-15; and (3) In SY 2014-15, Spanish-speaking ELs were concentrated in 12 states. Five of these states--California, Texas, Florida, New York, and Illinois--also reported the highest numbers of ELs overall.
An Exploration into English Language Teaching in Multilingual Contexts
Author: Meganathan, Ramanujam
Date: 2018-04-00
Type: Reports - Research
Subjects: Multilingualism,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Language Role,Curriculum,Learning Processes,Educational Practices,Foreign Countries,Elementary School Students,Bilingualism,Case Studies,Scoring Rubrics,Writing Improvement,Writing Instruction,Ethnography,Semi Structured Interviews,Questionnaires,Observation,Focus Groups,Secondary School Students

This study explores English language teaching in multilingual situations, where learners speak more than two languages. The following issues were investigated in two multilingual schools in New Delhi 1. the role of English and the English language curriculum 2. English language teaching-learning processes and classroom practices 3. the perceptions of teachers and learners of the existing practices of English language education. [This paper was published in: B. Tomlinson and A. Keedwell (Eds.) &quot;Explorations: Teaching and Learning English in India. Issue 10: Using Inclusive Practices and Multilingual Approaches (2)&quot; (p6-18). Kolkata, India: British Council.]
Profiles of English Learners (ELs). Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Preschool Education,Elementary Secondary Education,Geographic Location,Second Language Instruction,Language Proficiency,Educational Legislation,Federal Legislation

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on profiles of English Learners (ELs) include: (1) Percentage of total school population, grades Pre-K through 12, represented by ELs, by state, including DC: SY 2014-15; (2) Percentage change in EL population, by state, including DC: SYs 2009-10 to 2014-15; (3) Percentage of total population of ELs participating in &quot;Title III&quot;-funded language instruction education programs, by state, including DC: SY 2014-15; and (4) Percentage of ELs who attained proficiency in English, by state, including DC: SY 2014-15.
International Testing of a Performance-Based Assessment in Higher Education
Author: Zahner, Doris
Date: 2017-06-07
Type: Speeches/Meeting Papers
Subjects: Performance Based Assessment,International Assessment,Higher Education,Foreign Countries,Critical Thinking,Writing Skills,College Students,Feasibility Studies,Problem Solving,Correlation,Statistical Analysis

International assessments in higher education are especially challenging because differences across countries (e.g., educational systems, SES) increase the complexity of testing. This becomes even more challenging when using performance-based assessments, which are becoming more prominent in assessment programs. ANVUR collaborated with the Council for Aid to Education (CAE) to adapt, translate, administer, and score the CLA+, a performance-based assessment of critical-thinking and written communication skills, to Italian university students. The objectives of this study were to see if it was feasible to assess Italian students' skills, to conduct a cross-country comparison of Italians and Americans, and to validate the importance of these skills in the labor market. In 2015, students at participating institutions completed a translated and adapted version of the CLA+ that included the Performance Task (PT) &quot;Life Expectancy&quot; and one of two sets of 25 selected-response questions (SRQs). The CLA+ for the ANVUR project was administered between May and July 2015, and a total of 6,268 students across 23 institutions participated in the administration. Out of the 6,268 assessments administered, the CLA+ was completed by 6,245 students. Student responses are measured on three subscales: analysis and problem-solving, writing effectiveness, and writing mechanics. The SRQs measure students' analysis and problem-solving skills on three subscales: Scientific and Quantitative Reasoning, Critical Reading and Evaluation, and Critique an Argument. Overall, results from this study indicate that the CLA+ measures the critical-thinking and written-communication skills of the Italian students. The reliability scores for each of the sections on the Italian version of CLA+ are comparable to the American version, and although overall reliability was low at the individual student level, this is not the case at the institutional level. The results from this study also indicate that Italian students' performance were comparable to that of their American counterparts. [Paper presented at the 2016 American Educational Research Association Annual Meeting, Washington, DC.]
The Effects of the 3N Learning Model and Paired and Individual Reading Summarization Practices on Learning Levels and Remembering
Author: Topçu, Nurten
Date: 2017-00-00
Type: Journal Articles
Subjects: Memory,Experimental Groups,Control Groups,Pretests Posttests,Models,Learning Processes,Grade 4,Elementary School Students,Teaching Methods,Achievement Tests,Foreign Countries,Cooperative Learning,Constructivism (Learning),Science Education,Technology Education,Statistical Analysis,Intervention

This study examined the effects of paired summarization and individual summarization practices and the 3N learning model on learning levels and remembering. An empirical research design with pre- and post-test control groups was applied in the study, and 68 fourth-grade students attending a science and technology course in a primary school located in Central Black Sea region comprised the sample. There were 23 students in the first and second experimental groups, and 22 students in the control group. The students in the control group received lessons given with traditional teaching methods; the students in the first experimental group received lessons given with paired summarization and the 3N learning model; and finally, those in the second experimental group received lessons given with individual summarization and the 3N learning model throughout 27 hour-long lessons. The data was collected both pre- and post-intervention through an achievement test. Data was analyzed with the Mann-Whitney U test and Kruskal-Wallis H test. The study findings suggested a meaningful difference in favor of the experimental group in terms of total learning and remembering, and comprehension and application stages of the cognitive domain. In light of the study results, additional activities can be included in teaching as well as the 3N learning model and paired summarization method, and the efficiency of such activities can be examined for different lessons.
Effectiveness of Constant Time Delay Instruction with Error Correction in Teaching the Skill of Identifying the Numerals to Students with Intellectual Disability
Author: Sahbaz, Ümit
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Time Factors (Learning),Time,Error Correction,Intellectual Disability,Mathematics Instruction,Mathematics Skills,Numeracy,Research Design,Special Education,Pilot Projects,Rehabilitation Centers,Young Children,Intervention

The purpose of this study was to investigate the effectiveness of constant time-delay instruction with error correction in teaching the skill of identifying the numerals (from 1 to 5) to students with light intellectual disability. The experimental design of this study was multiple-probe model with probe conditions across subjects which is one of the single-subject research models. While the dependent variable of the study was identifying the shown numerals on flash cards by subjects presented by researcher, the independent variable was constant time-delay method with error correction in the teaching of skill of telling the numerals. In this study, four students who have the diagnosis intellectual disability participated. One of the students took a place at the pilot implementation. The research process which was performed by the researcher was organized as instruction, probe, maintenance, generalization, and all sessions were proceed for all subjects as one-to-one instruction. It has been found that constant time-delay method with error correction was effective for the skill of identifying numerals by students with light intellectual disability. Additionally, it was seen that learned skill after the end of the instruction was maintained and generalized with different materials and conditions.
Preservice Science Teachers&apos; Orientations towards Teaching Science to Middle Schoolers
Author: Cansiz, Nurcan
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Pedagogical Content Knowledge,Science Instruction,Secondary School Science,Middle School Students,Scientific Attitudes,Beliefs,Teaching Methods,Lesson Plans,National Curriculum,Science Curriculum

The purpose of this study was to explore the orientations preservice science teachers (PST) hold in preparing to teach science to middle schoolers and how their beliefs were reflected in their CoRes. As the framework to evaluate PSTs' orientations, Magnusson, Krajcik, and Borko's (1999) nine orientations were utilized. Eleven senior preservice science teachers (PST) were selected to participate in the study using a convenience sampling method. Each preservice science teacher prepared six CoRes on different science topics. The result indicated that most of the CoRes were designed around didactic-based orientation and any of the PSTs prepared the CoRes based on conceptual change and activity-driven instructional approaches. Moreover, the study provides evidence that PSTs hold multiple orientations. Results from this study suggest that, among other factors presented in the literature such as early experience, PSTs orientation may be affected by the objectives in the curriculum as well.
The Role of Information and Communication Technologies in Schools: Perspectives of Teachers
Author: Sahin, Ahmet
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Technology,Teacher Attitudes,Qualitative Research,Phenomenology,Semi Structured Interviews,Content Analysis,Educational Benefits,Instructional Design,Student Motivation,Academic Achievement,Computer Assisted Testing,Electronic Learning,Student Evaluation,Faculty Development,Barriers,Time Management,Antisocial Behavior,Elementary Secondary Education

The aim of the study is to question the current state of ICT and to determine the role of it in schools via teachers' perspectives. The study is a qualitative study and was designed as a phenomenological research. A semi-structured interview form was used to collect the data. The participants were selected in accordance with the criterion and convenience sampling. 16 teachers have participated the study. Content analysis and descriptive analysis were used in data analysis. According to the participants, ICT is an effective and indispensable tool in schools. It has a positive role in schools. Perceptions of participants regarding the contributions of ICT in schools were, generally, positive. They think that ICT eases their profession and managerial tasks, enhances learning and motivates students. In addition, making learning process efficient, contributing to design e-materials, motivating students, enhancing academic success of students, easing measurement and evaluation, and fostering professional and personal development of teachers were found as the other contributions of ICT use in schools. However, they have some fears that undesired use of ICT may cause undesired results such as waste of time, decreasing success and making people anti-social.
School Managers&apos; Interpersonal Communication Skills in Turkey
Author: Sabanci, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Communication Skills,Empathy,Statistical Analysis,Questionnaires,Interpersonal Communication,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Listening Skills,Feedback (Response),Faculty Development,Information Technology,Teacher Administrator Relationship,Gender Differences,Institutional Characteristics,Educational Background

The purpose of the study, which was conducted as a survey using a descriptive method, was to explore school managers' interpersonal communication skills in Turkey. The data were collected from teachers and managers working in Kindergartens, Primary Schools, Anatolian High Schools, and Vocational and Technical High Schools in the province of Antalya, Turkey via the &quot;Interpersonal Communication Skills Questionnaire&quot; consisting of 22 items designed with five-point Likert scales, ranging from strongly disagree to strongly agree. The population of the research consisted of 11690 teachers and managers working in these schools. A total of 1441 questionnaires were responded. After the invalid questionnaires were eliminated, 1284 questionnaires were included in the analysis. In order to determine the views of both managers' and teachers' means, frequencies, standard deviations, two kinds of parametric tests, independent samples t-test and one-way ANOVA, were utilized. Consequently, school managers' communication skills in empathic sensitivity, reflective listening and feedback and creating positive communication climate seem to have a satisfactory level in the current state. This is hopeful in that this is likely to mean that they engage in new communicational techniques and technologies for their personal and professional development.
Conflict Management Strategies of the Leaders of Inspection Groups in Turkey
Author: Sabanci, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict Resolution,School Supervision,Inspection,Questionnaires,Likert Scales,Statistical Analysis,Problem Solving,Educational Administration,Leadership Styles,Structural Equation Models

The purpose of this study was to explore supervision group leaders' conflict management strategies in Turkey. This research was conducted as a survey using a descriptive method. The population of the study consisted of 2493 inspectors working in 81 provinces geographically divided in seven regions. The data were collected by &quot;Conflict Management Strategies Questionnaire&quot; which consisted of 32 items. The measurement model was tested using a confirmatory procedure. In the analysis procedure quantitative analysis techniques such as means, frequencies and standard deviations t-test and a one-way ANOVA were utilized. Group leaders perceived that firstly, they refer to problem solving strategies and secondly, compromising; the third and fourth strategies they used in managing conflicts were dominating and avoiding. Inspectors reported that firstly, they used problem solving, compromising, dominating and avoiding successively. It is significant to find that both group leaders and inspectors had the same evaluation about preferring conflict management strategies.