ethanporcaro/eric-fulltext-meta huggingface dataset:
A First Grade Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills. REL 2021-042
Author: Kosanovich, Marcia
Date: 2020-10-00
Type: Guides - Classroom - Teacher
Subjects: Beginning Reading,Reading Instruction,Teaching Methods,Family Involvement,Elementary School Students,Grade 1,Primary Education,Academic Language,Vocabulary Development,Phonological Awareness,Phoneme Grapheme Correspondence,Decoding (Reading),Word Recognition,Reading Fluency,Reading Comprehension,Oral Reading

Learning to read begins at home through everyday parent-child interactions, long before children attend school. Parents' continuing support of literacy development throughout elementary school positively affects their children's reading ability. Many recent efforts to motivate parents to be involved in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines, such as labeling food items at the grocery store or conversing while folding laundry. Teacher leadership and communication are critical--the more teachers encourage and assist parents, the more likely parents are to become involved in the education of their children. If teachers encourage and guide parents, parents may prioritize time to work with their child, even though they have many other responsibilities. To assist in helping families support literacy, the Georgia Department of Education partnered with the Regional Educational Laboratory Southeast to create a suite of grade-specific Teacher's Guides that certified teachers can use with families to encourage and facilitate literacy support for children in the home. This guide serves as a companion to the What Works Clearinghouse (WWC) Educator's Practice Guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade&quot; for teachers and administrators. [For the WWC Practice Guide, see ED566956.]
Teaching English to Young Learners: More Teacher Education and More Children&apos;s Literature!
Author: Bland, Janice
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Linguistic Input,English (Second Language),Second Language Learning,Second Language Instruction,Role,Childrens Literature,Educational Theories,Preservice Teacher Education,Inservice Teacher Education,Teacher Educators,Pedagogical Content Knowledge,Story Telling,Teacher Role,Elementary School Students,Elementary School Teachers,Creativity,Teacher Student Relationship,Language Usage,Multiple Literacies,Cultural Awareness,Picture Books

This paper explores the demanding and complex nature of English language teaching with young learners. The paper begins with the challenges of the young learner classroom, then goes on to argue that the low estimation of teaching languages in primary education can seriously impact the confidence and efficacy of primary-school teachers. The popular myth that English for young learners is a simple matter requiring neither advanced language skills nor a deep knowledge of educational affordances and pedagogy is interrogated. While it is acknowledged amongst informed teacher educators that language education theory is well served by a synthesis of applied linguistics, education psychology and pedagogical perspectives, the discipline of children's literature is mostly ignored. In this paper, the role of children's literature in teacher education is highlighted and the relevance of high-quality language input is foregrounded. Further, the availability of focused pre-service and in-service teacher education, as well as teacher educators with the necessary expertise, is discussed. Finally, the teacher's role in providing linguistic accommodation to the young learners with storytelling and creative teacher talk is explored. A case is made that the role of the teacher is pivotal, and the opportunities the teacher could share with the children, if sufficiently well prepared, include the collateral-learning educational goals of English for young learners, such as the pleasure of story, multiple literacies and intercultural learning.
Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2019. Monitoring the Future Occasional Paper Series. Paper 94
Author: Johnston, Lloyd D.
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Adolescents,Drug Abuse,Grade 8,Grade 10,Grade 12,Secondary School Students,Gender Differences,College Attendance,Geographic Regions,Population Distribution,Educational Attainment,Parent Background,Socioeconomic Status,Racial Differences,Ethnicity,Incidence,Marijuana,Inhalants,Lysergic Acid Diethylamide,Narcotics,Cocaine,Stimulants,Alcohol Abuse,Drinking,Smoking

This occasional paper presents national demographic subgroup data for the 1975-2019 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. The 2018 subgroup data presented in this report accompany the &quot;Monitoring the Future National Survey Results on Drug Use: 1975-2019: Overview, Key Findings on Adolescent Drug Use&quot; (see ED604018) and the &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2018: Volume I, Secondary School Students&quot; (see ED599067). The trends presented in this occasional paper in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those lower grade levels.
Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic
Author: Moralista, Rome B.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Electronic Learning,Online Courses,Public Colleges,COVID-19,Pandemics,Adjustment (to Environment),Teacher Competencies,Computer Literacy,Internet,Age Differences,Developing Nations,Foreign Countries

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.
Reflections on Practice-Centred Curricula in Teaching Entrepreneurship in Malaysia
Author: Avramenko, Alex
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Active Learning,Experiential Learning,Business Administration Education,College Students,Student Attitudes,Time Factors (Learning)

This paper discusses the challenges of entrepreneurship education in a regional Malaysian context and provides the design details of entrepreneurship modules providing a practical experience. It is argued that an active, experience-centred module delivery helps to revitalise student curiosity in entrepreneurial activities. The paper utilises the phenomenological approach to explore the contemporary challenges of entrepreneurship education and to gain a deeper insight into its contemporary complexity. The material for the phenomenological analysis is obtained by means of focus groups which are contrasted with the students' written reflections and staff observations on teaching and learning activities in entrepreneurship modules. The findings indicate that two months timescale for studying entrepreneurship is too short because of competing priorities within the programme of study and an eclectic essence of entrepreneurship. It was also found that students believe that being supported by tutors having practical experience is motivating and reassures them about further learning. The concerns about the applicability of Western concepts of entrepreneurship education to the Malaysian context were not corroborated. It has been argued that practice-centred learning opportunities are often associated with off-campus education and take place in the 'real world'. The suggested design for standalone entrepreneurship modules evidently ensures a rich experience for students and provides an effective springboard for developing entrepreneurial aspirations.
Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2019. Monitoring the Future Occasional Paper Series. Paper 95
Author: Johnston, Lloyd D.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Drug Abuse,Gender Differences,College Attendance,Geographic Regions,Population Distribution,Incidence,Marijuana,Inhalants,Lysergic Acid Diethylamide,Narcotics,Cocaine,Stimulants,Alcohol Abuse,Drinking,Smoking,Late Adolescents,Young Adults,Urban Areas,Rural Areas,Suburbs,Age Differences

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30, &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2018. Volume II, College Students &amp; Adults Ages 19-60&quot; (see ED599071). The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. The subgroup trends shown in this occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided in this occasional paper for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. The Table of Contents and List of Figures in this occasional paper contain links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure.
COVID-19 Considerations for Reopening Schools: Supporting Student and Staff Wellness
Author: Kentucky Department of Education
Date: 2020-05-26
Type: Guides - General
Subjects: COVID-19,Pandemics,School Closing,Coping,Wellness,Educational Environment,Student Adjustment,Grief,Trauma,Adjustment (to Environment),Teachers,Social Support Groups,Caring,Learner Engagement,School Safety,Student Needs,Leadership Responsibility,Emotional Response,Symptoms (Individual Disorders),Individual Needs,Work Environment,Stress Management

While the usual transitional concerns will be present when schools reopen, it is anticipated that this fall's return to school will be particularly challenging. Teachers and administrators should operate on the assumption that everyone, (students, families and staff) will have experienced some degree of anxiety and stress, uncertainty, illness, grief and loss. Some will have been ill themselves, some will be grieving for a relative or friend who died, if not by illness, possibly from an accident or even suicide or violence. Some will have experienced hunger, abuse, neglect, evictions, domestic violence and/or community violence. For some students, the experience of social distancing and being home during COVID-19 will have been traumatic. Schools will likely see an increased number of learning, behavioral and emotional problems, from more students. For those who already have emotional and behavioral challenges, these could be exacerbated. Existing disparities also will be more pronounced. Stressors from the transition back are likely to intensify and may impact learning and teaching. This guidance document addresses planning considerations for the social and emotional wellbeing of students and staff during the transition when schools reopen. [This guidance is an adaptation from Volume 25 of the UCLA School Mental Health Project. For &quot;Restructuring Education Support Services and Integrating Community Resources: Beyond the Full Service School Model&quot;, see EJ590904.]
Learning across Boundaries: How Librarians Are Bridging Children&apos;s Interests
Author: Takeuchi, Lori
Date: 2020-00-00
Type: Reports - Research
Subjects: Librarians,Library Role,Student Interests,Childhood Interests,Family School Relationship,Library Materials,Library Services,Parent Participation,Librarian Teacher Cooperation,Discovery Learning

The aim of the Families Learning Across Boundaries Project (FamLAB) is to create an ecosystem that can enable and encourage young children's interest-driven learning across settings. With this in mind, the authors surveyed 407 professionals working in libraries--including librarians, media specialists, circulation managers, directors, and outreach managers--about three things: (1) how library professionals are supporting children's interests; (2) how they are connecting children's learning across settings; and (3) how libraries are evolving as community learning hubs. The report is organized into these three categories. This report complements another recently published report on how parents and teachers function within this ecosystem (see ED598957) and describes the special relationships library professionals have with parents and teachers which allows them to help facilitate home-community and school-community connections. [This report was prepared as part of the Families Across Boundaries (FamLAB) Project.]
Supporting College Enrollees Who Test at the Lowest Levels of Readiness: Lessons from Texas Community Colleges
Author: Daugherty, Lindsay
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Placement Tests,College Readiness,Developmental Studies Programs,Cutting Scores,Educational Change,Competency Based Education,Nontraditional Education,Referral,Continuing Education,Adult Education

RAND partnered with Texas Higher Education Coordinating Board and American Institutes for Research to support the state's developmental education reform efforts through a combination of continuous improvement support and analysis of statewide data on implementation. One of the reforms examined through the study was the state's recommendation that colleges should offer targeted academic support to students who tested at the lowest levels on the state placement exam (i.e., below the ninth-grade level) beginning in fall 2015. To support colleges, Texas policymakers offered resources and guidance in three areas: (1) new, detailed assessment scores that were developed to better identify students entering at the lowest levels of readiness; (2) course offerings and funding that allow colleges to offer concurrent academic support alongside entry-level courses; and (3) guidance and funding to support the referral of students into to adult and continuing education programs. In addition to describing these reform efforts and the students they targeted, this report provides findings from case studies and statewide survey data regarding how institutions responded to the state's recommendations and the challenges colleges faced. The report also highlights lessons learned for colleges in Texas and across the nation as they explore options for serving students who test at the lowest levels of readiness.
Integrating Gamification into Mathematics Instruction: A Qualitative Exploratory Case Study on the Perceptions of Teachers at the Fourth and Fifth Grade Level
Author: Smith, Nicola
Date: 2018-11-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Game Based Learning,Educational Games,Mathematics Instruction,Elementary School Teachers,Teacher Attitudes,Grade 4,Grade 5,Mathematics Achievement,Mathematics Tests,Standardized Tests,Educational Benefits,Learning Motivation,Self Efficacy

The purpose of this qualitative exploratory case study was to garner knowledge on how teachers perceive the effects of gamification on students' academic performance on mathematics standardized examination. Gamification is a developing pedagogy with limited studies exploring its effectiveness in the discipline of mathematics. The 2 research questions that guided this study were: How do 4th and 5th grade teachers perceive the effects of gamification on students' academic performance in mathematics standardized examinations? How do teachers perceive the implementation of gamification on students' success? This research was grounded in the theoretical framework of Piaget and Vygotsky's theory of constructivism as well as Skinner's theory of operant conditioning and Bandura's self-regulation theory. There is inadequate knowledge on how teachers perceive the effects of gamification on students' academic performance on mathematics standardized examination. The participants were 4th and 5th grade teachers at the elementary level. Data were collected with the use of individual interviews, field notes, and assessment data. A questionnaire was used to select purposefully participants. The responses to the semiopen-ended questions from the interview were recorded, transcribed, and analyzed using line-by-line coding technique. This led to the emergence of 6 themes surrounding significant statements made by the participants. These themes include attitude, perception, learning outcomes, instructional practices, and professional support. The findings highlighted the essence of the shared perceptions of the study participants.
International Large-Scale Assessments in Education: A Brief Guide. IEA Compass: Briefs in Education. Number 10
Author: Hastedt, Dirk
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: International Assessment,Educational Assessment,Educational Change,Achievement Tests,Foreign Countries,Elementary Secondary Education,International Organizations,Differences,Testing,Testing Problems

International large-scale assessments (ILSAs) are one of the most important tools policymakers and other educational stakeholders have to inform evidence based decision making for educational reform. Despite this, and the widespread use of ILSA data, results are sometimes misunderstood or misinterpreted. Here, we offer a brief guide to ILSAs and illuminate some of the important differences and commonalities within and across studies, limitations, and why they remain one of our most significant tools for education evaluation and reform. We focus on and compare the key studies, approaches, and structure of our own organization, the International Association for the Evaluation of Educational Achievement (IEA), with other ILSAs.
Educational Practices during the COVID-19 Viral Outbreak: International Perspectives
Author: Sahin, Ismail, Ed.
Date: 2020-10-00
Type: Books
Subjects: Foreign Countries,Educational Practices,COVID-19,Pandemics,Global Approach,Elementary Secondary Education,Higher Education,School Holding Power,Conventional Instruction,Blended Learning,Distance Education,Virtual Classrooms,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Best Practices,Online Courses,Educational Television,Special Education,Special Needs Students,Leisure Education,Refugees,Family (Sociological Unit),Preservice Teacher Education,Special Education Teachers,Telecommunications,Health Services,Medical Education,Electronic Learning,Integrated Learning Systems,Early Childhood Education,Educational Technology,Calculus,School Closing

The collection of chapters in this special book examines educational practices during the COVID-19 viral outbreak. This special book brings together a variety of studies and scholars in an effort to exemplify how the COVID-19 shapes the learning and teaching processes in different countries. The twelve chapters selected for this special book present diverse vantage points on the circumstances that influence students, teachers, parents, and schools. The focus of this book is on education, but in the context of broader global effects. Education processes, practices, and outcomes in the time of COVID-19 do not occur in a vacuum. Disruptions to the normal processes and practices of education associated with the novel coronavirus are directly tied, among other considerations, to the societal risk of having students congregating in close quarters, the economic problems encountered by their families, difficulties of food availability, and loss of family cohesion due to death, illness, and lack of proximity and diminished support structures due to social distancing. Any return to &quot;normal&quot; education opportunities and the hope for improving (or at least sustaining) positive student outcomes likely will be impossible without a vaccine that is available worldwide at low or no cost, together with effective repair of the global economy, and the ability of students and adults to engage in larger-group activities. Until that situation becomes reality, many children will be unable to learn effectively and will not be equipped to realize their potential. In summary, the twelve chapters cover the topic of educational practices during the COVID-19 viral outbreak. The chapters are authored by scholars from 10 different countries: the United States, Turkey, the United Kingdom, Spain, Bhutan, Indonesia, Morocco, India, Oman, and the United Arab Emirates. The chapters provide readers with a wide range of international perspectives on educational practices during the COVID-19 pandemic. The reported studies involve research findings from students, teachers, parents, and school administrators at different levels of students' education experience.