ethanporcaro/eric-fulltext-meta huggingface dataset:
Fractions Learning in Children with Mathematics Difficulties
Author: Tian, Jing
Date: 2016-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Education,Mathematical Aptitude,Individual Differences,Developmental Disabilities,Children,Numeracy,Intervention,Mathematics Achievement,Learning Theories,Comparative Analysis

Learning of fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind TA peers in fraction understanding and fall further behind during middle school. In contrast, Chinese children who, like the MD children in the U.S. score in the bottom one-third of the distribution in their country, possess reasonably good fraction understanding. We interpret these findings within the framework of the integrated theory of numerical development. By emphasizing the importance of fraction magnitude knowledge for numerical understanding in general, the theory proved useful for understanding differences in fraction knowledge between MD and TA children and for understanding how knowledge can be improved. Several interventions demonstrated the possibility of improving fraction magnitude knowledge and producing benefits that generalize to fraction arithmetic learning among children with MD. The reasonably good fraction understanding of Chinese children with MD and several successful interventions with U.S. students provide hope for the improvement of fraction knowledge among American children with MD. [At time of submission to ERIC this article was in press with the &quot;Journal of Learning Disabilities.&quot;]
A Genre-Based Analysis on Discussion Section of Research Articles in Indonesian Written by Indonesian Speakers
Author: Arsyad, Safnil
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Reports,Indonesian,Intellectual Disciplines,Authors,Journal Articles,Models,Discourse Analysis,Academic Discourse,Writing (Composition),Foreign Countries,Computational Linguistics,Language Styles,Statistical Analysis

This study examines the genre of research article (RA) discussion section written in Indonesian by Indonesian writer aiming at exploring how Indonesian writers discuss their research findings in their RAs. The corpus for this study consists of 47 selected RAs published mainly in university-based journals in Indonesia from social science and humanity disciplines. Swales' eight-move structure (EMS) model of discussion section of RAs was employed for the data analysis. The results show that the EMS model is effective to use to analyze the move structure of the discussion section of Indonesian RAs; there is no significant difference between the move structures in the Indonesian RAs between different fields of discipline. The most noticeable differences occur in terms of the absence of Move 4 (&quot;reference to previous research findings&quot;) in the majority of the Indonesian RAs and the difference between the RAs in the same discipline in terms of the number of moves found. The difference in research practice and RA writing practice in Indonesia are the most possible cause of the differences in the move structure. An appendix lists the research articles included in the corpus of the study.
Fraction Intervention for Students with Mathematics Difficulties: Lessons Learned from Five Randomized Control Trials
Author: Fuchs, Lynn S.
Date: 2016-00-00
Type: Reports - Research
Subjects: Mathematical Aptitude,Intervention,Fractions,Randomized Controlled Trials,Grade 4,At Risk Students,Learning Problems,Learning Disabilities,Control Groups,Experimental Groups,Educational Practices,Problem Solving,Teaching Methods,Instructional Effectiveness,Mathematical Formulas

The purpose of this article was to summarize results from 5 randomized control trials assessing the effects of intervention to improve the fraction performance of 4th-grade students at-risk for difficulty in learning about fractions. We begin by explaining the importance of competence with fractions and why an instructional focus on fractions magnitude understanding may improve learning. Then we describe an intervention that relies strongly on this type of understanding about fractions instruction, and we provide an overview of the intervention's overall effects. This is followed by an overview of 5 intervention components for which we isolated effects. We conclude by discussing some of the lessons learned from this research program.
Early College High Schools: Model Policy Components. Policy Analysis
Author: Zinth, Jennifer
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: College School Cooperation,High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Policy Analysis,Disproportionate Representation,State Policy,Low Income Students,Graduation Rate,Outcomes of Education,First Generation College Students,Nontraditional Students,Postsecondary Education,Comparative Analysis

An alarming convergence of factors--diminishing percentages of high school graduates enrolling immediately in postsecondary education, traditionally underserved students comprising a growing proportion of the overall U.S. school population, and projections that more occupations in the future will need education beyond high school--suggest that states will need to adopt new approaches to increase the number of American adults ready to enter tomorrow's workforce. Early college high schools are one increasingly popular approach to raise the high school completion and postsecondary participation rates of traditionally underserved students and meet projected workforce needs. This policy brief: (1) Defines early college high schools; (2) Clarifies how they differ from traditional dual enrollment programs; (3) Provides recent research on the positive impact of early college high school participation on academic outcomes for traditionally underserved students; and (4) Sets forth the model state policy components that provide the necessary supports to ensure program access, quality and transferability of credit.
Full-Day Kindergarten: A Look across the States. 50-State Review
Author: Parker, Emily
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: School Schedules,Kindergarten,Academic Achievement,Preschool Education,School Readiness,Tables (Data),School Districts,Funding Formulas,Time on Task,Time Factors (Learning),Young Children

Research indicates that a high-quality, full-day kindergarten experience is a crucial component to setting students up for ongoing academic success, yet vast differences exist in the quality of kindergarten programs and how they are funded across the states. As states continue to develop strong pre-kindergarten (pre-K) programs, many are also looking to establish quality full-day kindergarten to support the gains made in the pre-K space and to set students up for success throughout their academic careers. This report explores the spectrum of full-day kindergarten programs and highlights different models of funding implemented by states. Additionally, it examines the requirements for full-day kindergarten, including state bans on parent tuition and the length of day for full-day kindergarten.
The Civics Education Initiative 2015-2016. Education Trends
Author: Railey, Hunter
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Civics,Citizen Participation,Program Effectiveness,Citizenship Education,Consciousness Raising,High School Students,Citizenship,United States History,Achievement Tests,Accountability,Exit Examinations,Knowledge Level

The Civics Education Initiative is a project of the Joe Foss Institute, an organization dedicated to shaping &quot;young Americans for civic engagement as voters and informed members of their community.&quot; The initiative, which launched in 2015, has three goals: (1) To ensure students graduate with the tools they need to become informed and engaged citizens; (2) To put civic education back in classrooms across the country; (3) To serve as the first step in expanding civic awareness and learning for students. The Civics Education Initiative advocates that states require high school students to take and pass the United States Citizenship Civics Test to graduate. The 100-question test draws from basic history and civic facts included in the test administered by the U. S. Citizenship and Immigration Services (USCIS), which all applicants for U.S. citizenship must pass to become a legal citizen. The initiative is premised upon the assumption that &quot;if it is tested, it is taught.&quot; This Education Trends report covers 2015-2016 legislative actions pertaining to the Civics Education Initiative and documents the continued impact of the initiative, which runs through Sept. 17, 2017--the 230th anniversary of the signing of the U.S. Constitution. Policymakers' interest in the Civic Education Initiative demonstrates increasing recognition that the value of education extends beyond college and career readiness to include preparation for citizenship and democratic participation. [Jan Brennan is a contributor to this report.]
Examining the Costs and Benefits of Family Rewards 2.0: A Conditional Cash Transfer Program in Two American Cities
Author: Rudd, Timothy
Date: 2016-09-00
Type: Reports - Research
Subjects: Rewards,Poverty,Employment,Family Programs,Program Descriptions,Program Evaluation,Incentives,Costs,Cost Effectiveness,Program Effectiveness,Expenditures,Monte Carlo Methods,Grades (Scholastic),Academic Achievement,Attendance,Graduation Rate,High School Equivalency Programs,College Entrance Examinations,Health,Job Training

Family Rewards was an innovative approach to poverty reduction in the United States that was modelled on the conditional cash transfer (CCT) programs common in lower- and middle-income countries. The program offered cash assistance to poor families to reduce immediate hardship, provided they met certain criteria related to family health care, children's education, and parents' work, in the hope of reducing poverty over the long term. The first version of Family Rewards was evaluated in New York City in 2007. The lessons learned from that evaluation led to the next iteration of the model (&quot;Family Rewards 2.0&quot;). MDRC evaluated Family Rewards 2.0 through a randomized controlled trial involving about 1,200 families in Bronx, New York, and Memphis, Tennessee, half of whom could receive the cash rewards and half of whom could not. This report presents the program's costs and the economic value of the estimated effects over four years. The findings show that the level of effort required to support participants and process rewards, as well as the value of potential impacts on targeted outcomes, are primary drivers of success for CCT programs. Conditional cash payments are more likely to produce benefits in excess of program costs for taxpayers and society when the level of effort required to administer reward payments is low and the potential value of impacts on targeted outcomes is high. [Additional support for the evaluation was provided by the Benificus Foundation, the City of Memphis, and the Women's Foundation of Greater Memphis.]
Effective Approaches to Enhancing the Social Dimension of Higher Education
Author: Tupan-Wenno, Mary
Date: 2016-00-00
Type: Reports - Research
Subjects: Higher Education,Equal Education,Foreign Countries,Educational Change,Educational Policy,Retrenchment,Resource Allocation,Program Effectiveness,Databases,Access to Education,Environmental Influences,Social Influences,Political Influences,Educational Practices,Disadvantaged,Minority Group Students,Inclusion,Student Diversity,Scaling,Case Studies,Intervention,Global Approach,Needs Assessment,Mass Media,Barriers,Best Practices,Disproportionate Representation,Advanced Placement,Advanced Students,Sense of Community,Academic Achievement,Success

Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more continues to prevail in our Higher Education systems and at the labour market. While improvement has been shown, extrapolation of the gains of the last 40 years in the field show that it could take over 100 years for disadvantaged groups to catch up with their more advantaged peers, should the current rate of improvement be maintained. Many of the traditional approaches to improving equity have also necessitated large-scale public investments, in the form of direct support to underrepresented groups. In an age of austerity, many countries in Europe are finding it necessary to revisit and scale down these policies, so as to accommodate other priorities, such as balanced budgets or dealing with an aging population. An analysis of the current situation indicates that the time is ripe for disruptive innovations to mobilise the cause forward by leaps and bounds, instead of through incrementalist approaches. Despite the list of programmes in this analysis there is very little evidence as to the causal link between programmes, methodologies for their use and increases/improvements in equity in institutions. This creates a significant information gap for institutions and public authorities seeking for indicators to allocate limited resources to equity improving initiatives, without adequate evidence of effectiveness. The IDEAS project and this publication aims at addressing and improving this information gap.
Commentary on the Changing Face of Canadian Universities
Author: Soiferman, L. Karen
Date: 2016-09-00
Type: Opinion Papers
Subjects: Foreign Countries,Universities,Student Diversity,Student Characteristics,Foreign Students,Language Proficiency,Language Skills,Listening Skills,Cultural Differences,Educational Background,Integrity,Learner Engagement,Cooperative Learning,Student Research,Textbooks,Teacher Expectations of Students

This paper is a commentary on how the student population of Canadian universities has changed with the arrival of international students. It discusses some of the issues that instructors have when teaching and interacting with their international students such as overcoming the language barrier, and being aware and respectful of cultural differences. It provides insight into some of the difficulties that instructors can face, and how they can adjust and adapt their teaching methods so that their international students can be successful. Topics discussed include: how essential it is that instructors understand students' educational backgrounds and how they differ from Canadian students' experiences; how students view academic integrity policies based on their prior knowledge; how international students tend to be passive learners instead of active learners in the classroom; how their reluctance to participate in group work can impact their class participation; how instructors need to explain to their students what is involved in learning how to conduct research; and how their reliance on the class textbooks for information impacts their ability to take in information during the lecture.
Projections of Education Statistics to 2024. Forty-Third Edition. NCES 2016-013
Author: Hussar, William J.
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Elementary Secondary Education,Geographic Location,Enrollment,Racial Differences,Ethnic Groups,Elementary School Teachers,Secondary School Teachers,High School Graduates,Expenditures,Educational Finance,College Attendance,College Freshmen,Academic Degrees,Gender Differences,Statistics,Private Schools,Public Schools,Educational Trends,Prediction

&quot;Projections of Education Statistics to 2024&quot; is the 43rd report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting postsecondary institutions. This report provides revisions of projections shown in Projections of Education Statistics to 2023 and projections of enrollment, graduates, teachers, and expenditures to the year 2024. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2024 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appendix A of this report outlines the projection methodology and describes the models and assumptions used to develop the national and state projections. The enrollment models use enrollment data and population estimates and projections from NCES and the U.S. Census Bureau. The models are based on the mathematical projection of past data patterns into the future. The models also use projections of economic variables from IHS Global Inc., an economic forecasting service. The projections presented in this report are based on the 2010 census and assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. For further information, see appendix A. The following are appended: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. [For &quot;Projections of Education Statistics to 2023. Forty-Second Edition. NCES 2015-073,&quot; see ED565614.]
Reaching the Limit: Undergraduates Who Borrow the Maximum Amount in Federal Direct Loans: 2011-12. Stats in Brief. NCES 2016-408
Author: Woo, Jennie
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Student Loan Programs,Federal Aid,Paying for College,Educational Legislation,Federal Legislation,Higher Education,Student Characteristics,National Surveys

As college costs continue to rise, students and their families increasingly rely on federal loans to help pay for college expenses. In 2011-12, over half of all undergraduates (52 percent) had borrowed money from the federal government to fund their education, compared with just over one-quarter (27 percent) in 1989-90, some 2 decades. Although most student borrowers take out loans from the federal government, students may also borrow from private banks. Private loans generally have higher fees and interest rates than federal loans do and also have fewer protections for borrowers who run into repayment difficulties. Given the increase in student borrowing, in both the numbers of borrowers and loan amounts, and the debate surrounding the effects of loan limits on students, it is important to understand the extent to which borrowing at the federal maximum loan amount has changed over time and how that change varies among student groups. Additionally, given the particular concern that loan limits lead to private loan use, it is important to understand what fraction of students borrow at the maximum amount allowed through federal loans before turning to private loan sources. These are the key issues addressed in this Statistics in Brief. Data tables and standard error tables are appended.
Charter Schools Indicators: A Report from the Center on Educational Governance, University of Southern California. CSI-USC 2008
Author: University of Southern California (USC), Center on Educational Governance (CEG)
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Indicators,Governance,School Effectiveness,Educational Finance,Educational Quality,Academic Achievement,Productivity,Federal Programs,Accountability,Investment,Teacher Qualifications,English Language Learners,Classification,Language Arts,Mathematics,Elementary Secondary Education

This report, which is the second annual report on charter schools in California by the University of Southern California's (USC's) Center on Educational Governance, offers a unique view of charter school performance. Using both financial and academic data submitted by school districts to the state of California, this report looks well beyond test scores to evaluate charter schools in four areas: (1) financial resources and investment; (2) school quality; (3) student performance; and (4) academic productivity. This year's report shows that California's maturing charter schools have achieved greater financial security. Charters have more assets relative to liabilities: They own more compared to what they owe. In addition, charters have increased their financial reserves without sacrificing classroom investment, still 50 to 75 percent of revenues. Yet California charter schools receive mixed messages. State accountability measures indicate improvement in overall academic achievement. But California charters are less able to meet Adequate Yearly Progress (AYP) goals, which suggests charters are not keeping up with the federally mandated increases in student achievement targets, as established under No Child Left Behind. This apparent contradiction is not unique to California or to charter schools. AYP goals are reset automatically each year in every state for all public schools, leaving more schools behind even as state accountability measures, such as California's Academic Performance Index (API), show absolute gains each year--improvements that are not sufficient to surpass AYP achievement targets. Since the last report, California's charter school population has increased by 13.2 percent, from 545 schools to 617. A larger proportion of the charter school population has reached the five-year charter renewal process, while the state is accrediting more and more charter schools. For charters new and established to learn from one another, schools need to submit accountability data in a timely fashion to the California Department of Education. Although more charter schools are doing so, more than a few fail to submit required reports, omit extensive data or submit them too late to be of value. The following are appended: (1) Data Sources and Terms; (2) Creating CSI-USC; and (3) Index and Data Sources.