ethanporcaro/eric-fulltext-meta huggingface dataset:
Research into Pronunciation Learning Strategies of Pre-Service English Teachers
Author: Yetkin, Ramazan
Date: 2017-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Preservice Teachers,Second Language Learning,Second Language Instruction,Learning Strategies,Language Usage,English (Second Language),Comparative Analysis,Age Differences,Gender Differences,Statistical Analysis,Language Teachers,Teacher Education,Foreign Countries,Student Attitudes,Undergraduate Students,Pronunciation

Pronunciation, as being one of the core components of a language, plays key roles in language learning and language use. Many studies have already been conducted regarding pronunciation learning and its importance; yet, satisfactory attention has not been given to strategies and strategy use until recently. In line with this objective, this study aims to reveal pronunciation learning strategies of EFL learners in comparison with variables such as gender, age, grade level and years of learning English. A total of 27 pre-service EFL learners took part in the study. A strategic pronunciation learning scale was used to unearth most frequently used strategy types and strategy groups as well as effects of individual variables. Descriptive analysis was used to investigate the results. It was striking to see that there is a significant difference of pronunciation strategy use based on gender, and females use strategies more frequently. Another important factor was to see that even if there is statistically no difference, length of time for learning English can have a positive effect on pronunciation learning strategies.
Utilization of Active and Passive Constructions in English Academic Writing
Author: Bada, Erdogan
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Discourse,Content Analysis,English (Second Language),Second Language Learning,Language Usage,Writing (Composition),Scientific Research,Journal Articles,Citations (References),Indexes,Social Sciences,Natural Sciences,Health Sciences,Discourse Analysis,Sentence Structure,Literature Reviews

By its nature, AW [academic writing] represents adversity compared to other types of writing. It owns the characteristics of more notable patterns and language usage compared to other writing styles such as literary works, news, etc. Without discriminating the language used, this kind of writing generally bears similarities across languages due to the description and representation of scientific concepts. Therefore, there stands a must that objectivity is observed in AW as much as possible. In terms of language usage, diverse structures may be seen to be used in varied frequencies. Within this study, articles written in English and published in scientific journals covered by high ranking field indices such as Social Sciences Citation Index, Science Citation Index/Health Sciences Library, and American-Eurasian Network for Scientific Information were perused depending on their related fields classified as the Social Sciences, Natural and Applied Sciences, and Health Sciences, and then active/passive dispersion of these articles was identified through descriptive content analysis. The results suggest that active structure usage (61%) in overall analysis outnumbered that of passive (39%); the decline in its utilization depending on fields is rather significant, in that while the gap between active (74%) and passive (26%) usage in Social Sciences is rather wide in favor of active construction, we can observe a significant narrowing of the divide in Natural and Applied Sciences (60% active, 40% passive), and Health Sciences (51% active, 49% passive). The findings of this descriptive study may contribute to prospective research carried out in the specified fields in AW.
A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: Arizona Results. NCAASE Technical Report
Author: Schulte, Ann C.
Date: 2018-01-00
Type: Reports - Research
Subjects: School Effectiveness,Models,Computation,Comparative Analysis,Mathematics Achievement,Reading Achievement,Language Arts,Accountability,Elementary School Students,Middle School Students,Longitudinal Studies,Growth Models,Value Added Models,School Demography,Disabilities,Cohort Analysis,Correlation

This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. The introduction describes the study background and details the methods and procedures used to estimate the eight school performance models and compare model results in all four states. Details on each state's accountability data, assessment instruments, and results are included in their respective technical reports. The Arizona sample was separated into an elementary school sample (Grades 3 through 5) and a middle school sample (Grades 6 through 8), each consisting of the cohort of students enrolled in school years 2006/07 through 2008/09. The initial sample included all students whose Grade 5 (elementary school sample) or Grade 8 (middle school sample) reading or mathematics scores on the general or alternate assessment were included in the state calculation of Adequate Yearly Progress (AYP). School composition variables reported include the percent of English Language Learners (ELL), females, economically disadvantaged students (EDS), ethnic minorities, and students with disabilities (SWD). The outcome measures for all analyses were the mathematics and reading versions of the Arizona Instrument to Measure Standards (AIMS). The AIMS Reading (AIMS-R) and Mathematics (AIMS-M) are multiple-choice, standardized tests that were designed as dual-purpose assessments, providing both norm-referenced and criterion-referenced scores (CTB/McGraw-Hill, 2008). This report provides a summary and discussion of the results of the study. Section A describes school performance model estimates and Section B describes school ranks. [For the Oregon results, see ED585089. For the North Carolina results, see ED585157. For the Pennsylvania results, see ED585158.]
A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: North Carolina Results. NCAASE Technical Report
Author: Schulte, Ann C.
Date: 2017-12-00
Type: Reports - Research
Subjects: School Effectiveness,Models,Computation,Comparative Analysis,Mathematics Achievement,Reading Achievement,Language Arts,Accountability,Elementary School Students,Middle School Students,Longitudinal Studies,Growth Models,Value Added Models,School Demography,Disabilities,Cohort Analysis,Correlation

This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. The introduction describes the study background and details the methods and procedures used to estimate the eight school performance models and compare model results in all four states. Details on each state's accountability data, assessment instruments, and results are included in their respective technical reports. The North Carolina sample was separated into an elementary school sample (Grades 3 through 5) and a middle school sample (Grades 6 through 8), each consisting of three successive cohorts of students enrolled in school years: (1) 2007/08 through 2009/2010; (2) 2008/09 through 2010/11; and (3) 2009/10 through 2011/12. The initial sample included students across the three cohorts whose Grade 5 (elementary school sample) or Grade 8 (middle school sample) North Carolina End-of-Grade reading comprehension or mathematics scores on the general or alternate assessment were included in the state calculation of Adequate Yearly Progress (AYP). School composition variables reported in the table include the percent of English Language Learners (ELL), females, economically disadvantaged students (EDS), ethnic minorities, and students with disabilities (SWD). The outcome measures for all analyses were the third editions of the North Carolina End-of-Grade Tests in Mathematics (EOG-M) and Reading Comprehension (EOG-RC), which are standardized, vertically scaled tests designed to measure the core content standards in the state curriculum (NC Department of Public Instruction, 2008, 2009). Both tests were in a multiple-choice format and were the primary assessments used in the state's school accountability model. This report discusses the results of the study in three sections. Section A describes school performance model estimates, Section B describes school ranks, and the appendices provide additional detailed results. [For the Oregon results, see ED585089. For the Arizona results, see ED585156. For the Pennsylvania results, see ED585158.]
Grievance Management Procedure and Discipline Handling Awareness among Public Secondary School Teachers: An Infographic Material
Author: De Los Reyes, Lechelle Rolloque
Date: 2017-04-00
Type: Reports - Research
Subjects: Public School Teachers,Secondary School Teachers,Grievance Procedures,Teacher Discipline,Foreign Countries,Visual Aids,Graphs,Faculty Handbooks,Mixed Methods Research,Check Lists,Questionnaires,Structured Interviews,Correlation,Knowledge Level,Committees

This study aimed at analyzing the level of awareness toward DepED Grievance management procedure in terms of grounds for grievances, grievance procedure, grievance committee, grievance committee's jurisdiction and responsibilities and Discipline handling in terms of grounds and penalties for disciplinary action and their relationship to demographic profile (age, gender, length of service, present rank/designation, highest educational attainment) of 160 purposively selected public secondary school teacher in Second Congressional District of Quezon when they are grouped according to school with an end view of developing an Infographic Material on Grievance Management Procedure and Discipline Handling. Through mixed method of research employing checklist survey questionnaire and structured interview. The gathered data were analyzed and interpreted using graphs and tables supported by the use of statistical treatment. Frequency count and percentage, mean and standard deviation, Pearson correlation coefficient, and analysis of variance (ANOVA) were used. Results suggest that teachers are &quot;moderately aware&quot; about DepEd Grievance Management Procedures and Discipline Handling. Further, there is no &quot;significant difference&quot; in the levels of awareness among teacher-respondents from different public secondary schools. Thus, an Infographic Material on Grievance Management Procedure has been developed and is revealed to be &quot;highly acceptable&quot; in all its parameters. It is recommended that the Info-graphic Material on DepED Grievance Management Procedure may be adapted by public secondary schools in the Division of Quezon as a communicating tool in disseminating relevant information about DepEd Grievance Management Procedure and Discipline Handling.[A bibliography is provided
Personalized Learning: A Guidebook for City Leaders
Author: Douglass, Carrie M.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,Low Income Students,Individualized Instruction,Educational Innovation,Institutional Mission,Investment,Human Capital,Partnerships in Education,Educational Change,Educational Administration,Educational Improvement,Educational Technology,Technology Uses in Education,Elementary Secondary Education

Leaders of urban school systems are faced with a daunting fact: Some individual schools achieve incredible results for students from low-income communities, but no urban &quot;school systems&quot; achieve those results for all--or even most--children in an entire city. For generations, students in urban America have been underserved, with few achieving basic proficiency in reading and math, and even fewer completing college. At the same time, as cities and districts face shrinking education budgets while demands for college and career readiness increase, teachers are expected to do more with less. As new promising practices emerge at the classroom, school, district, and city levels, how can more educators and administrators be exposed to what is working elsewhere? For the purpose of this guidebook, personalized learning (PL) means that students' experiences--what they learn, and how, when, and where they learn--are tailored to their individual needs, skills, and interests, and enable them to take ownership of their education. Early personalized learning work has generated significant interest and promising pockets of success in district, charter, and private schools alike. However, there has yet to be high-quality implementation at scale--across an entire system of schools or an entire city. Why is scale important? The benefits of personalized learning are amplified when a system--a school district or a broader city ecosystem--creates the conditions for every student to have a personalized educational experience. However, to take personalized learning to scale, systems will need to address challenges in the areas of public policy, teaching and learning, staffing structures, accountability, technology infrastructure, and funding. In this guidebook, the authors tell the story of eight cities and two consortia that aim to create the right system-level conditions so that teachers, students, and families have access to the tools and resources needed to personalize learning. To accelerate the pace of innovation at scale, these ten systems received funding to develop a system-wide personalized learning strategy and plan. To reach this ambitious goal, systems sought to design, launch, and replicate schools that implement personalized learning in a holistic manner, while simultaneously working to ensure that district and city functions (e.g., human capital and facilities) fully supported these schools, and their potential replication.
Education Equality Index: Measuring the Performance of Students from Low-Income Families in Schools and Cities across the Country
Author: Dauter, Luke
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Quality,Measures (Individuals),Low Income Students,Academic Achievement,Data Analysis,Web Sites,Urban Areas,Equal Education,Achievement Gap,Research Methodology,Standardized Tests,Scores,Poverty Areas,Comparative Analysis

The Education Equality Index (EEI), created through a unique collaboration of GreatSchools and Education Cities, is a nationally comparative measure that looks at how well students from low-income families are achieving in schools, cities, and states across the country and The EEI taps GreatSchools' national school information database and includes data on the academic performance of low-income students as reported by state departments of education, spanning the years of 2011 to 2015. The EEI analyzed data from more than 55,000 schools nationwide. The public website features the academic performance of students from low-income families in 213 of the 300 largest cities in America, according to school-age population, and which had available data. The goal for the EEI is that a wide range of stakeholders--policymakers, advocacy groups, researchers, journalists, foundations, district and school leaders, and parents--will use the website and report as catalysts to more deeply understand the endemic equity gaps in our nation's education system and to celebrate successes where progress is being made. In this report, the authors describe the methodology of the EEI, outline key findings, and provide suggestions of how in can be used in different contexts to drive conversations and further research.
Transformational Leadership Framework
Author: Desravines, Jean
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Principals,Leadership Responsibility,Transformational Leadership,Curriculum,Alignment (Education),Classroom Techniques,Teaching Methods,Instructional Leadership,Data Collection,Student Evaluation,Data Analysis,Planning,Feedback (Response),Individualized Instruction,Student Centered Learning,Values,Student Behavior,Social Development,Emotional Development,Interpersonal Competence,Cultural Awareness,Student Participation,Family Involvement,Teacher Recruitment,Teacher Selection,Beginning Teacher Induction,Teamwork,Teacher Leadership,Performance,Expectation,Observation,Progress Monitoring,Performance Based Assessment,Faculty Development,Teacher Collaboration,Time Management,Scheduling,Budgets,Partnerships in Education,Educational Facilities,Community Involvement,School Districts

This leadership framework, based on practices employed by some the nation's most successful principals, can be used to diagnose and address school needs. The framework is excerpted from &quot;Breakthrough Principals&quot; © 2016 by Jean Desravines, Jaime Aquino, Benjamin Fenton, and New Leaders, published by Jossey-Bass, a Wiley brand. The complete book is available for purchase at bit.ly/BreakthroughPrincipals.
What Schools Want: How City Leaders Can Help or Hinder Great School Growth
Author: Weinberg Jones, Rebecca
Date: 2015-12-00
Type: Reports - Research
Subjects: School Effectiveness,Urban Schools,Public Schools,Charter Schools,Financial Support,Educational Finance,Advocacy,City Government,Public Officials,Role

Given the importance of school operators in meeting Education Cities members' school growth goals, Education Cities was interested in the question: What do operators want? What roles and activities of local harbormasters are most, and least, helpful to those running great schools? Between October and November 2015, they interviewed 18 operators in eight member cities. The range of operators included new single-site schools, well-established homegrown charter networks with multiple campuses, and local charter operators that have scaled nationally. Operators also represented a diverse group of cities with varying levels of charter market share and maturity. The goal of the study was to shed light on the various roles operators can and should play for their charter schools. They hope the feedback from operators will help city leaders assess and reflect on the roles they currently play, and tease out the root causes of common tensions they may feel with operators in their day-to-day work.
Text Structure: Cause and Effect. Effective Instructional Strategies Series
Author: Padua, Jennifer F. M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Faculty Development,Reading Comprehension,Reading Instruction,Writing Instruction,Writing (Composition),Content Area Reading,Organization,Vocabulary,Visual Aids

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading comprehension using informational text. &quot;Text Structure: Cause and Effect&quot; is intended to assist practitioners on how to build students' knowledge on using text structure to improve comprehension. Practitioners will learn about research that supports the use of text structure and what they must include in their instruction so they can be prepared to explicitly teach cause and effect in reading and writing.
Our Lives in High School and Beyond. A YouthACT Policy Brief
Author: Thomas, Jennifer
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: High School Students,Special Needs Students,Transitional Programs,Developmental Studies Programs,Disabilities,Youth Programs,Youth Leaders,Academic Achievement,College Readiness,Career Readiness,Labor Force Development,Strategic Planning

The Youth Action Council on Transition (YouthACT) is a national initiative to get more youth with disabilities and their allies involved as leaders who partner with adults and organizations to improve opportunities for youth to succeed in life. &quot;Transition&quot; is the process and period of change that youth go through to become adults. Transition typically occurs between ages 12 and 25. During transition, youth need a variety of opportunities and supports to learn and develop skills and experience, set and achieve goals, and make personal decisions about school, work, and life. The aim of this brief is to increase efforts involving all youth to become active partners in making decisions that shape and affect their lives. [Co-written by the YouthACT team.]
Growing Professionally. Effective Instructional Strategies Series
Author: Padua, Jennifer F. M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Instructional Effectiveness,Instructional Improvement,Instructional Innovation,Faculty Development,Professionalism,Educational Principles,Educational Practices,Learning Strategies,Teaching Methods,Reading Comprehension,Nonfiction,Teaching Skills,Learning Activities,Adult Learning,Andragogy,Evidence Based Practice,Best Practices,Teacher Workshops,Demonstrations (Educational),Classroom Observation Techniques,Team Training

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading comprehension using informational text. This booklet provides strategies for job-embedded professional development based on teachers' needs, which is important to support teachers' growth. Practitioners learn how school-level activities, principles of adult learning, and key findings from research can be implemented to design a professional development program at their school.
Academic Skills Training &amp; Assistance: Supporting Student Success through Connecting Activities. Info Brief Series for Community Colleges
Author: Nichols, Kathryn
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Community Colleges,Success,Integrated Activities,Academic Support Services,Student Needs,School Support,Learning Strategies,Student Personnel Services,Educational Resources,Related Services (Special Education),Accessibility (for Disabled),Assistive Technology,School Holding Power

Community college students vary greatly in their level of academic preparedness. Federal data indicates that 68 percent of community college students need to take at least one developmental education course (Jaggars &amp; Stacey, 2014). Community colleges can support students' success by providing academic supports such as tutoring services for specific courses and assignments and guidance on study skills and time management. In addition, some student with disabilities may need academic accommodations and assistive technology. This info brief examines supports community colleges can provide students. It also highlights what some community colleges are currently doing and provides resources for more information.