ethanporcaro/eric-fulltext-meta huggingface dataset:
Docklands Primary School, Melbourne, Australia
Author: McLean, Emina
Date: 2022-05-09
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Grade 2,Online Courses,Educational Technology,Reading Instruction,Elementary School Students,Reading Fluency,Phonics,Spelling

Docklands Primary School opened its doors in Melbourne in January 2021. In this case study, Emina McLean, Head of English, describes how Sounds-Write was implemented in Foundation to Year 2 in the middle of the pandemic. Despite four lockdowns forcing periods of online teaching, various standardised tests show 80% of students on average meeting or exceeding expectations. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Johnson STEAM Academy Magnet School, Cedar Rapids, Iowa, USA
Author: Eichhorn, Katie
Date: 2022-05-09
Type: Reports - Research
Subjects: STEM Education,Magnet Schools,Elementary School Students,Program Implementation,Reading Improvement,Reading Achievement,Program Evaluation,Middle School Students,Reading Programs

In this case study, Katie Eichhorn, Kathy Gilbert, Myra Hall, Gretchen Lawyer, and Jill Nunez from Johnson STEAM Academy in Cedar Rapids, Iowa, share data showing improved reading results after their first year of implementation of Sounds-Write, including a successful partnership with a local middle school to use Sounds-Write with Grade 7 students who were up to four years below grade level. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Merllyn Community Primary School, Bagillt, North Wales, United Kingdom
Author: Jones, Tracy
Date: 2022-05-09
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Elementary Schools,COVID-19,Pandemics,School Closing,Reading Instruction,Educational Technology,Technology Uses in Education,Phoneme Grapheme Correspondence,Program Effectiveness,Phonics

At Ysgol Merllyn, a primary school serving the village of Bagillt in North Wales (UK), Tracy Jones, Headteacher, presents data from diagnostic assessment used to determine how well children had retained knowledge of the Extended Code during the disruptions posed by lockdowns and periods of remote learning. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Nollamara Primary and Intensive English School, Perth, Australia
Author: Hammond, Kendall
Date: 2022-05-09
Type: Reports - Research
Subjects: Reading Programs,Elementary School Students,Foreign Countries,Program Implementation,Program Evaluation,Reading Improvement,Literacy,National Competency Tests,Numeracy,Spelling

Kendall Hammond, Associate Principal at Nollamara Primary and Intensive English School in Perth, explains how their commitment to explicit direct instruction made Sounds-Write a natural choice for the teaching of reading and spelling in a school where three-quarters of students have English as an additional language. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Princecroft Primary School, Warminster, England
Author: Harley, Anita
Date: 2022-05-09
Type: Reports - Research
Subjects: Reading Programs,Elementary School Students,Foreign Countries,Program Implementation,Phonics,Program Evaluation,Spelling

Anita Harley, Phonics Lead at Princecroft Primary School in the rural town of Warminster in the UK, describes how a focus on teacher development and using Sounds-Write with fidelity has resulted in increased attainment in phonics and spelling for children, the vast majority of whom now meet or exceed expected standards. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Selby Community Primary School, North Yorkshire, England
Author: Darwin, Emma
Date: 2022-05-09
Type: Reports - Research
Subjects: Reading Programs,Program Implementation,Program Evaluation,Foreign Countries,Elementary School Students,Reading Improvement,Spelling

Prior to implementing Sounds-Write in 2016, phonics attainment in Year 1 at Selby Primary School in North Yorkshire (UK) was at or above the national average, but little progress was made by the weaker readers by the end of Key Stage 2. Emma Darwin, Phonics Lead at the school, presents data for a Year 4 cohort who have been taught using Sounds-Write from Reception. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Speech-Language Therapist, Munich, Germany: One-to-One Intervention
Author: Hornberger, Shelley
Date: 2022-05-09
Type: Reports - Research
Subjects: Foreign Countries,Speech Language Pathology,Allied Health Personnel,International Schools,Intervention,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Videoconferencing,Telecommunications,Program Effectiveness,Language Skills,Reading Skills,Writing Skills

As a speech-language therapist supporting English-speaking students from international schools in Munich, Germany, Shelley Hornberger shares the story of a student referred after many years of failed school and private phonics instruction. She reports significant progress made by this student, in spite of having to deliver the programme online for extended periods during the pandemic. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Reforming Higher Technical Education: Government Consultation Response
Author: Department for Education (DfE) (United Kingdom)
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Change,Higher Education,Technical Education,Employment Qualifications,Education Work Relationship,Job Skills,Employer Attitudes,Standards

There is clear and growing employer demand for the skills that higher technical education (HTE) provides, and there are good economic outcomes for students completing higher technical courses. Despite this participation is low compared to other levels of education and many of our international competitors. In England, only 1 in 10 people has a level 4 or 5 qualification as their highest qualification; in Germany it's double that. From 8 July to 29 September 2019, the government held an online public consultation on its proposals to address these issues and reform classroom-based HTE in England. This was supplemented by six consultation events across the country and a user insights project carried out in Autumn 2019. A summary of the government's response to the consultation and its plans going forward is included in this report. [For &quot;Higher Technical Education Consultation--Analysis. Research Report,&quot; see ED619874.]
St George&apos;s Church of England Primary School, London, England
Author: Hammond, Alexandra
Date: 2022-05-09
Type: Reports - Research
Subjects: Reading Programs,Elementary School Students,Foreign Countries,Religious Schools,Program Implementation,Spelling,Phonics,Program Evaluation

St George's Primary, in Battersea, south London, began using Sounds-Write in 2011. Alexandra Hammond, current Key Stage 1 and Phonics Lead, presents spelling test data to illustrate progress and achievement for a group of twenty students from Year 1 to Year 6. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
The Pavilion School, Melbourne, Australia
Author: Stockley, Naomi
Date: 2022-05-09
Type: Reports - Research
Subjects: Reading Programs,Foreign Countries,Nontraditional Education,Secondary School Students,Response to Intervention,Positive Behavior Supports,Program Implementation,Program Evaluation

Naomi Stockley, Rianna Tatana, Roshni Kaur, and Alice Reynolds offer some early insights into the implementation of Sounds-Write at The Pavilion School, a specialist provision in the northern suburbs of Melbourne for vulnerable students who have been excluded from mainstream education and face significant personal challenges. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Kids &amp; Family Reading Report™: Australia
Author: Scholastic Inc.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Family Attitudes,Reading Attitudes,Recreational Reading,Independent Reading,Reading Aloud to Others,Childrens Literature,Adolescent Literature,Elementary School Students,Secondary School Students,Reading Skills,Social Media,Electronic Publishing,Printed Materials,Books,Reading Habits

In late 2015, Scholastic, in conjunction with YouGov, conducted a survey to explore family attitudes and behaviours in Australia around reading books for fun. The key findings of this research, based on a nationally representative sample of 1,748 parents and children, including 358 parents of children aged 0-5; 695 parents of children aged 6-17; plus one child aged 6-17 from the same household, are presented in this report. The study examines the significance of reading independently for fun at school, what impacts frequent reading, the importance of reading aloud to children of all ages, and the books children want most to read.
Kids &amp; Family Reading Report™: Canadian Edition
Author: Scholastic Inc.
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Attitudes,Recreational Reading,Reading Aloud to Others,Independent Reading,Elementary School Students,Secondary School Students,Childrens Literature,Adolescent Literature,Reading Habits,Books,Electronic Publishing,Printed Materials,Family Environment

In early 2017, Scholastic, in conjunction with YouGov, conducted a survey to explore the attitudes and behaviours of English- and French-speaking Canadian children and families around reading books for fun. The key findings of this research, based on a nationally representative sample of 1,939 parents and children, including 371 parents of children ages 0-5; 784 parents of children ages 6-17; plus one child age 6-17 from the same household, are presented in this report. The study examines the state of kids and reading in Canada, what kids and parents want in books, reading aloud, reading in schools, and summer reading.
Kids &amp; Family Reading Report™: China
Author: Scholastic Inc.
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Habits,Reading Aloud to Others,Oral Reading,Parent Role,Parent Influence,Aspiration,English (Second Language),Second Language Learning,Recreational Reading,Parent Attitudes,Children,Adolescents,Gender Differences,Age Differences,Psychological Patterns,Reading Material Selection,Socioeconomic Status,Childrens Attitudes

In April 2020, Scholastic, together with YouGov, conducted a survey to explore aspirations, family attitudes and behaviors around reading in China. The key findings of this research, based on a nationally representative sample of 1,210 parents and children, including 509 parents of children aged 0-5; and 701 parents of children aged 6-17, are presented in this report. The study examines the China reading culture and behavior, the role and importance of read-aloud in China, the role and importance of parents, the aspirations Chinese parents have for their children, and English language learning in China.
Kids &amp; Family Reading Report™: United Kingdom
Author: Scholastic Inc.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Family Attitudes,Reading Attitudes,Reading Habits,Recreational Reading,Independent Reading,Childrens Literature,Adolescent Literature,Reading Aloud to Others,Family Environment,Elementary School Students,Secondary School Students,Social Media,Electronic Publishing,Printed Materials,Books,Reading Skills

In summer 2015, Scholastic, in conjunction with YouGov, conducted a survey to explore family attitudes and behaviours in the United Kingdom around reading books for fun. The key findings of this research, based on a nationally representative sample of 1,755 parents and children, including 349 parents of children ages 0-5; 703 parents of children ages 6-17; plus one child age 6-17 from the same household, are presented in this report. The study examines the state of kids &amp; reading, reading aloud at home, reading in school, and what kids want in books.
Kids &amp; Family Reading Report™: India
Author: Scholastic Inc.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Parent Attitudes,Recreational Reading,Preschool Children,Children,Adolescents,English,Oral Reading,Family Environment,Educational Environment,Books,Childrens Literature,Electronic Publishing,Childrens Attitudes,Reading Skills,Incidence,Age Differences,Thinking Skills,Computer Literacy,Interpersonal Competence,Physical Fitness,Mathematics Skills,Writing Skills,Reading Habits,Language Skills,Reading Aloud to Others,Independent Reading,Reading Material Selection,Fiction,Nonfiction

In fall 2015, Scholastic, in conjunction with YouGov, conducted a survey to explore family attitudes and behaviours in India around reading books for fun. The key findings of this research, which are presented in this report, are based on a sample of 1,752 parents and children, including 350 parents of children aged 0-5; 701 parents of children aged 6-17; plus one child aged 6-17 from the same household. All data presented represent the country's English-speaking population with access to the Internet. The study examines the state of kids &amp; reading, reading aloud at home, reading in school, and what kids want in books.
Students&apos; Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum
Author: Hadiyanto
Date: 2021-02-00
Type: Journal Articles
Subjects: Higher Education,Soft Skills,Competition,Blended Learning,Teaching Methods,Learner Engagement,Learning Processes,Employment Potential,Foreign Countries,Models,Course Content,Student Centered Learning,Instructional Design,Education Work Relationship,Work Environment,Knowledge Economy,Lifelong Learning,21st Century Skills,Entrepreneurship,Curriculum Development

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students' center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students' competitiveness level. Users perceived the model's phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.
Consider Teachers Act of 2021 (Public Law 117-49)
Author: US Congress
Date: 2021-10-13
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Loan Repayment,Grants,Certification,COVID-19,Pandemics,Higher Education

The Consider Teachers Act of 2021 was put in place to amend the Higher Education Act of 1965 in order to improve the service obligation verification process for TEACH Grant recipients, and for other purposes. The Act includes the following sections: (1) Short Title; (2) Teach Grants; (3) Submission of Employment Certification; (4) Extension of Time to Fulfill Service Obligations Due to COVID-19; and (5) Implementation.
An Analysis of the English Language Skills Needs and Problems among the Hotel and Restaurant Management Practicum Students in Batangas Province. Basis for an ESP Curriculum Design
Author: Tipan, Allan D.
Date: 2021-06-09
Type: Reports - Research
Subjects: English for Special Purposes,Curriculum Design,Foreign Countries,Geographic Regions,Tourism,Employees,Second Language Learning,Second Language Instruction,Language Skills,Vocabulary Development,Hospitality Occupations,Dining Facilities,Undergraduate Students,Educational Change,Teaching Methods,Practicums,Educational Needs,Alignment (Education)

Batangas Province is known as one of the most popular tourist destinations in the Philippines. It is home to many beaches, diving spots and varied tourist attractions. This makes Batangas a haven for hotels, restaurant, and tour services as it is frequently visited by local and foreign entities. This also makes the demand for higher quality of hotel services and staff adept in using the English language. Thus, Higher education institutions find ways to address this clamor is for competitive and communicatively competent graduates. This research investigated and analyzed the English language skills needs, problems and on how well their present academic curricula address them. The skills measured were on listening, speaking. reading, writing, grammar and vocabulary. A total of 99 Hotel and Restaurant Management college students who are presently undergoing their practicum in different hotels in Batangas Province. It was found out that the language skills needs are very high and the problems encountered by the students are moderate and the schools highly address these needs. However, the schools still need to realign their curriculum as they do not precisely address the highly needed skills and problems.
National Child Count: A Snapshot of Newly Identified Children and Youth (2013-2017)
Author: Brown-Ogilvie, Tara
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Deaf Blind,Children,Adolescents,Young Adults,Etiology,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Hearing Impairments,Severity (of Disability),Classification,Comorbidity,Disabilities

The National Deaf-Blind Child Count is conducted each year to supplement OSEP's Federal Part C and Part B child counts, which include children as deaf-blind only when deaf-blindness is their single disability. In contrast, the National Deaf-Blind Child Count includes children whose disability is solely deaf-blindness, as well as those who have additional disabilities. In each of the past five years, 11% of children on the National Child Count were removed due to graduation, aging out, dropping out, death, or loss of contact. During that same timespan, 11% to 13% were newly identified and added each year. Understanding who these newly identified children are is important to state deaf-blind projects and the National Center on Deaf-Blindness, to ensure that TA services and products continue to meet their needs. This brief report summarizes this population. [This report was produced with the TA&amp;D Network.]
The 2019 National Deaf-Blind Child Count Report
Author: National Center on Deaf-Blindness (NCDB)
Date: 2020-12-00
Type: Reports - Research
Subjects: Deaf Blind,Students with Disabilities,Student Needs,Children,Adolescents,Age Differences,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Assistive Technology,Hearing Impairments,Severity (of Disability),Etiology,Disabilities,Comorbidity,Educational Legislation,Federal Legislation,Early Intervention,Equal Education,Preschool Education,Elementary Secondary Education,Place of Residence,Geographic Location,Young Adults,COVID-19,Pandemics,Special Education

This report is the 34th edition of the annual National Deaf-Blind Child Count, the first and longest running count of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and state deaf-blind projects throughout the country, including multi-state projects and projects funded in the Pacific Trust territories, the Virgin Islands, and Puerto Rico. Each year, the state deaf-blind projects collect data on children in their states (birth through 21) who are deaf-blind and submit it to NCDB. Data is collected using a timeline aligned with one the U.S. Department of Education's Office of Special Education Programs (OSEP) uses to collect data on children (birth through 21) receiving special education services. For the OSEP data collection, each state designates a date between October 1st and December 1st on which they capture a point-in-time &quot;snap shot&quot; of children who are eligible for IDEA Part C or Part B services (U.S. Department of Education, 2020). Similarly, state deaf-blind projects use a point-in-time &quot;snap shot&quot; date of December 1st to capture the number of children eligible for their state deaf-blind project services. NCDB provides technical assistance to the projects to help them conduct their counts and compiles the data into this national report. [For the 2018 report, see ED608548.]
2020 National Deaf-Blind Child Count Report
Author: National Center on Deaf-Blindness (NCDB)
Date: 2022-02-00
Type: Reports - Research
Subjects: Deaf Blind,Students with Disabilities,Student Needs,Children,Adolescents,Age Differences,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Assistive Technology,Hearing Impairments,Severity (of Disability),Etiology,Disabilities,Comorbidity,Educational Legislation,Federal Legislation,Early Intervention,Equal Education,Preschool Education,Elementary Secondary Education,Place of Residence,Geographic Location,Young Adults,COVID-19,Pandemics,Language Usage,Educational Environment,Special Education

The annual National Deaf-Blind Child Count is the world's first and longest running count of children who are deaf-blind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB) and state deaf-blind projects throughout the country, including those in the Pacific Trust territories, the Virgin Islands, and Puerto Rico. The annual child count helps identify state and national technical assistance needs for children who are deaf-blind, their families, and the providers and systems that serve them. Each year, state deaf-blind projects capture a point-in-time count of the number of children eligible for project services on December 1 as well as information about the special education services those children receive under the Individuals with Disabilities Education Act (IDEA), Part B or C. IDEA Part C covers early intervention for infants and toddlers with disabilities. IDEA Part B covers children and youth ages 3-21. The official count used in this report is the number of children included in the December 1 total who are eligible for state deaf-blind project services and receiving IDEA Part B or C services on that date. This enables comparison with the IDEA Part B and Part C counts reported to Congress on all children receiving special education services. State deaf-blind projects may serve a greater number of children over the course of the year. NCDB provides technical assistance to the state projects to help them conduct their counts and compiles the data into this national report. [For the 2019 report, see ED620022.]