ethanporcaro/eric-fulltext-meta huggingface dataset:
Verb Errors of Bilingual and Monolingual Basic Writers
Author: Griswold, Olga
Date: 2017-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),Error Patterns,Verbs,Grammar,Monolingualism,English,Bilingual Students,Narration,Essays,Statistical Analysis,Qualitative Research,Writing Assignments,Basic Writing,Comparative Analysis,College Students,Writing Achievement

This study analyzed the grammatical control of verbs exercised by 145 monolingual English and Generation 1.5 bilingual developmental writers in narrative essays using quantitative and qualitative methods. Generation 1.5 students made more errors than their monolingual peers in each category investigated, albeit in only 2 categories was the difference statistically significant. Yet the overall effect was cumulative: The total number of verb errors in the essays of bilinguals was statistically larger than that in the essays of monolinguals. Both monolingual and bilingual writers inappropriately transferred the features of spoken English into the written medium, and both displayed difficulties in the appropriate use of the perfect aspect. However, Generation 1.5 learners also exhibited ESL-like traits in their writing, demonstrating a weak control of verbal inflection. The findings suggest that explicit grammar instruction may be warranted in all Developmental Writing classes, especially those with large proportions of Generation 1.5 learners.
Growth and Performance of Fully Online and Blended K-12 Public Schools
Author: Gulosino, Charisse
Date: 2017-12-18
Type: Journal Articles
Subjects: Public Schools,Electronic Learning,Blended Learning,Elementary Secondary Education,Academic Achievement,School Demography,Enrollment,Teacher Student Ratio,Accountability,Graduation Rate,Student Characteristics,Institutional Characteristics,Virtual Classrooms

This study provides a census of full-time virtual schools and blended schools from 35 states. Specifically, it utilizes data visualization and exploratory data analysis to examine student demographics and school performance measures of virtual schools and blended schools operating in the 2014-15 school year. The school achievement measures for both virtual and blended schools indicate these schools are performing poorly. Nevertheless, the evidence suggests that their enrollment growth continues. Large virtual schools operated by for-profit education management organizations (EMOs) dominate this sector and are increasing their market share. While more districts are opening their own virtual and blended schools, the schools are typically small, and with limited enrollment. The proportion of Black and Hispanic students in virtual schools is lower than the national average, while students enrolled in blended schools more closely resemble the race and ethnic characteristics of students enrolled in brick-and-mortar public schools nationwide. Virtual and blended schools, while serving students in kindergarten through grade 12, have higher concentrations at the elementary and secondary levels. The empirical work in this area is in its infancy; hence, this study seeks to contribute to both the conceptual and empirical implications of virtual and blended schools by embracing a balance between their public and private benefits.
Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process
Author: Cullen, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Curriculum Implementation,Transformative Learning,First Year Seminars,College Freshmen,College Faculty,Qualitative Research,Teaching Experience,Teaching Styles,Content Analysis,High School Graduates,College Bound Students,Transitional Programs,Phenomenology,Semi Structured Interviews,Questioning Techniques

A social and emotional learning curriculum embedded in freshman seminar content can support freshmen in the transition from high school to college. As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in social and emotional learning sections, several nonclinical faculty members were invited to teach the seminar which required training in the curriculum. The purpose of this study was an exploratory assessment of the process of teaching the social and emotional learning curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles. This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.
Remote but Not Removed: Professional Networks That Support Rural Educators
Author: Parsley, Danette
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Education,Professional Isolation,Social Networks,Teacher Associations,Network Analysis,Performance Factors,Secondary School Teachers

The Northwest Rural Innovation and Student Engagement (NW RISE) Network connects rural educators in the Pacific Northwest to help them succeed in the profession and overcome the challenges caused by teacher isolation. In this article, the author takes stock of what was learned in the four years since the network was established. She also shares key takeaways to help other groups interested in creating education networks with similar goals.
Moving beyond the Failure of Test-Based Accountability
Author: Koretz, Daniel
Date: 2018-00-00
Type: Journal Articles
Subjects: Accountability,Testing,Testing Problems,Test Validity,School Support,Evaluation Utilization,Best Practices,Elementary Secondary Education

In &quot;The Testing Charade: Pretending to Make Schools Better&quot;, the author's new book from which this article is drawn, the failures of test-based accountability are documented and some of the most egregious misuses and outright abuses of testing are described, along with some of the most serious negative effects. Neither good intentions intentions nor the value of well-used tests justifies continuing to ignore the absurdities and failures of the current system and the real harms it is causing. Here the author presents some options for doing better.
Lessons Learned in School Reform: Of Policy, Parents, and Practice
Author: Hess, Frederick M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Practices,Parent Responsibility,Partnerships in Education,Parent Teacher Cooperation,Teacher Administrator Relationship,Elementary Secondary Education

An education scholar reflects on a 30-year career spent studying the role of policy, parental responsibility, and the partnership between teachers and reformers.
The Profession Speaks: Educator Perspectives on School Reform
Author: Murphy, Brett Gardiner
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Change,Accountability,Empowerment,Personal Narratives,Educational Improvement,Story Telling,Teacher Effectiveness,Failure,Educational Quality,Public Education,Teacher Collaboration,Equal Education

An educator, who compiled teachers' stories of accountability era reforms into a book, explains why teacher voice is central. The book, &quot;Inside Our Schools: Teachers on the Failure and Future of Education Reform,&quot; is organized around the recurring buzzwords the mainstream education reform movement has used to define its policies: accountability, quality, choice, failure, and equity. The book also provides numerous examples of how we could do &quot;reform&quot; better.
The Evidence Base for How Learning Happens: A Consensus on Social, Emotional, and Academic Development
Author: Jones, Stephanie M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Emotional Development,Social Development,Cognitive Development,Teacher Student Relationship,Teaching Methods,Elementary Secondary Education,Program Effectiveness,Intervention,Classroom Environment,Outcomes of Education,Relevance (Education),Evidence Based Practice

The Aspen Institute's National Commission on Social, Emotional, and Academic Development united a broad alliance of leaders to speak with a unified voice about the urgency of integrating social and emotional development into the fabric of K-12 education. The commission convened a group of scientists, researchers, and academics across disparate fields to develop consensus statements on what research says about integrating social, emotional, and academic development. Schools and other organizations that work with children must promote development across multiple areas and address the skills and beliefs of educators and other adults in schools; organizational culture, climate, and norms; and routines and structures that guide basic interactions and instruction. As described in this article, such approaches are most effective when designed to match the needs and opportunities of specific contexts, organizations, and communities.
Fully Realizing the Civic Potential of Immigrant Youth
Author: Callahan, Rebecca M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Youth,Citizen Participation,Undocumented Immigrants,Immigration,Democracy,Teachers,Civil Rights,Teacher Student Relationship,Social Studies

Over the course of a few cold days last February, immigrant families and their allies in Austin, Texas, were shaken by a series of raids as immigration officers descended upon the city. After all was said and done, Immigration and Customs Enforcement (ICE) officials arrested 51 undocumented immigrants, most of whom had no criminal record. In this article, the authors step back from the immediate aftermath of those ICE raids--in Austin and numerous other cities around the United States--to consider the role U.S. schools and educators play in the civic growth of immigrant youth. Their purpose is to show educators how to build on the civic potential of immigrant youth and prepare them for an active role in public discourse, or what has been called &quot;enlightened political engagement.&quot;
The Professional Educator: Celebrating the Voices of Immigrant Students
Author: Zehr, Mary Ann
Date: 2018-00-00
Type: Journal Articles
Subjects: Immigrants,English Language Learners,Class Activities,Self Expression,Self Disclosure (Individuals),Diaries,Personal Narratives,Story Telling,Student Experience,Student Journals,Peer Relationship,High School Students,Creative Writing,English Teachers,English (Second Language),Secondary School Teachers

Professional educators--in the classroom, library, counseling center, or anywhere in between--share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this regular feature, the work of professional educators is explored--their accomplishments and their challenges--so that the lessons they have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success. In this article, a teacher of English language learners describes how she encourages her students to share their immigration stories so they can both improve their fluency in English and realize they are not alone.
You Are Welcome Here: Reassuring Immigrant Students and Families in Northwest Indiana
Author: Dubin, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Law Enforcement,Hispanic American Students,Undocumented Immigrants,Public Schools,Fear,School Districts,School Safety,Educational Environment,Conferences (Gatherings),Local Government

While stepped up immigration enforcement and nativist rhetoric have made immigrant communities increasingly nervous nationwide, a union-led effort in Hammond, Indiana, seeks to convince a growing Hispanic population that--in schools, at least--families have nothing to fear.
Focusing the Camera Lens on the Nature of Science: Evidence for the Effectiveness of Documentary Film as a Broader Impacts Strategy
Author: Laursen, Sandra L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Principles,Documentaries,Films,Teaching Methods,Inquiry,Earth Science,Faculty Development,Scientists,Pretests Posttests,Social Influences,Knowledge Level,Misconceptions,Elementary Secondary Education,Video Technology,Teacher Attitudes,Student Attitudes,Coding,High School Students,Middle School Students,Undergraduate Students

Scientists' involvement in education has increased in recent years due to mechanisms such as the National Science Foundation's &quot;broader impacts&quot; expectations for research projects. The best investment of their effort lies in sharing their expertise on the nature and processes of science; film is one medium by which this can be done efficiently. In this article, we illustrate this approach through the development of Upward and Outward: Scientific Inquiry on the Tibetan Plateau, a 20 min educational documentary film for school science classrooms and teacher professional development. The film portrays the intellectual and human processes of science as seen through the work of an international team of scientists on an interdisciplinary geoscience research project. Evidence gathered from pre/post classroom assessment responses by 350 students in grades 6-14 indicates that students absorb a variety of messages about the intellectual and social processes of science. These ideas contrast with their prior knowledge, counter common stereotypes of science and scientists, and broaden students' notions of the scientific method. The film aligns with national and state standards on scientific inquiry and the nature of science.
Grounding Water: Building Conceptual Understanding through Multimodal Assessment
Author: Schwartz, Kerry L.
Date: 2011-08-00
Type: Journal Articles
Subjects: Water,Earth Science,Science Instruction,Concept Formation,Scientific Concepts,Ecology,Conservation (Environment),Evaluation Methods,Student Evaluation,Freehand Drawing,Grade 4,Elementary School Students,Pretests Posttests,Summative Evaluation

The world's population is growing by about 80 million people a year, implying an estimated increased freshwater demand of about 64 billion cubic meters annually (World Water Assessment Programme, 2009, Water in a Changing World: United Nations World Water Development Report 3, Chap. 1, p. 3-21). Groundwater depletion, which reduces the amount of valuable water available for drinking and food production, has become a global crisis. Decision-makers at all levels desperately need to understand the unseen system beneath their feet and its connection to the earth's hydrologic cycle. Yet teaching groundwater concepts is extremely challenging; foundational misconceptions about groundwater's location, movement, and connection to the hydrologic cycle are common. Quality, multimodal instruction, and assessment of groundwater topics will help to clarify elementary students' misconceptions and assist them in constructing accurate mental models of the groundwater system. This study examines student responses to different forms of assessment, including drawing prompts, to determine the best way to ascertain what students really know about the groundwater system, a key component of the larger water cycle system. The assessment tools included dichotomous, multiple-choice, and drawing questions used to elucidate students' conceptualization and understanding of the groundwater system. Assessment results show that students who are able to answer objective questions about groundwater are not necessarily able to demonstrate their knowledge; calling into question their conceptual understanding of the system.
Overcoming Assessment Problems in Google Earth-Based Assignments
Author: Johnson, Nicholas D.
Date: 2011-08-00
Type: Journal Articles
Subjects: Internet,Maps,Educational Technology,Technology Uses in Education,Earth Science,Computer Software,Teaching Methods,Science Instruction,Evaluation Methods,Student Centered Learning,Goal Orientation,Elementary Secondary Education,Higher Education

Educational technologies such as Google Earth have the potential to increase student learning and participation in geoscience classrooms. However, little has been written about tying the use of such software with effective assessment. To maximize Google Earth's learning potential for students, educators need to craft appropriate, research-based objectives, utilize engaging student-centered learning techniques, and directly assess student learning. Several example activities are included to suggest how Google Earth-based geoscience lessons can be created and still maintain measurable learning outcomes.
Cognition and Self-Efficacy of Stratigraphy and Geologic Time: Implications for Improving Undergraduate Student Performance in Geological Reasoning
Author: Burton, Erin Peters
Date: 2011-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Geology,Spatial Ability,Thinking Skills,Self Efficacy,Problem Solving,Instructional Effectiveness,Large Group Instruction,Likert Scales,Self Evaluation (Individuals),Correlation

In general, integration of spatial information can be difficult for students. To study students' spatial thinking and their self-efficacy of interpreting stratigraphic columns, we designed an exercise that asks college-level students to interpret problems on the principles of superposition, original horizontality and lateral continuity, and geologic time using text and symbols. The exercise was designed with two goals in mind: to determine the level of student confidence and cognition and to test the effectiveness of this type of exercise in large-enrollment courses. Overall, students performed well on symbolic representations of the columns, but reported low self-efficacy of their interpretations. The opposite occurred with the short-answer questions. Results suggest that these students are more comfortable with verbal questions, but they lack the ability to synthesize complete answers to diverse questions. Students also tended to feel less comfortable with questions where they had to convert text to a symbolic representation. We found this type of assignment to be extremely useful with a large class, as it elicited much information about student learning without taking extensive time to evaluate. Implications for geoscience educators include the need to incorporate techniques to improve the completeness of student responses on problems that require synthesis.
Severe Weather Field Experience: An Undergraduate Field Course on Career Enhancement and Severe Convective Storms
Author: Godfrey, Christopher M.
Date: 2011-08-00
Type: Journal Articles
Subjects: Field Experience Programs,Severity (of Disability),Weather,Undergraduate Students,Scientific Principles,Meteorology,Course Content,Course Organization,Student Journals,Curriculum Implementation,Student Satisfaction

Undergraduate students acquire a deeper understanding of scientific principles through first-hand experience. To enhance the learning environment for atmospheric science majors, the University of North Carolina at Asheville has developed the severe weather field experience. Participants travel to Tornado Alley in the Great Plains to forecast and observe convective storms for two weeks. The objectives of the course encompass far more than observing severe storms. On days with nonthreatening weather in the Great Plains, students participate in an array of activities that provide exposure to facilities and interaction with professionals in various sectors of meteorology. While the allure of chasing storms initially prompts the students to enroll in the course, the focused career-development aspect of the curriculum increases awareness for the varied career options in the atmospheric sciences and helps students discover where their own capabilities and interests might best suit the discipline. The course thus offers students a comprehensive career-development experience woven within a thrilling adventure.
A Climate Change Course for Undergraduate Students
Author: Nam, Y.
Date: 2011-11-00
Type: Journal Articles
Subjects: Undergraduate Students,Climate,Ecology,Interaction,Information Literacy,Scientific Literacy,Scientific Principles,Behavioral Objectives,Course Descriptions,Formative Evaluation,Questionnaires,Interviews,Student Surveys,Student Satisfaction,Program Effectiveness,Relevance (Education),Mixed Methods Research,Observation,Hierarchical Linear Modeling

For the past 10 years, a climate change course has been offered in a large Midwest university. This course has been focusing on improving college students' scientific knowledge of climate change and human interactions using historical evidence as well as improving their information literacy in science through a course project that requires students to prepare a group presentation and a paper about an example of historical evidence of climate change and human interactions. This study evaluates the course's impact on students' learning of climate change and human interaction and improvement of information literacy in science based on students' responses to several questionnaires and interview data collected through the academic year of 2009. Results show that even if individual students had a different level of background knowledge of climate change and human interactions before the course, their content knowledge improved through the course. The students agreed that the course positively affected their information literacy in science (climate change) and interest. However, they neither disagreed nor agreed that they learned science knowledge relevant to their everyday lives and current socioeconomic issues related to climate change. They also thought that their environmental behavior did not change much as a result of the course.
Alternative Conceptions of Plate Tectonics Held by Nonscience Undergraduates
Author: Clark, Scott K.
Date: 2011-11-00
Type: Journal Articles
Subjects: Undergraduate Students,Nonmajors,Scientific Literacy,Scientific Principles,Student Attitudes,Plate Tectonics,Student Surveys,Pretests Posttests,Vocabulary,Mixed Methods Research

The theory of plate tectonics is the conceptual model through which most dynamic processes on Earth are understood. A solid understanding of the basic tenets of this theory is crucial in developing a scientifically literate public and future geoscientists. The size of plates and scale of tectonic processes are inherently unobservable, necessitating the use of images and models in instruction. To explore plate tectonics conceptions held by undergraduates, we designed and administered a postinstruction survey instrument centered on a common schematic representation of plate tectonics. We report results from a sample of n = 60 nongeoscience majors enrolled in five different introductory Earth-science courses taught at a major research university and a community college. Students held a number of alternative conceptions associated with terminology, plate motion, and plate-related subsurface melting. We also note that some aspects of figures commonly used to teach plate tectonics are problematic for students and may actually result in reinforcement of alternative conceptions. Further work at both the K-12 and college levels directed at innovative approaches to address student conceptions regarding plate tectonics, including designing images that support key scientific messages, is needed. This research can inform curriculum development for entry-level geoscience courses as well as the use of images to convey complex science.