ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Florida Standards Assessments Reports, 2016
Author: Florida Department of Education, Office of Assessment
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards, and students' knowledge of these standards is assessed through the statewide Florida Standards Assessments (FSA). Student performance on the FSA provides important information to parents, teachers, policy makers, and the general public regarding how well students are learning the Florida Standards. This document has been prepared to explain the score reports for the FSA. It includes explanations of the reports, information about the content assessed in Mathematics and English Language Arts (ELA) relating to the Florida Standards, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted.
Understanding Florida Statewide Assessment Reports, 2022. Updated
Author: Florida Department of Education, Office of Assessment
Date: 2022-04-20
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Sciences,Social Studies,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards in English Language Arts (ELA) and Mathematics and the Next Generation Sunshine State Standards (NGSSS) in Science and Social Studies. Student performance provides important information to parents/guardians, teachers, policy makers, and the general public regarding how well students are learning. This document has been prepared to explain the score reports for the Florida Statewide Assessments. It includes explanations of the reports, information about the content assessed, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted. [For the 2021 report, see ED620346.]
Understanding Florida Standards Assessments Reports, 2020
Author: Florida Department of Education, Office of Assessment
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards in English Language Arts (ELA) and Mathematics. Student performance on the Florida Standards Assessments (FSA) provides important information to parents/guardians, teachers, policy makers, and the general public regarding how well students are learning the Florida Standards. This document has been prepared to explain the score reports for the Florida Standards Assessments. It includes explanations of the reports, information about the content assessed in ELA and Mathematics relating to the Florida Standards, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted. [For the 2019 report, see ED620349.]
Academic Performance and Mobile Technology Use during the COVID-19 Pandemic: A Comparative Study
Author: Fichten, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Telecommunications,Handheld Devices,College Students,Students with Disabilities,Barriers,Program Effectiveness,Foreign Countries,Student Attitudes

Most North American colleges and universities switched to online courses during the COVID-19 pandemic. Therefore, it is important to explore the impact of the newly remote courses on the academic lives of postsecondary students with and without disabilities and on technology use by students. It is also important to ascertain which newly used technologies are likely to be useful in the future. To do this, we surveyed 121 students with disabilities and 51 without disabilities and asked them about their academic performance and about the smartphone and tablet technologies they used to do schoolwork during the pandemic. Results indicate that most students were having a difficult time with learning and studying and that students with disabilities were experiencing more challenges, including the need to drop courses. The most common problems dealt with concentration, motivation, and discipline. The only positive impact reported relates to flexibility and time management. Approximately 70% of students used some form of mobile technology to do schoolwork, primarily Apple devices. The most common technologies reported by students were: Zoom, Google Docs, and Microsoft Word. Overall, most of these worked well, although over one third of both groups indicated that Zoom worked poorly. Where there were differences between the two groups, results show that the technologies were more problematic for students with disabilities. The variety of smartphone and tablet apps used by postsecondary students during the pandemic suggests that now that they have learned to use these, students will continue to use many of these once the pandemic is over.
Increased Student Performance on Physics Concept Inventory Test after Student-Centred Approach in Universities of Latvia
Author: Cinite, Ilva
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Physics,Scientific Concepts,Teaching Methods,Concept Formation,Undergraduate Students,Student Centered Learning,Active Learning,Calculus,College Faculty,Science Instruction,Multiple Choice Tests,Pretests Posttests,Science Achievement,Achievement Gains

Education research has repeatedly shown that active learning in physics is pedagogically more efficient than traditional lecture courses. Widespread application of the active learning is slowed down by the lack of data on the performance of the active learning in widely varying circumstances of different educational systems. We measured the level of understanding of basic physics concepts using Force Concept inventory for students who enrol at different universities in Latvia in calculus-based and non-calculus-based groups and compared the student performance to the pre-test results elsewhere in the world. We measured the growth of concept inventory test results and studied the dependence of the growth on the teaching approach used by university lecturers. About 450 undergraduate students from 12 groups of science and engineering courses taught by 8 lecturers were involved in the study at three universities in Latvia. The Force Concept Inventory multiple-choice test was translated to Latvian and used for pre-/post-tests. The pre-test results showed that the maximum of the distribution of correct answers for non-calculus groups is around 20%, which is the value obtained by the random guessing of test answers, whereas the pre-test results of calculus-based groups was about 50% of correct answers. The test score after taking post-test confirmed that the growth of students' tests results is closely related to the teaching approach chosen by lecturer, showing that in order to provide physics graduates with a good conceptual understanding of physics, student centred teaching approach was crucial. The use of concept inventories in undergraduate physics education to measure the progress of learning appears to be particularly important in the current situation with a small number of students in physics and a critically small number of future physics teachers, when efficiency of teaching is of crucial importance. [For the full proceedings, see ED620289.]
Assumption of Cognitive Goals in Science Learning
Author: Calalb, Mihail
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Goal Orientation,Learning Processes,Correlation,Teaching Methods,Teacher Student Relationship,Student Motivation,Metacognition,Inquiry,Active Learning,Scientific Concepts,Concept Formation

A new didactical approach named &quot;Learning by Being&quot; (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student's personal learning effort, b) student-teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students' deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal to 83%; knowledge of success criteria (impact factor -- 113%); ability to reveal similarities and patterns (impact factor -- 132%). The core of LBB is guided learning effort that corresponds to the notion of teacher--student harmonic oscillator when both things -- guidance from teacher and student's effort -- are equally important. [For the full proceedings, see ED620289.]
Developing University English Instructors&apos; Teaching Performance through Using the Inquiry Approach
Author: Wahdan, Abd Al Rahman Mohammed
Date: 2020-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,College Faculty,Inquiry,Teaching Skills,Teacher Attitudes,Check Lists,Teacher Effectiveness,Teaching Methods,Teacher Evaluation,Classroom Observation Techniques,Foreign Countries

This study aimed to develop Al-Azhar University English language instructors to investigate how a proposed program based on the inquiry approach affected their inquiry-based teaching performance. The study utilized a list of the inquiry-based teaching performance skills, based on which an observation checklist was developed to assess participants' inquiry-based teaching performance. Furthermore, the results of the quantitative analysis of the observation processes were obtained from semi-structured interviews. 16 university English language instructors at the Faculty of Education in Al-Azhar university participated in the study and were trained on the inquiry approach with its five Es model. The results of the study showed the positive effects of using the 5E model on the participants' inquiry-based teaching performance in terms of questioning, presentation, engagement, and assessment. The use of the inquiry approach improved the university English instructors' inquiry-based teaching performance as demonstrated by the qualitative analysis of the interviews and results of the observation checklist.
Proceedings of the 2021 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2021 du Groupe Canadien d&apos;Étude en Didactique des Mathématiques (44th, Virtual, June 11-13, 2021)
Author: Holm, Jennifer, Ed.
Date: 2022-05-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Foreign Countries,COVID-19,Pandemics,School Closing,Mathematics Teachers,College Faculty,Altruism,Learning Theories,Testing,Video Technology,Technology Uses in Education,Barriers,Creativity,Class Size,Classroom Environment,Educational Research,Cooperation,Data Use,Grade 8,Teacher Attitudes,Teaching Methods,High Schools,Geometry,Mathematics Anxiety,Teacher Effectiveness,Preservice Teachers,Elementary School Teachers,Anxiety,Learning Activities,Numeracy,Secondary School Mathematics,Textbooks,Inquiry,Secondary School Students,Mathematical Concepts,Concept Formation,Mathematics Achievement,Educational Technology,Doctoral Programs,Indigenous Knowledge,Elementary School Mathematics,Story Telling,College Students,College Mathematics,Cultural Influences,Calculus,Faculty Development,Teacher Educators,Mental Computation

With COVID-19 continuing to make meeting face-to-face impossible, the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) executive decided that, for the first time, the CMESG/GCEDM meeting would be held virtually. By necessity, the program had to be much compressed with no topic sessions and no gallery walk. The 44th annual meeting took place June 11-13, 2021. These proceedings contain one plenary lecture, five working groups, one panel, 13 new PhD reports, and two ad hoc sessions. Twenty-two papers are included in these proceedings--three papers are written in both French and English; one paper is written in French; and the remainder are written in English. [For the 2019 proceedings, see ED610111.]
AI-Based and Mobile Apps: Eight Studies Based on Post-Secondary Students&apos; Experiences
Author: Fichten, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,College Students,Telecommunications,Computer Oriented Programs,Attention Deficit Hyperactivity Disorder,Students with Disabilities,Educational Technology,Technology Uses in Education,Handheld Devices

We present eight studies dealing with artificial intelligence and mobile apps that assist post-secondary students with attention deficit hyperactivity disorder (ADHD) and other disabilities with their academic work. Study 1, based on an advisory board and on a Google search, provided glowing testimonials about AI tools. However, Study 2, a scoping review of the scientific literature, showed that research is scant. In Study 3 we explored how students with and without disabilities used AI-based intelligent virtual assistants to do schoolwork. Our findings show that students are not realizing the potential of these tools. In Study 4, we explored AI-based technologies used by 163 students with and 74 students without disabilities and in Study 5 we investigated AI-based technologies professors required students to use. These studies helped identify sustainable practices. In studies 6, 7 and 8 we explored apps for students with ADHD. Overall, the results show that students with and without disabilities use similar technologies. There will always be a place for traditional assistive technologies such as Jaws and ZoomText. However, general use technologies play an important role because the most common disabilities reported by students on post-secondary campuses include nonvisible disabilities, such as ADHD, mental and chronic health challenges, and specific learning disorders.
Breaking down Barriers to Educational Opportunities: Mitigating the Lingering Effects of Housing Redlining in D.C. Issue Brief No. 5243
Author: Schwalbach, Jude
Date: 2022-02-09
Type: Reports - Descriptive
Subjects: Housing,Social Discrimination,Educational Opportunities,Barriers,Neighborhoods,Neighborhood Schools,School Districts,School Choice

During the 20th century, federally sanctioned housing &quot;redlining&quot; influenced the composition of neighborhoods in large cities across the country, including Washington, D.C. The term &quot;redlining&quot; came from the color-coded maps developed by the Home Owners Loan Corporation (HOLC) (on which mortgage lending under the Federal Housing Administration (FHA) was partly based). The HOLC limited access to federally backed mortgages for home loans in the red-colored and lowest-grade neighborhoods described as &quot;hazardous.&quot; This report presents: (1) How the federal housing authority shaped D.C.'s neighborhoods; (2) How 1930s discriminatory mortgage practices linger in D.C. school zones; (3) The FHA's lingering footprint on D.C. school boundaries; (4) Severing the link between housing and schooling in D.C.; and (5) D.C. families exercising choice.
Initial Findings Report: Black and Latino Men in the Classroom. A Qualitative Study from the Jacksonville Public Education Fund
Author: Jacksonville Public Education Fund (JPEF)
Date: 2022-00-00
Type: Reports - Research
Subjects: Males,African American Teachers,Minority Group Teachers,Elementary Secondary Education,Teacher Persistence,Disproportionate Representation,Public School Teachers,Teacher Attitudes,Expectation,Teacher Evaluation,Change Agents

In October 2021, Jacksonville Public Education Fund (JPEF) announced at the start of a new initiative called &quot;1,000 by 2025&quot; with the purpose of recruiting and retaining 1,000 Black and Latino male educators by the year 2025. Given that disproportionalities in student and teacher racial representation continue to persist despite the decades of research that has connected teacher diversity to benefits for all students and that Duval County Public Schools (DCPS) is serving an increasingly racially diverse student population, more work needs to be done to understand the conditions that make it more or less likely for Black and Latino teachers to persist in DCPS. This qualitative study aimed to explore what barriers and motivations may exist for Black and Latino men in the classroom today; and what hopes and concerns they might have for this initiative.
Theatre Counts: How Theatre Education Transforms Students&apos; Lives
Author: Middleton, Gwynne
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Theater Arts,Drama,Art Education,Interdisciplinary Approach,Student Development,Self Concept,Identification (Psychology),Interpersonal Relationship,Empathy

Theatre education research shows the power of the art form to transform students' experiences of themselves as well as their relationships with peers and the larger world. The process and product of theatre learning incorporates creative and technical skills across many learning disciplines. Access to adequately resourced and standards-based theatre education during the school day is an important factor in promoting high-quality theatre experiences. As educators play a crucial role in nurturing students, educator preparation and professional development opportunities in multiple subject areas are also critical in effective theatre education. For this Special Report, the Arts Education Partnership reviewed research studies identified within ArtsEdSearch (the national clearinghouse of arts education research), the International Journal of Education and the Arts and the Journal of Autism and Developmental Disorders to explore the importance of theatre in student learning and academic and personal growth. The featured studies show theatre's positive impact on student success and bolster findings that theatre education: (1) Promotes identity development and growth; (2) Builds empathy and relationships among peers; and (3) Empowers participants to transform their understanding of their place in the world.
Time for the School Choice Movement to Embrace the Culture War. Backgrounder. No. 3683
Author: Greene, Jay P.
Date: 2022-02-09
Type: Reports - Research
Subjects: School Choice,Social Problems,Culture Conflict,Critical Theory,Race,Ideology,Social Justice,Moral Values,Educational Change,Public Opinion,Charter Schools,Private Schools,Public Schools,Public Support

Critical race theory (CRT) and the high-profile projects pushing the radical ideology's discriminatory ideas are trying to divide Americans by skin color and pit them against each other. The cultural fissures are manifesting in education, with heated arguments about curricula and classroom activism. This &quot;Backgrounder&quot; estimates how engaging in cultural issues facing this country could produce important gains for school choice advocates. It analyzes results of a nationally representative survey that asks a variety of questions about both cultural issues and school choice. Overall, respondents are supportive of school choice and strongly oppose social justice ideology. These findings are consistent with other surveys. Moreover, respondents who are skeptical about the woke agenda tend to be most supportive of school choice. This &quot;Backgrounder&quot; presents three important findings. First, that support for school choice is moderately high. Second, that radical cultural critiques of American values are extremely unpopular. And third, that respondents who are unsure about cultural issues are a potentially valuable source of support for school choice advocates. If people who do not have opinions about social justice ideology could be informed about the issues and come to see them as problematic, there are reasons to believe that school choice support would grow meaningfully. [This report was produced with efi (Electronics for Imaging, Inc.).]
COVID-19 Disruptions: Attainment Gaps and Primary School Responses. Research Report
Author: Weidmann, Ben
Date: 2022-02-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Achievement Gap,School Closing,Elementary School Students,Socioeconomic Status,Disadvantaged Youth,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,School Role,Foreign Countries,Teacher Role,Educational Practices,Equal Education,Social Bias,Standardized Tests,Reading Achievement,Mathematics Achievement

The study uses data from five assessment points for reading and maths. It focuses on a constant sample of students, all of whom completed a Rising Stars assessment in 2019 prior to the COVID-19 pandemic. The study also administered three teacher surveys: the first focused on the initial period of lockdown, the second focused on the autumn 2020 term when students returned to face-to-face instruction, the third focused on the second period of school closures from January to March 2021. This descriptive, longitudinal study focuses on primary schools in England. It has three aims: (1) to quantify changes in attainment gaps since the onset of COVID-19: the focus is on gaps between economically disadvantaged pupils and their peers in Years 2 to 6; (2) to describe how teachers and schools responded to the challenges of COVID-19; and (3) to explore associations between school responses to COVID and changes in attainment gaps. [The report was published with FFT and Teacher Tapp.]
The Impact of COVID-19 on Learning: A Review of the Evidence
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2022-05-00
Type: Information Analyses
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Equal Education,Achievement Gap,Disadvantaged Youth,Age Differences,Mathematics Achievement,Reading Achievement,Writing Achievement,Geographic Regions,Attendance,Child Development,Students with Disabilities,Mental Health,Evidence Based Practice,Networks

Schools in England have experienced unprecedented disruptions due to the coronavirus (COVID-19) pandemic. There were two periods during which in-person learning was restricted for the majority of pupils: first for 14 weeks in spring 2020; and then for eight weeks in winter 2021. During these periods of partial closure, many pupils experienced some form of remote learning. Even when schools re-opened fully, significant challenges remained due to high levels of staff and pupil absence. Research shows that COVID-19-related disruptions have worsened educational inequalities: the attainment gap between disadvantaged pupils and their peers has grown since the onset of the pandemic. This report provides a summary of the findings from a range of studies that looked at the impact on learning during this period.
Effects of School Turnaround on K-3 Student Achievement. EdWorkingPaper No. 19-66
Author: Henry, Gary T.
Date: 2019-05-00
Type: Reports - Research
Subjects: School Turnaround,Program Effectiveness,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Achievement,Intervention,Elementary School Students,Federal Programs,Federal Legislation,Federal Aid,Educational Legislation,Grants

This article contributes to the literature on school turnaround by examining the effect of the North Carolina Transformation (NCT) initiative, which was implemented in 75 low-performing schools after the state's efforts to turn around the lowest performing schools under Race to the Top ended, on student reading score growth in grades K-3. Reading score growth is measured using the mCLASS Dynamic Indicators of Basic Early Literacy (DIBELS) assessment. Utilizing a regression discontinuity design, we find that the NCT intervention had null effects on K-3 reading score growth across both the 2016 and 2017 school years.