ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Grade 10 Students&apos; Vocabulary Achievement through Reading the News Paper at SMK 45 Lembang
Author: Katemba, Caroline V.
Date: 2020-01-10
Type: Journal Articles
Subjects: Grade 10,Newspapers,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Comparative Analysis,Reading Interests,Cognitive Ability,High School Students,Teaching Methods,Instructional Materials,Academic Language,Foreign Countries

Using the newspaper as a medium of learning English is a unique way to stimulate students' interest in reading, since students at this age is a student who has dropped their interest in reading. Therefore, the researchers decided to use the newspaper as a medium to build students' vocabulary. Researcher chose participant in the study of class XB and XE in SMK 45 Lembang. The school gave these two classes as the sample, because believed that each class has the cognitive abilities and knowledge that are relatively equal. In this study, researchers randomly selected from among the two classes used as a sample for the Control and Experimental Class. As the result, researchers found class X E as Control class, and X B as an Experimental class. The study lasted for a full month, in which each class received different treatment. As a result, the Gain value of Experimental class is higher than the Control class. Moreover, based on the result of the data analysis with the Mann-Whitney U test method, it showed that that there were significant differences in Students' Vocabulary growth, between Control class and Experimental class. Based on the calculation of Non-parametric Mann- Whitney U test, the gain data between Experimental Class and Control Class show the value of Asymp Sig. (0.000), Z[alpha] (0.05) and the value of Z (4.847). Z [alpha] (1.96). Therefore, it can be concluded that the method of using newspaper as a teaching material has a positive impact in the absorption and growth in students' vocabulary.
Unequal Access to Educational Opportunity in High School: A National Analysis of the Civil Rights Data Collection
Author: Fontana, Jason
Date: 2020-01-00
Type: Reports - Research-practitioner Partnerships
Subjects: Equal Education,High School Students,Civil Rights,Data Collection,Public Schools,Educational Indicators,Disproportionate Representation,Educational Quality,Minority Group Students,Educational Environment,School Demography,College Readiness,Career Readiness,Poverty,Race,Ethnicity,Teacher Qualifications,Teacher Student Ratio,Advanced Courses,Access to Education

The United States is plagued by large disparities in life outcomes between racial and ethnic groups. Researchers have documented how gaps in outcomes are related to gaps in access to opportunity, both in education and otherwise. Yet, as documented in this report, too often state policymakers still fail to provide equitable learning opportunities to their students. The Civil Rights Data Collection (CRDC) is administered biennially by the U.S. Department of Education's Office of Civil Rights. This data set provides dozens of indicators related to access to educational opportunity from virtually every public school in the nation. To determine the extent to which high school students have access to schools that provide quality educational opportunities, we analyzed 14 CRDC indicators. From these 14 indicators, we generated composite indices of three broad domains of access to educational opportunity for high school students: (1) Access to Quality Educators Index; (2) Access to College and Career Readiness Curriculum Index; and (3) Access to Positive School Climate Index.
Exploring the Use of Class Blog for PBL in K-12 STEM Subject
Author: Saad, Ahmad F.
Date: 2020-03-00
Type: Journal Articles
Subjects: Elementary Secondary Education,STEM Education,Educational Technology,Technology Uses in Education,Electronic Publishing,Web Sites,Student Motivation,Student Projects,Grade 9,Males,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Problem Based Learning

As students in elementary schools through Secondary Schools (K-12) have difficulty Learning Science, Technology, Engineering, and Math (STEM) discipline, their numbers enrolling in these disciplines in higher education are also decreasing. So Researchers are looking for news styles in education including the use of Internet and Communication tools (ICT) to motivate students and enhance learning. Blogs are one of the ICT tools that could be used along with the use of Project Based Learning (PBL) in STEM discipline for that matter. But there are certain aspects that need to be explored for a successful blending of class blogs along with PBL in a STEM discipline in order to give students more engagement and motivation.
The Benefits of Play in Child&apos;s Creativity; Case of Nursery Schools of Nyarugenge District
Author: Karenzi, Ben
Date: 2016-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Child Development,Early Childhood Education,Play,Creativity,Games,Numeracy,Literacy,Daily Living Skills,Teaching Methods,Creative Teaching,Early Childhood Teachers,Knowledge Level,Skill Development

Rwanda's vision for Early Childhood Development is presented in its national ECD Policy as well as its integrated ECD Strategic Plan of 2011. Since then, the ECD development is notable with curriculum reform and school infrastructure development. With the target to accelerate ECD enrolment by 2018 (1 preschool per village), it requires enormous investments in infrastructures. The role of play in ECD has called a complexity of school facilities and the educators understanding in order to make a success. This study 'The Benefits of Play for Child's Creativity, Case of Nursery Schools of Nyarugenge District'; will investigate (a) the schools facilities important to games and play (b) ways to promote children's numeracy, literacy and life skills through play and games (c) the teachers' understanding on promoting creative education through play and games.The sample of 35 among 174 educators participated in this research. The research is mainly quantitative and used a survey research design. A questionnaire was used to collect data but also a non-participatory observation. The findings shows that teachers understand the way of promoting learning through play particularly creativity. Schools are facing some challenges of lack of space, big size of class, and the inappropriate buildings for teaching kids. Recommendations were drawn to the readers and policy makers that play should be focused for early childhood education and practitioners of early education should bear in mind that the environment is safe for learners to learn through play.
Trauma-Informed Schools in Pennsylvania: Aligning Expansion with High-Quality Implementation. A PACER Policy Brief
Author: Duffy, Mark
Date: 2019-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Trauma,Student Needs,At Risk Students,Coping,Incidence,Student Behavior,Teaching Methods,Child Abuse,Violence,Substance Abuse,Mental Disorders,Institutionalized Persons,Correctional Institutions,Safety,Trust (Psychology),Peer Relationship,Cooperation,Student Empowerment,Cultural Influences,Gender Issues,Best Practices,Intervention,Educational Environment,Staff Development,Faculty Development,Stress Management

Recent momentum to develop a trauma-informed education system provides an important opportunity for Pennsylvania schools. About two out of every three school-age children are likely to experience at least one traumatic event, such as abuse, neglect, or exposure to violence, by age 17. The effects of traumatic stress can include negative impacts on cognitive, academic, and behavioral outcomes, yet many schools lack the staff and systems necessary to meet the needs of students who have experienced trauma. Although further research is needed, trauma-informed education shows promise in preparing schools to help mitigate the effects of trauma on students. In order to contribute to a wider understanding of trauma-informed education, this brief: (1) Defines childhood trauma and summarizes existing research on its prevalence in Pennsylvania; (2) Outlines the relationship between trauma and student learning and behavior; (3) Summarizes the evidence about the characteristics and impact of trauma-informed education; and (4) Highlights examples of trauma-informed approaches in Pennsylvania and elsewhere. Our brief outlines a promising research base supporting legislation aligned with developing, expanding, and further researching promising practices in trauma-informed education.
Title I Funding and School Integration: The Current Funding Formula&apos;s Disincentives to Deconcentrate Poverty and Potential Ways Forward. Policy Brief 9
Author: Tegeler, Philip
Date: 2019-11-00
Type: Reports - Research
Subjects: Educational Finance,Financial Support,School Desegregation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Funding Formulas,Poverty,Low Income Students,School Districts

Title I of the Elementary and Secondary Education Act (ESEA) is the single largest federal investment in K-12 schools, making it a key tool for driving opportunity and closing the achievement gap. Title I provides financial assistance to schools based on the number of low-income students they enroll. Schools receiving the grants are required to comply with federal non-discrimination statutes, theoretically incentivizing equity in schools and districts across the country. The precise amount of Title I funds a school receives per low-income student depends on several factors. Two key factors are district size and the level of concentrated poverty in the district and school. While well intentioned, these and other more complicated factors in Title I's funding formulas can disincentivize innovative interdistrict programs that promote racial and economic integration. In short, Title I allocations can shrink as districts reduce their overall levels of school poverty. These formulas may also discourage districts from taking steps to integrate schools internally, within the district. This brief urges Congress to change the formula, stating that Title I's funding formulas provide incentives for school districts to maintain high poverty levels and no incentive to deconcentrate poverty or foster voluntary transfer or assignment policies with surrounding districts.
The Cardiff University Buddy Scheme: How to Prepare Outgoing Students Using the Experience of the Year Abroad and Final-Year Students
Author: Pérez Nieto, Nazaret
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Foreign Countries,Mentors,College Students,Peer Relationship,College Second Language Programs,Program Effectiveness

This article describes the extra support required for outgoing students on their Year Abroad (YA) journey. It highlights the increasing need for and relevance of peer mentoring of YA students in preparing them to deal with different structures and organisations where external support might be insufficient or even non-existent. It also outlines different approaches to establishing relationships with allocated 'buddies'. It finally identifies the outcomes and benefits of the project, including personal development for all students involved in the scheme. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
Affordability, Access, and Success: A Framework for Examining Statewide College Promise Programs
Author: Callahan, M. Kate
Date: 2019-11-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Programs,Access to Education,Higher Education,Program Effectiveness,Paying for College,Success,Student Financial Aid,Academic Persistence,Academic Support Services,Student Personnel Services,Eligibility,Grants,Scholarships,Information Dissemination,Academic Degrees,Mentors,Coaching (Performance),At Risk Students,High School Students,High Schools,Grade Point Average

Are statewide college Promise programs an effective way to increase college access and success? It's hard to say. While these programs are becoming more common, they vary widely along a number of dimensions. RFA's new &quot;Statewide College Promise Framework&quot; is a tool that can be used to capture and compare important variation in the breadth and scope of Promise programs. We present this framework in a new brief, titled &quot;Affordability, Access and Success: A Framework for Examining Statewide College Promise Programs,&quot; that examines how 21 statewide Promise programs balance tradeoffs between affordability, access and student success. Our analysis is based on two years of research (2017-2019) that includes a comprehensive policy scan plus in-depth case studies of statewide Promise programs in Oregon, Nevada, Tennessee, and Delaware. Our analysis includes insight into how these programs are experienced by high school and college students, as well as by counselors, teaching staff and administrators at high schools and postsecondary institutions. It also identifies both challenges and opportunities inherent in different approaches to statewide Promise programs. States can use the Statewide College Promise Framework as they consider whether and how to construct their own Promise programs.
An Examination of Student Experiences of Wellbeing during the Year Abroad
Author: Lees, David
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Foreign Countries,Well Being,Student Experience,College Students,Student Responsibility,School Responsibility,Student Attitudes

This chapter examines student experiences of wellbeing during the Year Abroad (YA). Drawing on the responses to a student questionnaire by a cohort of language students at Warwick, this piece identifies the challenges to student wellbeing while abroad. Defining wellbeing as a 'see-saw' which requires a balance of challenge and resource to remain positive, the chapter argues for a framework for supporting students with wellbeing which places equal emphasis on the responsibilities of the student and of the home institution. It also argues that such a framework enables students to rise to the most common -- frequently everyday -- challenges to their wellbeing abroad. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
The Words to Say It: Student-Led Exploration of Students&apos; Written Responses to the Year Abroad Experience
Author: Day, Michela
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Student Attitudes,Student Experience,Reflection,Questionnaires,Test Construction,Foreign Countries,College Second Language Programs,Internship Programs,Student Research,College Students

This chapter examines a student-led internship project to repurpose a Residence Abroad (RA) reflective survey in order to achieve better meta-cognitive self-analysis and more productive communication between outgoing and returning students and staff. Evidence from the project and from scholarships pointed to the limitations of free-text reflective reports in prompting effective articulation of lifelong learning skills, despite the RA being viewed as transformational. The interns, recent RA returnees, became peer researchers, analysing survey data and consulting staff experts (a careers consultant, learning technologist, RA co-ordinators, and pastoral care co-ordinators) to produce a more user-friendly and pedagogically-helpful questionnaire. The project permitted an effective two-way sharing of stakeholder needs and allowed the voice of student experience (itself becoming progressively insightful in the course of the project) to critique staff assumptions. New, more cognitively-demanding question sets tied explicitly to employability, wellbeing, intercultural awareness, and personal motivation are now producing much more usable data for staff and students. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
On the Year Abroad Experience and Positive Wellbeing
Author: Potter, Hilary
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Mental Health,Well Being,Student Experience,Foreign Countries,College Students,Student Placement,Communicative Competence (Languages),Social Distance,Social Change

This chapter examines the impact of the Year Abroad (YA) on mental health and wellbeing, arguing that whilst we tend to be systemically and culturally inclined to focus on and mitigate negative impact, we overlook the benefits. Drawing on qualitative and quantitative data from students surveyed on placement in Germany and Austria, and on mental health research, this chapter highlights the positive impact of the YA, even where students are faced with challenging situations. It suggests a correlation between a range of factors including linguistic competence and otherness, facilitating a sense of wellbeing not attainable in a first language setting. These findings are indicative, suggesting that further, in-depth longitudinal research is warranted. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
Preparation for the Year Abroad in the Second-Year Language Module at the University of Manchester
Author: Franc, Catherine
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Foreign Countries,College Students,College Second Language Programs,French,Readiness,Program Effectiveness

Every year, around 120 students of French at the University of Manchester (UoM) prepare to go on their compulsory Year Abroad (YA). They are free to choose between different options: studying in France and the French-speaking world, working in diverse sectors throughout the French-speaking world, or becoming a language assistant. This wealth of choice can make pre-departure decisions difficult. Furthermore, once students are abroad, there seems to be a gap between their expectations and the reality of living abroad. This can result in anxiety and a lack of engagement with the target culture and language. This chapter presents the ways in which the Department of French Studies at UoM is helping students prepare for the YA by including specific activities and topics in its language module curriculum. It first examines the issues students encounter before and during their YA, then the solutions that have been implemented, and finally the impact of this programme. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
The Assessment for the Year Abroad Programme: How to Incorporate Language, Culture, and Personal Development
Author: Morimoto, Kazuki
Date: 2020-03-16
Type: Speeches/Meeting Papers
Subjects: Study Abroad,Foreign Countries,Language Skills,Cultural Awareness,Student Development,College Students,Self Evaluation (Individuals),Japanese,College Second Language Programs

This chapter will discuss how a Year Abroad (YA) assessment can incorporate language progress, cultural understanding, and personal development by showcasing the Interim Self-Reflection Evaluation Report (ISER), which was introduced in 2017-2018 as a piece of assessment for the YA in Japan at the University of Leeds. At the end of their first semester, the students were required to write a reflective report on their progress and challenges related to their academic, linguistic, intercultural, and personal development, using both Japanese and English. Keyword analysis of the content revealed what aspects the students primarily focused on. Further qualitative analysis also shed light on their successful endeavours to enhance their confidence, on how they viewed their own weaknesses, and on changes in their self-perception. [For the complete volume, &quot;Perspectives on the Year Abroad: A Selection of Papers from YAC2018,&quot; see ED603732.]
What Tools Have States Developed or Adapted to Assess Schools&apos; Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework? REL 2020-017
Author: Schiller, Ellen
Date: 2020-03-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Response to Intervention,Educational Improvement,Program Implementation,Program Evaluation,Evaluation Methods,Scoring Rubrics,Rating Scales,Check Lists,Surveys,Educational Assessment,Best Practices

Most states are using a multi -tiered system of supports (MTSS) or response to intervention (RTI) framework for improving the quality of instruction for all students and addressing the needs of students at risk for poor learning outcomes. Supporting educators in using tools to calibrate their MTSS/RTI implementation to the state's expected practices is one way states can help districts and schools acquire and use data to improve MTSS/RTI implementation. This report describes the features of 31 tools that 21 states developed or adapted to assess key MTSS/RTI practices that are informed by the research literature. Most tools assessed broad practices for implementing MTSS/RTI, such as whether schools administer assessments for students in need of intervention. Fewer tools assessed more specific practices for implementing MTSS/RTI, such as whether schools are expected to administer universal screening twice a year with all students. The findings can serve as a resource for state education officials who are interested in selecting or adapting a tool to assess MTSS/RTI implementation and in learning how other states support districts and schools in using these tools. [For the appendixes, see ED603785; for the snapshot, see ED603788.]
Six Lessons to Facilitate Deep Ownership of Ambitious Instructional Reforms
Author: Pierce, Jill C.
Date: 2020-01-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Change,Outcomes of Education,Mathematics Achievement,Student Evaluation,Formative Evaluation,Problem Solving,Program Implementation,Teaching Methods,Principals,Training,Instructional Leadership,Teacher Collaboration,Alignment (Education),Educational Improvement,Elementary Schools

In partnership with the Consortium for Policy Research in Education, RFA has been studying Philadelphia schools' take-up of an instructional reform that has demonstrated positive impacts on teacher knowledge and student learning in math. The Ongoing Assessment Project (OGAP) is designed to deepen teachers' understanding of foundational concepts in math and engage them in regular formative assessment of their students' problem-solving strategies. Implementing an ambitious educational reform such as this one is notoriously challenging, as project staff, district personnel, and school leaders struggle to move from initial professional development--where so much money is invested--to deep, routine engagement in schools and classrooms. Teachers' instructional practices are difficult to change, and it is particularly hard to engender reform ownership in contexts full of competing demands. In our 2019 study of OGAP in Philadelphia, one school's engagement with the project offered key lessons in how to successfully approach such a reform. School faculty and project staff layered supports and distributed leadership in unique ways, and they carved out space for teachers to learn, practice, and take ownership of OGAP. This brief shares six lessons from this school for those who wish to facilitate deep ownership of an ambitious instructional reform, including reform developers/staff, district leaders, and school leaders. The brief concludes with tables of questions that readers in each of these roles can ask themselves when designing and/or implementing similar reforms.