ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Digital Games in Teaching Vocabulary to Young Learners
Author: Hazar, Esin
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,Vocabulary Development,English (Second Language),Second Language Learning,Foreign Countries,Game Based Learning,Elementary School Students,Grade 3,Instructional Effectiveness

It has been an educational policy for the Turkish educational authorities to teach English as a foreign language from early ages of children. This research attempts to determine the role of digital games on enhancing English vocabulary and to compare games with pen and paper practices. For this purpose, digital games on EBA (Education Informatics Network) platform were used for enhancing vocabulary teaching in a public primary school in Turkey. The study recruited 37 third-grade students from two separate classes. A class of 20 students was identified as the experimental group, and another class of 17 students was assigned as the control group. The data for this study was obtained by gathering information from pre and post-tests. The control group received English lessons without using games on EBA, while the experimental group used EBA while learning vocabulary. Independent sample t-test was used to measure the effect of digital games on the vocabulary learning of the experimental group. It was deduced from the findings that there were statistically significant differences in the mean scores of post-tests. The findings showed that the experimental group outperformed the control group and the statistical results were considerable in post-test. Findings indicate that digital games usage in teaching vocabulary is effective for learners to improve their vocabulary knowledge.
Building a Trauma-informed Public School: A Case Study from the Jacksonville Public Education Fund
Author: Jacksonville Public Education Fund (JPEF)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Emotional Response,Self Control,Mental Health,Child Health,Health Needs,At Risk Students,Intervention,Counseling,Trauma,Poverty,Student Behavior,Behavior Modification,Elementary Schools,Student Needs,Administrator Role,Stress Management,Principals

Social emotional learning has become a top priority for public education. In response to growing understanding of the importance of mental health, educators have implemented significant measures to help children in crisis and explicitly teach skills to manage emotions in the classroom. Duval County (FL) Public Schools (DCPS) began its first mental health initiative in 1991, with Full-Service Schools, a partnership with United Way of Northeast Florida and Kids Hope Alliance that provides free mental health counseling to students in public schools. Today, DCPS uses an evidence-based, Multi-Tiered System of Support (MTSS). The system encourages schools to: (1) proactively address mental health needs with all students (Tier 1); (2) identify students at risk of mental health issues to provide small group support (Tier 2); and (3) provide one-on-one counseling to students with mental health needs (Tier 3). Within this tiered approach, DCPS offers several initiatives to support students - Wellness Wednesdays, Second Step social-emotional curriculum, Calm Classroom, and Youth Mental Health First Aid. This case study describes what is a trauma-informed public school and examines a school in Duval County that is practicing this approach.
CTE Basic Skills Assessment Requirements. 2019-2020 Technical Assistance Paper. Revised
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2020-03-00
Type: Guides - Non-Classroom
Subjects: Vocational Education,Basic Skills,Student Evaluation,Evaluation Methods,School Counseling,Remedial Instruction,Academic Accommodations (Disabilities),Students with Disabilities,Legislation,Academic Advising,Testing,Best Practices,Adult Basic Education,Testing Accommodations,Graduation Requirements

Throughout the years, career and technical education (CTE) has focused on teaching technical competencies and related academic skills that prepare students to enter and advance in a variety of career fields and postsecondary education. Program and course descriptions are reviewed on a regular basis to ensure that the technical and academic skills identified for each program or course meet industry standards as well as requirements established by regulatory boards. The purpose of this paper is to provide information on the following: (1) legal basis for basic skills assessment in CTE; (2) procedures to be followed throughout the assessment process; (3) counseling of students who do not meet the basic skills exit requirements; (4) exemptions or waivers of basic skills requirements; (5) accommodations for students with disabilities; and (6) legislative changes.
How Districts Can Create the Conditions for Sustainable Change: Reflections from Leaders at District of Columbia Public Schools. Solutions for Educational Equity through Social and Emotional Well-Being
Author: Portilla, Ximena A.
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: School Districts,Public Schools,Educational Change,Equal Education,Well Being,Systems Approach,Educational Environment,Training,Family School Relationship,Alignment (Education),Board of Education Policy

This product is part of a series of practitioner briefs highlighting ways that education leaders can increase educational equity by building supportive learning environments that will meet all students' social and emotional needs. MDRC, The Alliance for Education Excellence, and The Education Trust recently released a brief that summarizes lessons from the field about how to engage in this type of systems-level change. To provide district leaders and practitioners with more insights, this product shares the experiences of one district, District of Columbia Public Schools (DCPS), that has been working on this effort for approximately the past five years. This conversation provides a window into the system-level thinking that was necessary for DCPS to engage in to create an equity-focused framework for its district. It highlights why DCPS began to integrate the science of learning and human development with its existing focus on equity, specifically, brain research that highlights how children's social and emotional well-being is inextricably linked to their ability to engage and learn; why DCPS focused on building the capabilities of all adults through district-wide training; and how DCPS is reexamining its district policies in light of its equity goals. These reflections are not a step-by-step guide for other districts to adopt, but rather are shared to inform leaders across the U.S. public education system how one district approached addressing equity in schools: how DCPS reimagined what is possible to serve the needs of all its students, staff members, and communities.
Alternative Means to Earn High School Credit: Organizational Manual, 2015
Author: West Virginia Department of Education (WVDE)
Date: 2015-00-00
Type: Guides - General
Subjects: High School Students,High School Equivalency Programs,Nontraditional Education,Credits,Educational Opportunities,At Risk Students,Individualized Education Programs,Equivalency Tests,Dropouts,Career Readiness,Credentials,Students with Disabilities,Online Courses,Grades (Scholastic),Teacher Responsibility,Special Education,Partnerships in Education,Student Responsibility,Program Evaluation

The West Virginia Department of Education (WVDE) is committed to offering alternative educational opportunities to ensure student success, decrease the dropout rate and increase the graduation rate. Each of these opportunities includes a blend of Career Technical Education (CTE) and traditional core academic opportunities or a WVDE approved high school equivalency assessment (HSEA). These opportunities are intended to provide options to youth experiencing dramatic risks of dropping out of school. This manual begins by detailing the three Option Pathways. Option Pathway 1 allows students to stay in school, complete a concentration correlated to the student's Personalized Education Plan (PEP) per policy 2510 guidance, pass the HSEA, and receive a high school diploma. Option Pathway 2, Credit Recovery, allows seniors needing to pass only one subject (or several subjects in the same content area) in order to graduate to take that one content area of the HSEA. Option Pathway 3, High School Equivalency Diploma, allows students dropping out of school to take the HSEA prior to leaving school. Next, guidelines related to the Option Pathway in juvenile centers and guidelines related to the Mountaineer ChalleNGe Academy are provided. This is followed by a discussion of virtual alternatives (career technical concentrations, &quot;onTargetWV&quot; credit recovery, registration, local co-teacher/facilitator/mentor, and WVVS grade transcripts and drop policy). Lastly, the manual reviews important information related to the Individualized Work Readiness Credential (IWRC), which provides students with moderate learning deficits the opportunity to gain valuable work readiness and occupation specific skills through a CTE career concentration cluster. [This publication was produced by the West Virginia Department of Education Division of Career and Technical Education.]
Scaffolding Writing with the &quot;Teaching and Learning Cycle&quot; for Students in Grades 6-12
Author: Spycher, Pamela
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Learning Processes,Scaffolding (Teaching Technique),Writing Instruction,Middle School Students,High School Students,Barriers,Academic Language,Content Area Writing,English Language Learners,Critical Reading,Student Interests,Discussion (Teaching Technique),Reflection,Writing Evaluation,Phrase Structure,Multimedia Materials,Text Structure,Reading Writing Relationship,Reading Motivation

Reading critically involves examining the language choices authors make to &quot;get the job done&quot; -- in other words, to communicate effectively in specific ways with particular audiences. Not all students in middle and high school intuit this type of reading and may experience challenges when they go to write for academic purposes. Their teachers are in a unique position to demystify how language works in written texts in their content areas, but they may not know of specific methods for doing so. Authored by Pamela Spycher, Senior Research Associate at WestEd, this article addresses these challenges by offering concrete ideas so teachers across the disciplines can add to their existing repertoires and support their students to be better writers. Teachers will find that the ideas offered are especially useful for their students who are learning English as an additional language (herein referred to as multilingual learners); however, they may decide that particular methods are also beneficial for their English-proficient students.
2021-2022 Florida Adult Education Assessment Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Educational Assessment,Educational Policy,Test Selection,Student Placement,Adult Students,Testing Accommodations,Standardized Tests,Accountability,Benchmarking,Pretests Posttests,English (Second Language),Vocational Education,Enrollment,Test Use,Adult Basic Education,High School Equivalency Programs,Scores,Reports,Testing,Students with Disabilities,Training,Distance Education

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented herein are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included. Additionally, the following important information for adult education programs is reviewed: (1) the definition of key terms and acronyms; (2) selection of appropriate assessments by student and program type; (3) appropriate student placement into program and instructional level; (4) verification of student learning gains, Educational Functioning Level and/or program completion; (5) accommodations for students with disabilities and other special needs; (6) assessment procedures for Distance Education; and (7) training for all staff who administer the standardized assessments. [For the &quot;2020-2021 Florida Adult Education Assessment Technical Assistance Paper,&quot; see ED609706.]
Voting with Their Feet: A State-Level Analysis of Public Charter School and District Public School Trends
Author: Veney, Debbie
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Comparative Analysis,Public Schools,Charter Schools,School Districts,Educational Trends,COVID-19,Pandemics,School Choice,Enrollment Trends,Virtual Schools,Educational Change

&quot;Voting with Their Feet: A State-level Analysis of Public Charter School and District Public School Enrollment Trends&quot; shows hundreds of thousands of families switched to charter schools during the first full school year of the pandemic. During the 2020-21 school year, charter school enrollment grew 7%, the largest increase in half a decade. Nearly 240,000 new students enrolled in these innovative, student-centered public schools, despite a sharp decrease in overall public school enrollment during the same period. Of the 42 states evaluated, 39 experienced charter school enrollment increases, while only three saw modest decreases. By comparison, district school enrollment dropped precipitously in every state. During the 2020-21 school year, the pandemic forced schools of all types to close their doors and switch to remote learning. Many families were dissatisfied with the quality of what was available to their children. And that dissatisfaction led them to learn more about the other educational options available. For many families, charter schools' nimbleness and flexibility made them the right public school choice.
Do Details Bug You? Effects of Perceptual Richness in Learning about Biological Change
Author: Menendez, David
Date: 2020-00-00
Type: Reports - Research
Subjects: Entomology,Visual Aids,Cognitive Processes,Perception,Science Instruction,Adult Learning,Transfer of Training

People often have difficulty understanding processes of biological change, and they typically reject drastic life cycle changes such as metamorphosis, except for animals with which they are familiar. Even after a lesson about metamorphosis, people often do not generalize to animals not seen during the lesson. This might be partially due to the perceptual richness of the diagrams typically used during lessons on metamorphosis, which serves to emphasize the individual animal rather than a class of animals. In two studies, we examined whether the perceptual richness of a diagram influences adults' learning and transfer of knowledge about metamorphosis. One study was conducted in a laboratory setting and the other online. In both studies, adults who saw the bland diagram during the lesson accurately transferred more than adults who saw the rich diagram during the lesson. [This paper was published in &quot;Applied Cognitive Psychology&quot; v34 n5 p1101-1117 2020 (EJ1265961).]
Reframing Mental Illness: The Role of Essentialism on Stigmatization and Perceived Treatment Efficacy
Author: Peters, Danielle E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Mental Disorders,Adults,Vignettes,Intervention,Biology,Interaction,Drug Therapy,Counseling,Social Bias,Program Effectiveness,Public Opinion,Etiology,Preferences,Social Desirability

People believe that treatments for illnesses are effective when they target the cause of the illness. Prior work suggests that biological essentialist explanations of mental illness lead people to prefer medications or other pharmacological treatments. However, prior work has not distinguished between biological and essentialist explanations. In three studies (total n = 517), we presented adults with vignettes about an individual with an artificial mental illness and manipulated the descriptions to emphasize or de-emphasize essentialist characteristics. Critically, none of the vignettes made reference to a biological basis for the disorder. Participants rated their willingness to interact with the person described in the vignettes and how effective they believed drug treatment and talk therapy would be on the mental illness. Across the three studies, describing mental illness with an essentialist framing led participants to think drug treatments would be more effective, but there was no effect for stigma or perceived effectiveness of talk therapy. This effect appears to be mediated by how much participants essentialized individuals with the disorder. The first framing that participants encountered seemed to shape their reasoning for the remainder of the study, even if they saw conflicting framing later on. The framing manipulation had similar effects for individuals with and without a mental illness. Results suggest that it is important to consider how mental illness is framed to the general public as it might impact people's treatment preferences. [This paper was published in &quot;Memory &amp; Cognition&quot; v48 n8 p1317-1333 2020.]
2019-20 Information Guide for the 4-Year Graduation Rate Cohort
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2021-01-00
Type: Guides - Non-Classroom
Subjects: High School Graduates,Graduation Rate,Withdrawal (Education),Documentation,Cohort Analysis,Transfer Students,Computation,Coding

Florida's high school graduation rate is based on the percentage of students who graduated with a standard diploma within four years of their first full year of enrollment in ninth grade in the state. However, adjustments are made to this cohort over time to: (1) add incoming transfer students based on their grade level and year of entry; (2) remove deceased students; and (3) remove students who withdrew to attend school in another state, private school, or a home-education program. Each student in the resulting adjusted cohort receives a final classification as a graduate, dropout, or nongraduate. This guide provides information on how the cohort is built, adjusting the cohort, how to calculate the graduation rate, student withdrawal codes, district documentation of withdrawal codes, and frequently asked questions about Florida's cohort graduation rates.
Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0220-2
Author: Austin, Wes
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Academic Achievement,School Districts,Social Mobility,Socioeconomic Status,Geographic Regions,Elementary Secondary Education,Socioeconomic Influences,Public Schools,Standardized Tests,Scores,Mathematics Achievement,Language Arts,Student Mobility,Racial Differences,Ethnicity,Grade 3,Grade 8,High School Graduates,Graduation

There is empirical evidence of substantial heterogeneity in economic mobility across geographic areas and the efficacy of schools has been suggested as an explanatory factor. Using administrative microdata from seven states covering nearly 3 million students, we explore the potential role of schools in promoting economic mobility by estimating cross-district variation in &quot;academic mobility&quot;--a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their schooling careers. We show that there exists considerable heterogeneity in academic mobility across school districts. However, after aggregating our district-level measures of academic mobility to the commuting-zone level and merging them with geographically matched external estimates of economic mobility, we find little scope for geographic differences in academic mobility to meaningfully account for differences in economic mobility.
School Life: Official Organ of the United States Department of the Interior, Office of Education. Volume XVI. September, 1930-June, 1931
Author: Boutwell, William Dow, Ed.
Date: 1931-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Intellectual Disciplines,Foreign Countries,Educational Theories,Books,Organizations (Groups),Citizenship

This document contains the September 1930 through June 1931 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior, Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XVI index is included.
What Makes for a &quot;Gifted&quot; Education? Exploring How Participation in Gifted Programs Affects Students&apos; Learning Environments. Working Paper No. 256-0821
Author: Backes, Ben
Date: 2021-08-00
Type: Reports - Research
Subjects: Gifted Education,Academically Gifted,Program Descriptions,Program Design,School Districts,Student Participation,Access to Education,Advanced Courses,High Achievement,Small Classes,Educational Resources

What does it mean for students to be in a gifted program? While about 7% of students nationally participate in gifted programs, relatively little is known about the experiences of students in these programs or how they vary across districts. Combining administrative and survey data, we describe the structure of gifted programs across nearly 300 school districts in Washington State. Using covariate adjustments and student fixed effects, we find that participation in gifted programs increases access to advanced courses, high-achieving peers, smaller classrooms, and more qualified teachers. These effects are largely concentrated in larger urban and suburban school districts that frequently run large, self-contained gifted programs. Effects of participation are much smaller for small school districts, rural or town school districts, and districts with small gifted programs. While gifted participation changes the educational environment for the average student in the state, the median school district program effect is near zero across the measures of educational environments we consider. This divergence is driven by a pattern of large school districts, high-income school districts, and urban and suburban school districts having programs with significantly larger effects on learning environments. Finally, we find that gifted program effects are larger for some student subgroups, but this is entirely due to district treatment effect heterogeneity, not differential effects on subgroups within districts.