ethanporcaro/eric-fulltext-meta huggingface dataset:
New Standards and Old Divides: Policy Attitudes About College- and Career-Readiness Standards for Students with Disabilities
Author: Edgerton, Adam K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Readiness,Career Readiness,Educational Policy,Administrator Attitudes,Teacher Attitudes,Teaching Methods,Course Content,Faculty Development,Educational Quality,Special Education Teachers,Principals,Regular and Special Education Relationship,Administrators,State Standards

Background/Context: The Individuals with Disabilities Education Act (IDEA, 2004) requires that all students with disabilities (SWD) receive a free, appropriate public education designed to meet their unique needs to prepare them for post-school education and employment (American Psychological Association, 2018). In the past two decades, momentum has grown for a supplementary idea: that schools be held accountable for SWD achieving grade-level standards. Thus standards-based reform for SWD is often caught between ideals of standardization and principles of differentiation. Purpose and Research Questions: The purpose of this study was to examine the extent to which district administrators, principals, general educators, and special educators differ in their policy perceptions of the newest college- and career-readiness standards (CCRS) for SWD versus other learners. Our research questions were: To what extent do teachers of SWD report delivering similar or different instructional content compared to general education teachers? What types of instructional supports do teachers provide, what types of professional development do teachers receive, and how do these differ by teacher type? How do policy perceptions differ between teachers of SWD and general education teachers? How do district administrators, principals, and teachers differ in their policy perceptions of the CCRS as they relate to SWD? Research Design: In three states (Texas, Ohio, and Kentucky), we surveyed a stratified sample of teachers, principals, and district administrators on the implementation of their state's standards and directed them to respond for SWD who participate in the regular accountability system. Conclusions/Recommendations: Results indicate an environment where SWD continue to receive less grade-level content and, in Texas and Ohio, are served by personnel who do not believe that the standards are appropriate. Kentucky demonstrated greater consistencies between general education and SWD instruction and policy environments. Findings raise questions about whether CCRS are being implemented for all students.
The Effects of Review Games Using Kahoot! On Students&apos; Quiz Scores
Author: Aldana, Ihmar L.
Date: 2020-05-00
Type: Reports - Research
Subjects: Educational Games,High School Students,Secondary School Mathematics,Geometry,Mathematics Tests,Scores,Experimental Groups,Control Groups,Mathematics Instruction,Instructional Effectiveness,Educational Technology,Mathematics Achievement,Learner Engagement,Game Based Learning,Competition,Student Improvement

This action research study examined the effects of review games using Kahoot! on students' quiz scores as well as student engagement. The study was conducted in a high school geometry classroom at Tiyan High School (THS) in Barrigada, Guam. This study consisted of a sample size of 42 students in the 10th through the 12th grade. The data collected during the six-week period of the study included students' quiz scores and number of off-task students for both the experimental group and the control group. Overall averages of the quiz scores and number of off-task students from the class that participated in review games using Kahoot! were compared to the class that received a teacher-led review. Results show that the use of Kahoot! during review games produced higher overall quiz averages and more observable student engagement when compared to the outcomes of a traditional teacher-led review. With these results and some limitations, recommendations for future similar studies were made.
Costs and Cost Drivers in the Further Education Sector. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2020-02-00
Type: Reports - Research
Subjects: Costs,Continuing Education,Economic Factors,Educational Finance,Income,Expenditures,Guidelines,Foreign Countries,Postsecondary Education,Data Collection,Futures (of Society),Private Schools,Program Descriptions,Budgets,Strategic Planning

acl Consulting was commissioned in November 2018 to undertake research for the UK Department for Education (DfE) aimed at understanding costs and cost drivers in the Further Education (FE) sector. The main aim of the research was to provide estimates of the cost of delivering good quality FE provision. Specifically, to: (1) Provide information on the average full economic cost to providers of an FE qualification at each of levels 1 to 3; (2) If practicable, disaggregate findings into a range of cost components (e.g. teaching costs, support costs, and equipment and premises costs); (3) Test how findings vary by course and provider characteristics; and (4) Develop a conceptual framework for costings for the sector. After an introduction, this report is divided into seven sections providing: (1) A review of the ways in which general further education colleges (GFECs), sixth form colleges (SFCs) and independent learning providers (ILPs) design, implement and subsequently monitor their revenue income and expenditure budgets; (2) An introduction to the way in which we collected the quantitative data for the project and what can and cannot be deduced from it. This section includes a discussion of cost endogeneity; (3) A description of the data that was collected; (4) An analysis of the quantitative data collected; (5) An analysis, based on the qualitative information gained from the interview programme, of the impacts of the current funding level (and particularly the lack of recent increases to it) on provision; (6) An outline assessment of the overall state of the sector; and (7) Some suggestions for future work.
Perceptions of the Effect of an EAP Course on English Self-Efficacy and English Proficiency: Voices of International Students in China
Author: Adarkwah, Michael Agyemang
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Foreign Students,Language of Instruction,Barriers,Self Efficacy,Student Attitudes,Course Evaluation,Course Descriptions,Language Proficiency,Language Skills,English (Second Language),Language Tests,Academic Achievement,Teaching Methods,Assignments,College Freshmen

The English language has become an essential means for communication and studies for international students globally. With the increasing number of international students trooping to China to study diverse courses which are taught in the English medium, there is a need to address challenges faced by international students from non native English speaking countries. The study adopted an embedded mixed method approach where face to face interviews and focus group discussions were conducted on freshmen international students taking English for Academic Purposes (EAP) in a specific faculty of a university in China. The interviews were supplemented by the Questionnaire of English Self Efficacy (QESE) to measure their perceived English self efficacy after the course. An online questionnaire on English Course Evaluation (ECE) was used to measure the students' assessment of the course.The findings of the study offer insights into the effect of the intervention, challenges faced by students during the course, and suggestions on things to consider during the implementation of English courses for non native English students in the future.
Building Relationships Leads to Improved Special Education Services for Students in Michigan. Promising Practices
Author: Pettit, Teri
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Special Education,Charter Schools,Students with Disabilities,Educational Change,Educational Quality,Educational Strategies,Partnerships in Education,Relationship

Charter Schools have been a part of the national landscape for more than 20 years. Yet, with regard to special education, there continues to be considerable confusion and differences in perspective between charter schools and the diverse entities that oversee them. There is also considerable variation in how each oversight entity works with charter schools to assure that all students with disabilities are receiving the free and appropriate public education to which they are legally entitled. This Promising Practices profiles the Kent Intermediate School District (ISD) in Michigan to present an example of how an existing special education infrastructure evolved to support and hold charter schools accountable in order to ensure that students with disabilities have access to quality programs in the charter schools that serve them.
CHIME Institute in Harmony with Student Needs. Promising Practices
Author: Pettit, Teri
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Students with Disabilities,Special Education,Charter Schools,Best Practices,Educational Strategies,Personnel Selection,School Effectiveness,Elementary Schools,Preschools,Middle Schools

The Individuals with Disabilities Education Improvement Act (IDEIA) requires all states to establish procedures to ensure that, &quot;to the maximum extent appropriate,&quot; students with disabilities are educated with students who are non-disabled in the Least Restrictive Environment (LRE) possible. Developing a full continuum of services for at-risk and special education populations in charter schools can be challenging. The National Center for Special Education in Charter Schools (NCSECS) reached out to the CHIME Institute in Los Angeles, California for this Promises in Practice, to explore an example of how their special education infrastructure has evolved to support and ensure that ALL students with disabilities, regardless of the nature or severity of their challenges, have equal access to quality programs in their school through a full continuum of services.
A Brief Guide to Selecting and Using Pre-Post Assessments
Author: Sanders, Sara
Date: 2019-02-00
Type: Guides - Classroom - Teacher
Subjects: At Risk Students,Delinquency,Pretests Posttests,Testing,Evaluation Methods,Public Agencies,Youth,Child Neglect,Test Selection,Test Use,Academic Achievement,Achievement Tests,National Competency Tests,Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Test Validity,Test Reliability,Scores,Test Content,Test Construction,Cultural Differences,Test Anxiety,Testing Accommodations,Adult Basic Education

This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing procedures. Within this guide, the reader will find basic information on what pre-posttests are, why facilities should implement pre-posttest procedures, characteristics of different pre-posttests, and how agencies can use the information from their assessment practice. With an increasing number of different pre-posttests available, it is important that facilities understand how to identify the pre-posttest best suited for the needs of their unique youth population.
Building Capacity to Provide Quality Special Education Services and Supports: A Toolkit of Emerging Best Practices and Opportunities for Charter Support Organizations
Author: National Center for Special Education in Charter Schools (NCSECS)
Date: 2018-05-00
Type: Guides - General
Subjects: Best Practices,Charter Schools,Special Education,Students with Disabilities,Federal Legislation,Educational Legislation,Elementary Secondary Education,Equal Education,Self Evaluation (Groups),Needs Assessment

A Toolkit of Emerging Best Practices and Opportunities for Charter Support Organizations Approximately 6.4 million students--roughly 13 percent of the student population between ages 6-21--receive special education and related services in public schools every year. While students identified as eligible for special education require supports and services to help them succeed academically, the great majority are able to achieve the same academic outcomes as their peers without disabilities. An estimated 300,000, or just under 11% of the total population of students enrolled in charter schools, receive special education supports. It is critical, therefore, to examine the degree to which charter schools are meeting the needs of students with special educational needs. To meet our ambitious goals for the sector, charter leaders must dedicate themselves to creating excellent opportunities for students both with and without disabilities. Charter support organizations (CSOs) can play an important role in creating these conditions for success. This toolkit is designed to support CSOs in assisting charter schools to successfully educate students with disabilities. [Co-written with the Illinois Network of Charter Schools.]
Innovative Language Teaching and Learning at University: Treasuring Languages
Author: Plutino, Alessia, Ed.
Date: 2020-04-20
Type: Books
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Innovation,Critical Thinking,Cultural Awareness,Cooperative Learning,Curriculum Design,Creative Teaching,Employment Opportunities,Independent Study,Learning Motivation,Higher Education,Online Courses,Italian,Doctoral Students,Academic Language,Writing Instruction,Foreign Countries,Health Sciences,Computer Simulation,Modern Languages,Intercultural Communication,Computer Software,Feedback (Response),Student Evaluation

The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was 'Treasuring languages: innovative and creative approaches in HE'. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of critical thinking, creative skills, and intercultural awareness; the use of digital tools and technology-enhanced learning, employability, innovative assessment, and collaborative and independent learning. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [Funding for this publication was provided by Utalk, Studiosity, and Confucius Institute.]
Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2011-2012
Author: Rhim, Lauren Morando
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Special Education,Charter Schools,Students with Disabilities,Civil Rights,Public Schools,Traditional Schools,Access to Education,Equal Education,Federal Legislation,State Legislation,Educational Policy,Public Policy,State Policy,Board of Education Policy,Civil Rights Legislation,Educational Legislation,Enrollment,Privacy,Student Rights,Discipline,Suspension,Expulsion,Specialization,Student Placement

Scant information exists regarding the status of students with disabilities in the charter sector. With the release of the most recent U.S. Department of Education's Civil Rights Data Collection (CRDC), the National Center for Special Education in Charter Schools (NCSECS) embraced the opportunity to examine these issues across the universe of states with charter schools. In conducting the analysis, the authors sought to provide policymakers and stakeholders with a more robust comparison between traditional public schools and charter schools regarding key data points. The aim in making the comparisons is to leverage data to inform the ongoing dialogue related to access and provision of services to students with disabilities in the growing charter sector. While it raises important questions that need to be explored in future analyses, this ground breaking research is a significant step forward for the field. This report includes federal, state, and local-level policy recommendations. [For the Executive Summary, see ED608565.]
STEM Strategic Plan: An Integrated K-12 STEM Proposal for Tennessee. Revised
Author: Tennessee Department of Education
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: STEM Education,Employment Qualifications,Job Skills,Elementary Secondary Education,Educational Practices,Postsecondary Education,Strategic Planning,State Standards,Mathematics Achievement,Science Achievement,Curriculum,Instruction,Faculty Development,Partnerships in Education,School Community Relationship,College School Cooperation,Gender Differences

STEM (science, technology, engineering, and math) is the fifth-fastest-growing occupational cluster in the South and the seventh-largest employer with projected employment of 2.6 million workers by 2020. In order to prepare students to take advantage of the vast opportunities in this field, educators must equip students with the knowledge and skills to successfully embark upon a STEM pathway and ultimately a high-demand STEM-related career. In June 2014, the Tennessee Department of Education established a STEM Leadership Council to address the issue of STEM-related gaps. Specifically, the council has examined how to provide primary and secondary students in Tennessee access and exposure to rigorous STEM-related learning pathways through the state's math and science standards. This work is all with the ultimate goal of postsecondary attainment and the development of a dynamic pipeline of future STEM professionals who are highly skilled across industries and in academic research. This STEM strategic plan will set Tennessee on a path to lead the nation in meaningful STEM-based instruction, anchored by the new rigorous state math and science standards, and ensuring a strengthened position in the national and global STEM-related industrial fields. [This report was prepared by the Tennessee Department of Education's Division of College, Career &amp; Technical Education.]
Why Rural Matters 2018-2019: The Time Is Now. A Report of the Rural School and Community Trust
Author: Showalter, Daniel
Date: 2019-11-00
Type: Reports - Research
Subjects: Rural Education,Public Schools,Student Diversity,Educational Policy,Outcomes of Education,College Readiness,Elementary Secondary Education,Early Childhood Education,Rural Schools,School Districts,Educational Finance,Poverty,Students with Disabilities,Expenditure per Student,National Competency Tests,Grade 4,Grade 8,Mathematics Achievement,Reading Achievement,Teacher Salaries,Student Transportation,Graduation Rate,Dual Enrollment,Advanced Placement Programs,College Entrance Examinations

The majority of rural students attend school in a state where they make up less than 25 percent of public school enrollment. More than one rural student in four lives in states where rural students constitute less than 15 percent of overall enrollment. &quot;Why Rural Matters 2018-19: The Time Is Now,&quot; shows that nearly 7.5 million public school students were enrolled in rural school districts during the 2016-17 school year--or nearly one of every seven students across the country. The number is even larger when counting students who attend rural schools, including rural schools within districts classified as &quot;non-rural.&quot; By this measure, more than 9.3 million--or nearly one in five students in the U.S.--attend a rural school. This means that more students in the U.S. attend rural schools than in the nation's 85 largest school districts combined. This report uses five &quot;gauges&quot; to describe the condition of rural education in each state: (1) the &quot;Importance&quot; of rural education; (2) the &quot;Diversity&quot; of rural students and their families; (3) the &quot;Educational Policy Context&quot; impacting rural schools and communities; (4) the &quot;Educational Outcomes&quot; for rural students; and (5) the &quot;College Readiness&quot; of students in rural schools. Each gauge includes five equally weighted indicators. The higher ranking of a state, the more important or urgent rural education matters are for that particular state. It combines the five average gauge rankings to determine an overall average ranking, the Rural Education Priority ranking. [This report was written in consultation with Robert Mahaffey and Alan Richard. For the 2015-2016 report, see ED590169.]
Designing Escape Game Activities for Language Classes
Author: Stollhans, Sascha
Date: 2020-04-20
Type: Reports - Evaluative
Subjects: Game Based Learning,Educational Games,Transfer of Training,Grammar,German,College Freshmen,Foreign Countries,Language Patterns,Verbs,Skill Development,Video Technology,Student Attitudes,Second Language Instruction

Escape games are an increasingly popular leisure activity involving a group of players completing tasks to achieve a pre-defined goal, which is usually escaping from a room. In this chapter, I briefly outline the educational potential of escape game activities in language classes within the frameworks of gamification, pervasive learning, and 'serious games', and in relation to transferable skills. This is followed by a description and evaluation of an escape game I developed for a grammar class on the idiomatic uses of German modal verbs. This was piloted with a first-year undergraduate class at Lancaster University. I conclude by discussing student feedback and considerations for similar activities in the future. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
Developing Intercultural Competence: Building on the Year Abroad in Oral Classes
Author: Castiglione, Vera
Date: 2020-04-20
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Study Abroad,Interdisciplinary Approach,Employment Qualifications,Higher Education,Italian,Second Language Instruction,Language Skills,Foreign Countries,Oral Language,Homework

This paper provides an analytical account of a speaking activity, which was designed and delivered by the authors in order to help modern languages finalist students to further develop their intercultural competence. It argues that even finalists coming back from their year abroad might struggle with making sense of cultural differences. The paper presents an activity that builds on their year abroad to facilitate deeper cultural understanding. Through an interdisciplinary approach that incorporates recent recommendations of the Common European Framework of Reference for languages (CEFR) as well as scholarly work on cultural studies and intercultural pedagogy, this paper offers a concrete example of how a language curriculum can be adapted to meet the challenges of today's culturally complex and ever changing world. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]