ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Case of Second Language Acquisition Theories and Their Application by the Ministries of Higher Education for EFL Teachers&apos; Training Programs in Two Latin-American Countries
Author: Tavárez Da Costa, Pedro
Date: 2021-01-00
Type: Reports - Research
Subjects: Cross Cultural Studies,Case Studies,Linguistic Theory,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Comparative Education,Social Stratification,Ethnicity,Learning Theories,Linguistic Input,Spanish,Religion

The present article sought to compare two case studies on the relationship between the theories of Language Acquisition and of their application for EFL Teachers Programs, in two different national settings. The first one conducted in the Republic of Chile and the second one, more recently developed in the Dominican Republic. It prompted our attention the fact that since the demand for effective programs in the formation and professional consolidation of future in-service EFL Teachers, mostly for the national public systems of the above cited countries (Chile and The Dominican Republic), had to be based on the grounds of some firmly rooted linguistics theories, rather than on the grounds of some methodologies &quot;a la mode&quot; with not a single trace of credibility. The relevance of the two cases that we bring to the table for analyzing, consist in the fact that they were the results of two grade thesis (conducting to a B.A. in English as a Foreign Language) in both Spanish speaking countries like Chile and the Dominican Republic, with their correspondence similarities and differences, not only in terms of their cultures, idiosyncrasy, and native language uses, but also within the scope of their national authorities goals with respect for their educational programs. Finally, it must be highlighted, that the importance of conducting a deep analysis on how those theories of Second Language Acquisition and of the concern of those national authorities, at the moment of weighing their real value within their respective spectrum, it constituted a factor of decisive importance for us to engage in such a task.
A Comparison of Two Approaches to Identify Beating-the-Odds High Schools in Puerto Rico. Stated Briefly. REL 2017-168
Author: Meyers, Coby
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Comparative Analysis,Institutional Characteristics,Poverty,Public Schools,High Schools,School Effectiveness,Graduation Rate,Grade 11,Reading Achievement,Mathematics Achievement,Evaluation Methods,Achievement Gains,Achievement Rating,Performance Based Assessment,Correlation,Data Analysis,School Statistics,Outcome Measures

Identifying schools that are beating the odds--schools that are exceeding academic performance expectations, given the composition of their student body--can lead to promising practices that other schools serving similar populations can implement. Regional Educational Laboratory Northeast &amp; Islands used data on high-poverty high schools in Puerto Rico to show how two methods of identifying beating-the-odds high schools led to the identification of two sets of schools with relatively little overlap. These results suggest that it may be useful for state and local education agencies to consider both methods for identifying beating-the-odds schools. [For the full report, see ED570966.]
The State of Higher Education for Black Californians
Author: Reddy, Vikash
Date: 2021-02-00
Type: Reports - Research
Subjects: Higher Education,Access to Education,Graduation Rate,African American Students,Equal Education,College Attendance,Success,Racial Bias,Racial Discrimination,Academic Degrees,Community Colleges,Two Year College Students,College Transfer Students,High School Graduates,Racial Differences,Disproportionate Representation,Proprietary Schools,Government Role,Federal Government,State Government,School Role,Geographic Location,COVID-19,Pandemics,Death,Enrollment,Employment Level,Homeless People,African American Children,Elementary Secondary Education,Public Schools,At Risk Students,Required Courses,College Readiness,Public Colleges,Remedial Instruction,Student Placement,College Entrance Examinations,Private Colleges,Nonprofit Organizations,College Graduates,State Universities

The State of Higher Education for Black Californians is the first in the Campaign for College Opportunity's series of reports on the current state of college access and completion for California's Black; Latinx; and Asian American, Native Hawaiian, and Pacific Islanders. The state of higher education reports also discuss the implications of educational inequity for the state and its economy. This report analyzes the state of Black Californians in education. Specifically, this report reviews data related to preparation, enrollment, and success in college for Black Californians. It also recommends actions that our policymakers and college leaders can take in order to ensure college opportunity for Black students. This report on Black Californians is the first in the 2021 State of Higher Education in California series. [Foreword by J. Luke Wood. Additional funding provided by the Yellow Chair Foundation.]
How Methodology Decisions Affect the Variability of Schools Identified as Beating the Odds. Stated Briefly. REL 2016-119
Author: Meyers, Coby
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: School Effectiveness,Statistical Analysis,Identification,Academic Achievement,Prediction,Comparative Analysis,Institutional Characteristics,Public Schools,Elementary Secondary Education

Many states are attempting to identify schools that perform better than schools with similar populations. Such &quot;beating-the-odds&quot; schools offer opportunities to identify promising practices that can be implemented by other schools serving similar populations. This study uses data from the Michigan Department of Education to demonstrate how methodological decisions affect which schools are identified as beating the odds. Policymakers should carefully consider the methodology choices made to identify beating-the-odds schools to ensure that the lessons learned come from schools that really do perform better than expected. [This report was produced in collaboration with the REL Midwest Beating the Odds Research Alliance. For the full report, see ED554442. For the revised report, see ED558161.]
Teacher Demographics and Evaluation: A Descriptive Study in a Large Urban District. Stated Briefly. REL 2017-215
Author: Bailey, Jessica
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Demography,Teacher Characteristics,Teacher Evaluation,Summative Evaluation,Urban Schools,School Districts,Racial Differences,Gender Differences,Age Differences,Public School Teachers,Achievement Rating,Teacher Effectiveness,Teacher Improvement

This study examined the relationship between teacher demographic characteristics (race/ethnicity, age, and gender) and teacher summative performance evaluation ratings in a large urban district over three school years--2012/13-2014/15. In all three years a disproportionately large percentage of Black teachers, teachers age 50 and older, and male teachers were rated below proficient compared with their representation in the overall population of teachers who had a summative rating. However, from 2012/13 to 2014/15 the percentage of teachers whose ratings improved did not vary by teacher characteristics. [For the full report, see ED569346.]
Developing the Workforce of Primary School English through Peer Coaching in Pre-Service Teacher Training
Author: Okumura, Shinji
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,English (Second Language),Preservice Teachers,Coaching (Performance),Foreign Countries,Language Teachers,Learner Engagement,Student Attitudes,Second Language Instruction,Preservice Teacher Education

This paper describes a teaching project for primary school English (PSE) in a pre-service teacher education course, drawing on the peer coaching principle; it explores student-teachers' performance and understanding in PSE teaching. With an action research approach, a teacher educator (the author) observed student-teachers' performance throughout the project and reviewed written documents including lesson plans and their reflection notes. The author acknowledged that the project was overall implemented successfully, and all participants collaborated with one another. In their perception, student-teachers positively judged the project as a useful PSE teacher training opportunity. Conclusively, peer coaching is a beneficial concept to help teacher educators develop a PSE training course which enables student-teachers to learn in an autonomous and collaborative manner.
State Funding to Ensure Safe and Healthy School Facilities: Lessons for Pennsylvania
Author: Duffy, Mark
Date: 2020-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Facilities,School Safety,School Buildings,Economically Disadvantaged,Disadvantaged Schools,Minority Group Students,Educational Facilities Improvement,State Policy,State Aid,Financial Support,Maintenance,Costs,School District Wealth,Hazardous Materials,Water Pollution,Grants,School Construction

Long before closures due to the coronavirus pandemic, many Pennsylvania schools faced a different health crisis: unsafe facilities. Crumbling buildings, asbestos, lead, and other school facility health and safety risks plague many schools across Pennsylvania, particularly in low-income districts and those that enroll a high percentage of Black and Latinx students. The Commonwealth's failure to provide adequate facilities funding has created what Pennsylvania school administrators and school business officials have called a &quot;growing disparity between those school districts that can address vital school construction, renovation or maintenance needs and those that cannot.&quot; This brief: (1) examines available evidence related to the condition of Pennsylvania's school facilities; (2) reviews past, current, and proposed policies related to how the state funds emergency facilities expenses; and (3) discusses how other states provide for emergency school facilities funding. Four findings are discussed in detail and recommendations are provided for how Pennsylvania can improve current funding policy to ensure safe and healthy school facilities and address disparities in district capacity to do so.
Null Relations between CLASS Scores and Gains in Children&apos;s Language, Math, and Executive Function Skills: A Replication and Extension Study
Author: Guerrero-Rosada, Paola
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Environment,Executive Function,Vocabulary Skills,Correlation,School Readiness,Scores,Language Skills,Preschool Education,Preschool Children,Numeracy,Educational Quality,Achievement Gains,Intelligence Tests,Vocabulary,Verbal Ability,Language Tests,Spanish,Achievement Tests,Cognitive Tests,Short Term Memory,Mathematics Tests,English,Student Characteristics,Self Control

General measures of process quality are widely used in the early childhood education (ECE) field. However, the evidence regarding associations between the most widely used process quality measure, the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and children's school readiness gains during the preschool year is mixed. Using data collected during the 2016-2017 school year, we replicate prior work from the 2009-2010 school year which analyzed associations between CLASS scores and children's gains in language and executive function during the year when children were enrolled in a high-quality public prekindergarten program (Weiland et al., 2013). Additionally, we extend prior work by examining gains in numeracy skills and heterogeneous associations by children's skills at preschool entry. Participants were teachers in 42 preschool classrooms and a random sample of 307 children. Across linear, quadratic, and spline models, we found that none of the CLASS domains were associated with children's gains in vocabulary and executive function skills. We found no evidence of moderation by child baseline skills. We discuss future directions for measuring and analyzing process quality in prekindergarten.
Ordering Masks and Personal Protective Equipment (PPE) for Schools: Keeping the Whole School Community Safe in School Buildings. Coronavirus Disease 2019 (COVID-19): Key Preparedness and Response Considerations. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2021-00-00
Type: Guides - General
Subjects: School Safety,Health Promotion,COVID-19,Pandemics,School Schedules,Disease Control,Hygiene,Sanitation,School Personnel,Role,Purchasing,Equipment,Training

As school buildings plan to fully reopen according to decisions made in collaboration with local public health departments, education agency leaders and safety planning partners are implementing protocols for preventing or mitigating infectious disease transmission. Federal agencies have created a variety of resources and tools to help organizations, including schools and school districts, understand the mitigation strategies they can consider implementing to protect students, staff, faculty, and visitors from the COVID-19 pandemic. This Fact Sheet discusses a variety of considerations for education agencies as they explore the use of masks and PPE in the school setting, including understanding recommended types of PPE based on membership and the role different people within the school community play (e.g., school nurses may require full body coverings, administrators may opt to integrate plastic barriers in main offices, food service personnel may be required to wear face masks and gloves); purchasing issues with access and availability; proper usage and disposal of masks and PPE; and ensuring that the needs of those with access and functional needs are met when developing proper use protocols and trainings.
Who Will Succeed and Who Will Struggle? Predicting Early College Success with Indiana&apos;s Student Information System. Stated Briefly. REL 2016-126
Author: Davis, Elisabeth
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: High School Students,Public Colleges,Predictor Variables,Academic Achievement,College Students,Student Records,Success,Enrollment Trends,College Credits,Academic Persistence,Student Characteristics,Institutional Characteristics,College Preparation,Attendance,Statistical Analysis,Databases,Racial Differences,Ethnic Groups,Socioeconomic Status,Gender Differences,Student Behavior,Two Year Colleges,Remedial Instruction,Regression (Statistics)

This study examined the early college success of students who graduated from an Indiana high school in 2010 and enrolled immediately in a public two-year or four-year college in Indiana. The study team identified data elements in Indiana's Student Information System that predicted the early college success of this cohort of students. Half of Indiana high school graduates who enrolled in a public college in Indiana were successful, according to three indicators: enrolling in only nonremedial courses in the first semester, earning all attempted credits in the first semester, and continuing on to a second year of college. Early college success was predicted by student demographic and academic characteristics, type of college (two-year or four-year), level of academic preparation, and student behavior. Although several data elements were found to be statistically significant predictors, most of the variation in early college success across students remains unexplained. [For the full report, see ED555627.]
Reshaping Rural Schools in the Northwest Region: Lessons from Federal School Improvement Grant Implementation. Stated Briefly. REL 2016-171
Author: Scott, Caitlin
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Rural Schools,Educational Improvement,Federal Aid,Grants,Models,Principals,Administrator Surveys,National Surveys,Online Surveys,Program Implementation,Instructional Improvement,Family School Relationship,School Community Relationship,Technical Assistance,School Personnel,Personnel Management,Elementary Secondary Education

This brief summarizes the findings from a study that surveyed principals of rural schools nationwide that were designated as in need of improvement and that used the transformation model under the federal School Improvement Grant (SIG) program. It provides information about the use of SIG funds in rural areas and is designed to help state leaders as they assist schools in implementing current SIGs, create new statewide models for SIGs, and modify current requirements for rural schools. The study was not part of the federal evaluation of the SIG program, which provides more comprehensive information about SIG schools. [For the full report, see ED565803.]
Gene x Responsive Parenting Interactions in Social Development: Characterizing Heterogeneity in Autism Spectrum Disorder
Author: Caplan, Barbara
Date: 2021-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Child Development,Young Children,Genetics,Parenting Styles,Social Development,Emotional Response,Self Control,Environmental Influences,Interpersonal Competence,Parent Child Relationship,Interaction,Individual Characteristics,Individual Differences

Emerging research suggests that caregiving environments and genetic variants independently contribute to social functioning in children with typical development or autism spectrum disorder (ASD). However, biologically plausible interactive models and complimentary assessment of mechanisms are needed to: (1) explain considerable social heterogeneity; (2) resolve inconsistencies in the literature; and (3) develop and select optimal treatments based on individual differences. This study examined the role of child genotypes and responsive parenting in the social development of 104 children with ASD (ages 4-7 years). We utilized a longitudinal, multi-informant design and structural equation models to evaluate: (1) the additive and interactive effects of biologically plausible candidate genes (5-HTTLPR, OXTR, DRD4) and responsive parenting in predicting prospective social development in ASD across three time points spanning 1.5 years; and (2) whether child emotion regulation mediated observed gene x environment interactions (GxEs). Responsive parenting positively predicted prospective change in child social skills; these associations were moderated by 5-HTTLPR and DRD4 in teacher-report models, and DRD4 in parent-report models. No GxE effects were found for OXTR. Emotion regulation did not significantly mediate the GxEs involving 5-HTTLPR and DRD4. Acknowledging the complexities of GxE research, implications for future research, and targeted intervention efforts are discussed. [This is the online version of an article published in &quot;Developmental Psychobiology&quot;.]
School Police Presence in Allegheny County
Author: Eddins, Mary
Date: 2020-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Police,Police School Relationship,School Security,County School Districts,Incidence,School Safety,Security Personnel,Expenditure per Student,Minority Group Students

In recent years, some school districts across Allegheny County have made noteworthy changes to school policing. While some districts have sought to reduce or eliminate reliance on police, a growing number of other districts in the county have, with community support announced expanded police presence and in some cases have decided to arm police. Yet there has been little public reporting about the actual presence of police in Allegheny County schools. While data on police presence is limited, in this brief we find that: (1) school police presence has increased across Allegheny County over the past five years; (2) school security guards are disproportionately located in county districts with the highest concentrations of students of color, while school police are more evenly distributed; and (3) Allegheny County school districts with higher concentrations of students of color spend more per pupil on &quot;safety and security&quot; measures. [This is a publication of Allegheny County Education Research (ACER), a project of Research for Action (RFA).]
English Learner Student Characteristics and Time to Reclassification: An Example from Washington State. Stated Briefly. REL 2017-255
Author: Motamedi, Jason Greenberg
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Classification,English Language Learners,Second Language Learning,Language Proficiency,Kindergarten,Gender Differences,Native Language,School Districts,State Departments of Education,Time Factors (Learning),Student Characteristics,Elementary Secondary Education,Educational Legislation,Federal Legislation

This report summarizes findings from a 2016 study that estimated the time it takes English learner students to be reclassified as former English learner students in seven Washington state school districts. The study found that it took students who entered kindergarten as English learner students a median of 3.8 years to develop the English proficiency necessary to be reclassified as former English learner students. English learner students entering kindergarten with advanced English proficiency were more likely than those entering with lower levels of English proficiency to be reclassified in their first eight years of school, and female English learner students were more likely than male English learner students to be reclassified in their first eight years of school. Speakers of Chinese, Vietnamese, or Russian or Ukrainian (combined) were more likely than speakers of Somali or Spanish to be reclassified in their first eight years of school. This study's findings may help school districts and state education agencies set expectations for the amount of time it takes English learner students to gain English proficiency. [For the full report, see ED565624.]
Miami-Dade County Public Schools: 2019-2020 Student Performance in the Cambridge Advanced International Certificate of Education Program. Research Brief. Volume 2002
Author: Tirado, Andrea
Date: 2020-11-00
Type: Reports - Research
Subjects: Public Schools,High School Students,Advanced Placement Programs,Achievement Tests,Student Participation,Scores,Racial Differences,White Students,African American Students,Hispanic American Students

This research brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the Cambridge Advanced International Certificate of Education (AICE) Program. Cambridge courses and assessments were offered at 15 MDCPS high schools in 2019-2020. Over 13,100 assessments were completed by M-DCPS students in 31 subject areas in 2019-2020. The number of AICE assessments completed in M-DCPS increased by 11% from 2018-2019 to 2019-2020. Overall, the percentage of AICE assessments receiving passing scores increased by 13 percentage points, from 69% in 2018- 2019 to 82% in 2019-2020. From 2018-2019 to 2019-2020, the percentage of AICE assessments receiving passing scores increased for all groups of students: by 11 percentage points for White and Hispanic students, by 32 percentage points for Black students, and by nine percentage points for students classified as &quot;Other&quot;. At the conclusion of the 2019-2020 school year, 88% of eligible M-DCPS students received AICE diplomas, a 17-percentage point increase from 2018-2019.