ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Nonverbal Behavior in Repair Initiation: Leaning Forward and Cupping the Hand behind the Ear
Author: Atar, Cihat
Date: 2020-00-00
Type: Reports - Research
Subjects: Teacher Behavior,Nonverbal Communication,Teacher Student Relationship,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Students,College Students,College Faculty,Foreign Countries

Studies on nonverbal behavior that accompanies speech are common; however, conversation-analytical studies focusing on nonverbal phenomena that can initiate repair on their own is very rare and most of them do not focus on the observations in this study, which are leaning forward and cupping the hand behind the ear. Accordingly, the focus of this study is leaning forward that can initiate repair without any verbal prompts to contribute to the gap in the literature. The data comes from Newcastle University Corpus of Academic Spoken English (NUCASE) data, specifically language learning classrooms which were analyzed in a qualitative and descriptive way from a conversational-analytical perspective. The observations showed that teachers and students created and oriented to the nonverbal moves as an initiator of repair. Also, the analysis of the data indicated that both leaning forward and cupping the hand behind the ear were observed to indicate a hearing problem. Leaning forward can engender repair initiation alone while cupping the hand behind the ear accompanies verbal moves and leaning forward. As for the sequential position, they follow a students' problematic turn but after a silence of a few seconds. So, the student produces a problematic turn, a few seconds lapse and then the teacher uses one of these nonverbal phenomena to indicate that there is a problem. [This chapter was published in: &quot;Academic Studies in Foreign Language Education,&quot; edited by Yunus Dogan, Livre de Lyon, 2020, pp. 1-18.]
My Brother&apos;s Keeper Mentoring Program. Austin Independent School District. 2016-2017. Publication 16.52
Author: Looby, Karen
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: School Districts,Mentors,Attendance,Program Effectiveness,Middle School Students,High School Students,Minority Group Students,Males,Females,Economically Disadvantaged,Attitudes,Interaction,Interpersonal Relationship,Adults,Peer Influence

The Austin Independent School District's (AISD's) My Brother's Keeper program provided mentors for students experiencing chronic absenteeism at six campuses in the 2016-2017 school year. This report summarizes program outcomes.
Afterschool Centers on Education Survey Highlights 2017: Availability of the Afterschool Program Helps to Maintain AISD Enrollment. Publication 16.53
Author: Zhao, Hui
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: After School Programs,Parent Attitudes,Student Attitudes,Teacher Attitudes,Low Achievement,Low Income Students,At Risk Students,Program Effectiveness,Homework,Enrichment Activities,School Choice,Educational Environment,Bullying,Parent Teacher Cooperation,Wellness

This report provides findings from various surveys regarding parent, student, and teacher perceptions of Afterschool Centers on Education (ACE) programs at Austin Independent School District (AISD) campuses. The ACE program was highly rated and thought to help maintain AISD enrollment.
2016-2017 Coordinated School Health: District Summary Report. Publication 16.34 RB 4
Author: Christian, Cinda
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: School Districts,School Health Services,Elementary Schools,Middle Schools,High Schools,Program Implementation,Program Effectiveness

The Coordinated School Health (CSH) reports describe how the CSH program was implemented at AISD campuses. The report provides district summary information about achieved CSH action goals and information about changes in physical fitness of students at the campus since the previous year.
High School Senior Exit Survey Highlights: Austin Independent School District, Spring 2017. Publication 16.36
Author: Looby, Karen
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: School Districts,High School Seniors,College Enrollment,Intention,Postsecondary Education,Enrollment Rate,Vocational Education,High School Students,Career Pathways,College Readiness,Career Readiness,Career Counseling,Educational Counseling,Parent Role,Decision Making,Racial Differences,Student Employment,Student Participation,Academic Achievement,Study Habits

This report provides a summary of highlights of the 15th annual AISD High School Exit Survey administered online to seniors in every AISD high school during May 2017.
Mindfulness Strategies in the Austin Independent School District (AISD). Publication 16.38 RB
Author: Lamb, Lindsay M.
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: School Districts,Metacognition,Student Attitudes,Professional Development,Elementary Secondary Education,Training,School Personnel,Attitudes,Program Effectiveness,Barriers,Stress Management

This report describes how mindfulness strategies have been used in Austin ISD and summarizes students' and staff members' perceptions of mindfulness strategies.
Financial Aid and Apply Texas Results: District and Campus Summary. 2016-2017. Publication 16.39 RB
Author: Bonazzo, Claude
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Eligibility,Federal Aid,Postsecondary Education,Immigrants,High School Seniors,Financial Aid Applicants

The FAFSA is an application to determine eligibility for financial aid. The Apply Texas Application allows students to apply to postsecondary institutions in the state. This report summarizes submissions by AISD seniors in 2017.
2017 SAT Test Results Summary: Austin Independent School District. 2016-2017. Publication 16.40 RB
Author: Looby, Karen
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: High School Seniors,High School Students,College Entrance Examinations,Racial Differences,Ethnicity,Student Participation,Scores,Reading Achievement,Writing Achievement,Mathematics Achievement,College Readiness

This report describes SAT test results for AISD's graduating seniors, Class of 2017, who took the SAT any time during high school.
School Grief Support Network Initiative. Survey Results: Spring, 2017. Publication 16.42
Author: Lamb, Lindsay M.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: School Districts,Grief,School Counseling,Emotional Response,Student Behavior,Counseling Effectiveness,Parent Attitudes,Teacher Attitudes,Counselor Attitudes,Coping,Psychological Patterns,Physical Health,Sleep

This report describes results from a survey designed to assess students' emotions and behaviors prior to and following their participation in targeted grief support counseling.
Advanced Placement (AP) Test Results: A District and Campus Summary, May 2017. 16.44 RB
Author: Looby, Karen
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Advanced Placement,Tests,High School Students,Scores

This report summarizes district Advanced Placement (AP) test results in 2017. AP test results may be used by higher education institutions to place students in courses and extend course credit to students who obtain high scores on the examinations.
Social and Emotional Learning Technical Report: An Analysis of the Revised School-Level SEL Implementation Rubric and the SEL Specialists&apos; Activity Log. Publication Number 16.46
Author: Lamb, Lindsay M.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: School Districts,Social Emotional Learning,Program Implementation,Elementary Schools,Middle Schools,High Schools,Scoring Rubrics,Content Validity,Predictive Validity,Institutional Characteristics,Student Characteristics,Activities,Professional Development,Diaries,Correlation,Disadvantaged Youth,Observation,Feedback (Response),Specialists,Role,Family Involvement,Time,Facilitators (Individuals),Academic Achievement

This report analyzes the psychometric properties of the revised school-level SEL implementation rubric and the SEL specialists' activity log.
Ready for College Update, 2016-2017. Austin Independent School District. Publication 16.47 RB
Author: Looby, Karen
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: High School Seniors,College Readiness,College Bound Students,College Admission,College Entrance Examinations,College Preparation,School Districts

This report provides an overview of the Austin Independent School District's (AISD's) college readiness outcomes for seniors in the 2016-2017 school year.
Professional Pathways for Teachers (PPfT): Appraisal Summary. 2016-2017 School Year. Publication 16.49
Author: Jensen, Mishan
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: School Districts,Career Pathways,Teacher Attitudes,Teacher Evaluation,Teacher Effectiveness,Faculty Development,Academic Achievement,Value Added Models,Summative Evaluation,Scores,Observation,Teaching Experience,Elementary School Teachers,Middle School Teachers,High School Teachers

This report summaries the Professional Pathways for Teachers (PPfT) appraisal scores and teachers' perceptions of the appraisal system. The PPfT appraisal system was developed and refined during the 2014-2015 and 2015-2016 school years. The 2016-2017 school the appraisal system was implemented district-wide. The 2016-2017 appraisal scores will serve as a baseline for all future evaluation activities.
Educator Excellence Innovation Program (EEIP): Year 3 Summary of Implementation. Publication 16.50
Author: Jensen, Mishan
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Grants,Educational Innovation,Teacher Attitudes,Program Implementation,Program Effectiveness,Teacher Persistence,Teacher Leadership,Faculty Development,School Districts,Elementary School Teachers,Beginning Teacher Induction,Peer Evaluation,Career Pathways,Teacher Evaluation,Facilitators (Individuals),Communities of Practice,Action Research,Teamwork,Teaching Experience,Educational Objectives

Educator Excellence Innovation Program (EEIP) is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report describes feedback from teachers at the six EEIP schools and summarizes implementation in the third year of the program.
Guidance Note: Research Requirements for Australian Universities. Version 2.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Scholarship,Research,Standards,Quality Assurance,Universities,Guidelines

The undertaking of research that leads to new knowledge and original creative endeavour, together with research training, represents a fundamental and defining feature for any higher education provider seeking status as an 'Australian University'. This guidance note focusses on the requirements specifically applying to Australian Universities and the quality and quantity of research that is undertaken at an institutional level. This report includes: (1) research requirements for Australian Universities in accordance with the &quot;Tertiary Education Quality and Standards Agency Act 2011&quot;; (2) what Tertiary Education Quality and Standards Agency (TEQSA) will look for when assessing research quality; and (3) identified issues by TEQSA which warrant further consideration.
Guidance Note: Academic Governance. Version 3.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2023-07-07
Type: Reports - Descriptive
Subjects: Guidance,Higher Education,Foreign Countries,Standards,Educational Practices,Barriers,Governance

For the purpose of the Higher Education Standards Framework 2021, academic governance is a subset of the overall governance of a higher education provider. Academic governance is concerned with the integrity and quality of the core higher education activities of teaching, student learning, research (including research training) and scholarship. It refers to the framework that regulates a provider's academic decisions and quality assurance, incorporating policies, processes, definitions of roles, relationships, specifications of delegations, systems, strategies and resources that ensure academic quality and continuous improvement. This report discusses the standards and issues of academic governance in Australian higher education. [For &quot;Guidance Note: Research and Research Training. Version 2.0,&quot; see ED626035.]
Guidance Note: Delivery with Other Parties. Version 3.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2023-07-07
Type: Reports - Descriptive
Subjects: Guidance,Higher Education,Foreign Countries,Standards,Educational Practices,Barriers,Partnerships in Education,Delivery Systems,Educational Legislation,Foreign Students

The Higher Education Standards Framework 2021 places obligations on registered higher education providers about arrangements for &quot;delivery with other parties.&quot; &quot;Delivery with other parties&quot; encompasses arrangements between a provider and another entity (in Australia or overseas), for the delivery of a course of study or parts of it, that leads to the award of a regulated higher education qualification. This report discusses the standards and issues of &quot;delivery with other parties&quot; in Australian higher education. [For &quot;Guidance Note: Work-Integrated Learning. Version 2.0,&quot; see ED621569. For &quot;Guidance Note: Credit and Recognition of Prior Learning. Version 2.0,&quot; see ED629312.]
Guidance Note: Credit and Recognition of Prior Learning. Version 2.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2023-07-07
Type: Reports - Descriptive
Subjects: Guidance,Higher Education,Foreign Countries,Standards,Educational Practices,Barriers,College Credits,Recognition (Achievement),Prior Learning,Qualifications,Foreign Students

The Higher Education Standards Framework 2021 and the Australian Qualification Framework (AQF) set out requirements for recognition of prior learning (RPL) and granting credit in the higher education sector. Credit is a recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications. Credit can reduce the amount of learning required to achieve a qualification. This report discusses the standards and issues of recognition of prior learning in Australian higher education. [For &quot;Guidance Note: Admissions (Coursework). Version 2.0,&quot; see ED621555.]
Creative Learning Initiative: Annual Report 2016-2017. Publication 16.58
Author: Andrews, Melissa
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Creativity,Art Education,School Districts,Fine Arts,Creative Teaching,Elementary Secondary Education,School Community Relationship,Partnerships in Education,After School Programs,Outcomes of Education,Attendance,Program Evaluation,Community Programs

This report summarizes program evaluation activities for the 2016-2017 school year in AISD. A separate research brief also was published. [For the research brief, see ED629314.]
Program Highlights for the Creative Learning Initiative in 2016-2017: Access, Creative Teaching, and the Community Arts Network. Publication 16.58 RB
Author: Andrews, Melissa
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Creativity,Art Education,School Districts,Fine Arts,Creative Teaching,Community Programs,Elementary Secondary Education,School Community Relationship,Partnerships in Education,After School Programs,Outcomes of Education,Attendance

This research brief summarizes highlights from the full report (published separately) on program evaluation activities for the 2016-2017 school year in AISD. [For the full report, see ED629313.]
2016-2017 AISD Substance Use and Safety Survey Results: District-Level Summary. Publication 16.54
Author: dela Cruz, William
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Substance Abuse,Middle School Students,High School Students,School Safety,Student Attitudes,Knowledge Level,Student Behavior,Bullying,Aggression,Educational Environment,Smoking,Marijuana,Drinking,Information Sources

In the spring of 2017, the AISD Department of Research and Evaluation (DRE) administered the Substance Use and Safety Survey (SSUSS) to track middle and high school students' self-reported knowledge, attitudes, and behavior related to substance use and perceptions of school safety. Results from this survey are used to inform and assist with district- and campus-wide substance use prevention and school safety planning.
Cycle 8 Afterschool Centers on Education Student Outcomes. Austin Independent School District. Publication 16.56
Author: Zhao, Hui
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: After School Programs,Academic Achievement,Student Participation,Attendance,Elementary School Students,Mathematics Achievement,Grades (Scholastic),Incidence,Elementary Secondary Education,Reading Achievement,Scores,Secondary School Students,Racial Differences,Ethnicity,Gender Differences

This report examines the relationship between participation in the Afterschool Centers on Education (ACE) and student academic outcomes at the 16 Cycle 8 ACE campuses. Students' years of participation in ACE was positively associated with better student outcomes. Specifically, those with more years of ACE participation had better STAAR passing rates, school attendance rates, and elementary math grades than those with fewer years of participation.
From Gateway to Project Lead the Way: Tracking Middle School Engineering Participants into High School. Publication 16.59
Author: Wang, Crystal
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Vocational Education,School Districts,Engineering Education,Middle School Students,High School Students,Grade 8,Course Selection (Students),Enrollment Rate,Credits

The Career and Technical Education (CTE) Department in the Austin Independent School District (AISD) administers a national engineering program in middle schools, called Gateway, and in high schools, called Project Lead the Way (PLTW). In this summary, the PLTW courses taken during high school were examined for two cohorts of students who participated in the Gateway program at some point in their middle school years (eighth graders in 2011-2012 and 2012-2013). Overall, more than half of Gateway 8th grade students in 2011-2012 (57%) and 2012-2013 (56%) attended a PLTW high school. Of Gateway 8th graders who attended a PLTW high school, the percentage of students who took at least one PLTW course during their high school years decreased from 20% in 201--2012 to 17% in 2012-2013. However, of the Gateway 8th graders who took at least one PLTW course, the percentage of students from both cohorts who earned course credits remained high (&gt;80%).
2017 ACT Test Results Summary. Austin Independent School District. 2016-2017. Publication 17.02 RB
Author: Looby, Karen
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,School Districts,High School Seniors,Academic Achievement,Student Participation,Racial Differences,Ethnicity,Scores,English Instruction,Reading Achievement,Mathematics Achievement,Science Achievement,College Readiness

This report brief describes district-level ACT test results for AISD seniors in the 2016-2017 school year.
Career and Technical Education 2017 Student Survey Results Summary: Students&apos; Thoughts about the Advanced Courses They Took in the Career Pathway. Publication 16.51a
Author: Romaguera, Claude Bonazzo
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,Student Attitudes,Advanced Courses,School Districts,Experiential Learning,Career Readiness,College Readiness,Career Pathways,Career Choice,Decision Making,Student Interests,Program Effectiveness,Skill Development,Postsecondary Education,Employment,High School Graduates,Secondary School Students,Educational Quality

This is a research brief of the full report (published separately). The Career and Technical Education (CTE) Student Survey, administered in Spring 2017, was designed to gather students' feedback about their experiences taking the advanced CTE courses offered in their specific career pathway. Students who participated in the Austin Independent School District's (AISD) CTE Student Survey highly rated the courses they had taken in their career pathway and the opportunities to gain hands-on experiences ready for their life, college, and career. [For the full report, see ED629321.]
Career and Technical Education 2017 Student Survey Results: Students&apos; Thoughts about the Advanced Courses They Took in the Career Pathway. Publication 16.51b
Author: Romaguera, Claude Bonazzo
Date: 2018-01-00
Type: Reports - Research
Subjects: Vocational Education,Student Attitudes,Advanced Courses,School Districts,Experiential Learning,Career Readiness,College Readiness,Gender Differences,Racial Differences,Ethnicity,English Language Learners,Students with Disabilities,Career Pathways,Career Choice,Decision Making,Student Interests,Program Effectiveness,Skill Development,Postsecondary Education,Employment,High School Graduates,Industry,Certification,Secondary School Students,Educational Quality

This full report (a brief summary report also was published separately) describes results from the Career and Technical Education (CTE) Student Survey, administered in Spring 2017 in AISD. The survey was designed to gather students' feedback about their experiences taking the advanced CTE courses offered in their specific career pathway. Students who participated in AISD's CTE Student Survey highly rated the courses they had taken in their career pathway and the opportunities to gain hands-on experiences ready for their life, college, and career. [For the summary report, see ED629320.]
Social and Emotional Learning: The Effects of Program Implementation and Longevity, 2011-2012 through 2016-2017. Publication Number 16.55
Author: Lamb, Lindsay M.
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: School Districts,Social Emotional Learning,Program Implementation,Program Effectiveness,Fidelity,Attendance,Discipline,Educational Environment,Student Attitudes,School Personnel,Attitudes,Incidence,Parent Participation,Family Involvement,Reading Achievement,Mathematics Achievement,Teacher Attitudes,Elementary Schools,Secondary Schools,Student Characteristics

This report examines the influence of social and emotional learning (SEL) implementation and longevity on selected staff and student outcomes. Results indicate that the degree to which schools implement SEL with fidelity is more related to student and staff outcomes than years of participation in SEL. A separate research brief also was published. [For the research brief, see ED629323.]
Social and Emotional Learning (SEL). Research Brief: The Effects of Program Implementation and Longevity, 2011-2012 through 2016-2017. Publication 16.55RB
Author: Lamb, Lindsay M.
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: School Districts,Social Emotional Learning,Program Implementation,Program Effectiveness,Fidelity,Academic Achievement,Attendance,Discipline,Educational Environment,Student Attitudes,School Personnel,Attitudes,Incidence,Elementary Schools,Parent Participation,Family Involvement,Secondary Schools

This report examines the influence of social and emotional learning (SEL) implementation and longevity on selected staff and student outcomes. Results indicate that the degree to which schools implement SEL with fidelity is more related to student and staff outcomes than years of participation in SEL. This research brief outlines key takeaways from the full report. [For the full report, see ED629322. Abstract modified to meet ERIC guidelines.]