ethanporcaro/eric-fulltext-meta huggingface dataset:
Top Education Issues 2021
Author: Wolf, Mary Ann
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,State Policy,Equal Education,Access to Education,Educational Policy,Racial Bias,Access to Computers,Internet,Teacher Recruitment,Principals,Recruitment,Persistence,Labor Turnover,Diversity (Faculty),Social Emotional Learning,Inclusion,Culturally Relevant Education,School Districts,Student Evaluation,Accountability,After School Programs,Early Childhood Education,Literacy Education,Postsecondary Education,Educational Attainment,State Aid,Educational Finance,Court Litigation,COVID-19,Pandemics

Central to the Public School Forum of North Carolina's mission is the imperative to ensure that all students in North Carolina have equitable access to a meaningful, high quality education through a strong system of public schools. It is important to note that equitable does not mean equal. Achieving equitable access to high quality education for all requires that every child has what they need to be successful, and that oppressive systems are dismantled and structural inequities are redressed. Equity is at the core of the Forum's policy and programmatic work and is both the overarching umbrella and the common thread throughout each of our Top Education Issues. The 2021 Top Education Issues outline the Forum's priorities on what should be at the forefront of education policy decision-making in the coming year, as we work toward eliminating the systemic racism and inequities that exist and are reflected in our educational system. The issues are informed by engagement with the board and advisory board members, educators and students across the state, and key partners and stakeholders, and provide evidence-based analysis and recommendations to help guide discussions and consideration by state and local policymakers of the most critical needs facing public school students across the state. The following top ten education issues are presented in this report: (1) Broadband Access; (2) Teacher &amp; Principal Recruitment, Retention and Diversity; (3) Social and Emotional Learning; (4) Inclusive, Culturally Responsive Curriculum and Pedagogy; (5) Flexibility for Local School Districts; (6) Assessment and Accountability; (7) Afterschool Programs and Expanded Learning; (8) Early Childhood Education &amp; Literacy; (9) Post-Secondary Attainment; and (10) Adequate and Equitable State Funding to Support Public Education. [For &quot;Top Education Issues 2020,&quot; see ED613356.]
What Students&apos; E-Mails Tell Us about Their Needs
Author: Al-Jarf, Reima
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Mail,Student Needs,Graduate Students,Undergraduate Students,Foreign Students,Citizenship,Arabs,Gender Differences,Help Seeking,Academic Advising,English (Second Language),Foreign Countries,Communication Strategies,Communication Problems,Theses

E-mail messages received from 460 graduate and undergraduate students were analyzed for types of requests, academic needs, reasons for seeking author's help, communication strategies and cultural differences. Findings showed that 47% of the undergraduate subjects sought help with assignments; 31% asked an academic question about their courses; 22% asked the author to recommend a college for graduate study, 19% asked how to improve their English, 6% requested samples of college admission test questions; and 3% needed career advice. Unlike the undergraduate subjects, 38% of the graduate sample requested a list of references and websites for their respective theses; 27% asked questions about first and second language acquisition and how to teach EFL; 22% asked for the authors' publications; 13% asked the author to suggest a thesis topic for them; 11% asked the author to validate and edit their questionnaires; 6% requested a list of criteria, reading and speaking skills; 5% asked the author to read, edit their proposals and give suggestions for improvement; another 5% asked her to administer their questionnaires or to select the research sample for them, and requested permission to translate her articles or replicate a study of hers. As to communication strategies, non-Arab students' messages were courteous and showed ability to write a business letter and wrote a thank you note following my reply. By contrast, most Saudi students studying in the Kingdom, especially females, concealed their identity. Their messages were authoritative in tone, set a time limit for reply, some lacked courtesy and many gave excuses for their requests, and did not send a thank you message after receiving a reply. Furthermore, Saudi and Arab students' messages revealed academic problems such as lack of searching skills, inability to answer application questions, lack of mastery of research/proposal components (selecting topic, used to spoon-feeding, were not taught how to write a business letter), in addition to student characteristics and social factors. When asked why they sought help from me, the reported that their instructors and advisors were not specialized, were not available, not helpful, did not train them to search, did not provide guidance, did not encouraged asking questions from students, did not study research methodology nor library searching skills. Recommendations for improving the teaching learning situation at the graduate and undergraduate levels will be provided.
Early Motor Skills Predict the Developmental Trajectory of Problem Solving in Young Children with Motor Delays
Author: Molinini, Rebecca M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Psychomotor Skills,Skill Development,Problem Solving,Developmental Delays,Infants,Toddlers,Young Children,Correlation,Predictor Variables,Severity (of Disability),Child Development,Educational Legislation,Disabilities,Federal Legislation,Equal Education,Intervention,Physical Therapy,Individual Characteristics,Family Characteristics

Introduction: The purpose of this study was to quantify the relationship between early motor skills, such as sitting, and the development of problem-solving skills in children with motor delays. Methods: Motor (Gross Motor Function Measure) and problem-solving (Assessment of Problem-Solving in Play) skills of 134 children 7-16 months adjusted age at baseline with motor delay were assessed up to 5 times over 12 months. Participants were divided into two groups: mild and significant motor delay. Results: Motor and problem-solving scores had large (r's = 0.53-0.67) and statistically significant (p's &gt; 0.01) correlations at all visits. Baseline motor skills predicted baseline and change in problem solving over time. The associations between motor and problem-solving skills were moderated by level of motor delay, with children with significant motor delay generally having stronger associations compared to those with mild motor delay. Conclusions: These findings suggest that overall baseline motor skills are predictive of current and future development of problem-solving skills and that children with significant motor delay have a stronger and more stable association between motor and problem-solving skills over time. This highlights that children with motor delays are at risk for secondary delays in problem solving, and this risk increases as degree of motor delay increases. [This is the online version of an article published in &quot;Developmental Psychobiology.&quot;]
A Multi-Dimensional Examination of Adolescent Writing: Considering the Writer, Genre and Task Demands
Author: Collins, Penelope
Date: 2021-00-00
Type: Reports - Research
Subjects: Adolescents,Grade 7,Grade 8,Middle School Students,Writing (Composition),Language Proficiency,Literary Genres,Native Speakers,English Language Learners,Limited English Speaking,Essays,Difficulty Level,Reading Comprehension,Writing Skills

We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from 127 seventh- and eighth-grade classes in an urban school district. Students were randomly assigned one of three source-based essay prompts (narrative, explanatory or argumentative) as part of the annual state assessment, and all students wrote a common, on-demand argumentative essay that did not require the use of textual sources. Overall, language minority students who were fluent English proficient wrote higher quality nonsource-based essays that contained more difficult vocabulary, were better structured, and used examples and details more effectively than native English speakers. They also outperformed native English speakers in source-based writing. Students with limited English proficiency showed weaker performance on both source-based and nonsource-based writing tasks. Differences in English proficiency held across genres. Students who wrote argumentative essays obtained higher ratings than those who wrote narrative or explanatory essays. Source-based and nonsource-based writing were moderately correlated. Regression analyses revealed that in addition to English proficiency and genre, reading comprehension's contribution to source-based writing was almost double that of nonsource-based writing. Implications of the findings for theory and practice are discussed. [This is the online version of an article published in &quot;Reading and Writing.&quot;]
Study Group XVII: Supporting North Carolina&apos;s Rural Students
Author: Public School Forum of North Carolina
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Rural Schools,Public Schools,Teacher Recruitment,Teacher Persistence,Labor Turnover,Access to Computers,Internet,Postsecondary Education,Educational Attainment,College School Cooperation,School Business Relationship,Career Readiness,College Readiness,Educational Finance,State Aid,School Districts,COVID-19,Pandemics,Budgets,Barriers,Intervention,Diversity (Faculty),Teaching Conditions,Grants,Federal Programs

In October 2019, the Public School Forum of North Carolina launched Study Group XVII: Supporting North Carolina's Rural Students. Building on the Forum's long history of exploring the most pressing issues impacting North Carolina's public schools, the seventeenth Study Group convened thought leaders from education, academia, policy, and business to delve into understanding and addressing the unique needs, challenges, strengths, and perspectives of students, educators, and families in the state's rural communities. The Forum hosted six Study Group convenings in Wake, Edgecombe, Robeson, and Rutherford counties. The regional meetings included panels of rural school district leaders, policymakers, and representatives from community colleges and universities, as well as facilitated discussions with attendees to envision promising practices and policy recommendations. From these discussions, the following four key areas of focus emerged: (1) teacher recruitment and retention; (2) broadband; (3) postsecondary attainment and workforce alignment; and (4) school funding. A list of recommendations was compiled based on discussions with more than 200 Study Group participants from across the state. The full list of speakers for all Study Group XVII meetings can be found in Appendix I, and the list of counties represented among Study Group Members can be found in Appendix II.
Targeted Physical Therapy Combined with Spasticity Management Changes Motor Development Trajectory for a 2-Year-Old with Cerebral Palsy
Author: Stuyvenberg, Corri L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cerebral Palsy,Physical Disabilities,Preschool Children,Intervention,Physical Therapy,Family Involvement,Drug Therapy,Psychomotor Skills,Early Intervention,Program Effectiveness,Child Development,Problem Solving,Play

Therapies for children with cerebral palsy (CP) often fail to address essential components of early rehabilitation: intensity, child initiation, and an embodied approach. Sitting Together And Reaching To Play (START-Play) addresses these issues while incorporating intensive family involvement to maximize therapeutic dosage. While START-Play was developed and tested on children aged 7-16 months with motor delays, the theoretical construct can be applied to intervention in children of broader ages and skills levels. This study quantifies the impact of a broader STARTPlay intervention combined with Botulinum toxin-A (BoNT-A) and phenol on the developmental trajectory of a 24 month-old child with bilateral spastic CP. In this AB +1 study, A consisted of multiple baseline assessments with the Gross Motor Function Measure-66 and the Assessment of Problem Solving in Play. The research participant demonstrated a stable baseline during A and changes in response to the combination of BoNT-A/phenol and 12 START-Play sessions during B, surpassing the minimal clinically important difference on the Gross Motor Function Measure-66. The follow-up data point (+1) was completed after a second round of BoNT-A/phenol injections. While the findings suggest the participant improved his gross motor skills with BoNT-A/phenol and START-Play, further research is needed to generalize these findings.
Impacts of a Student Engagement-Focused High School Teacher Professional Development Series
Author: Mac Iver, Martha Abele
Date: 2020-10-00
Type: Speeches/Meeting Papers
Subjects: Professional Development,High School Teachers,High School Students,Adolescents,Student Motivation,Learner Engagement,Academic Achievement,Instructional Improvement,Relevance (Education),Psychological Needs,Teacher Student Relationship,Mastery Learning,Grading,Program Effectiveness,Classroom Environment

This paper reports on a quasi-experimental pilot study of the impacts of a high school teacher professional development (PD) series. The 10-session series, &quot;Engaging High School Students in Academic Work,&quot; was designed to equip teachers to deepen students' learning and engagement and thereby increase course-passing rates. The study took place in a district in the U.S. Southwest that selected two of its interested high schools with similar demographic characteristics to participate, one receiving the PD and the other serving as the comparison school. Longitudinal analyses found statistically and educationally significant impacts of the PD series on four of the five measures in the primary outcome domain (students' course passing) and on teachers' reports of providing extra help. The article discusses limitations of the study and the need for further exploration of how PD can lead teachers to adopt more engaging instructional practices. It offers readers access to all PD materials and invites them into dialogue about how to adapt the PD series and its implementation going forward.
Electronic Dictionaries in ESL College Classrooms
Author: Al-Jarf, Reima Saado
Date: 1999-04-19
Type: Speeches/Meeting Papers
Subjects: Dictionaries,Electronic Publishing,English (Second Language),Second Language Learning,Translation,Semitic Languages,Undergraduate Students,Student Attitudes,Age Differences,Technology Uses in Education,Affordances,Foreign Countries

This study tried to find out the percentage of ESL and translation students who use an electronic dictionary (ED), differences between ESL and translation students in using ED, level at which students started to use an ED, courses in which students use an ED, kinds of ED that students use, i.e. monolingual, English-Arabic, Arabic-English, general or specialized ED, the percentage of words that they find in an ED, kinds of linguistic information that they obtain from an ED, reasons for using an ED, limitations of an ED as perceived by the students in both groups, reasons for not using an ED at all, and the advantages of the book dictionary (BD) over an ED as perceived by users of an ED. [This paper was published in: &quot;TESOL Arabia '99 Conference Proceedings Vol. IV&quot; (pp. 42-51).]
The Narrow Path to Do It Right: Lessons from Vaccine Making for High-Dosage Tutoring
Author: Goldstein, Michael
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Tutoring,Instructional Effectiveness,Leadership,Educational Research,Problems,Program Development,Immunization Programs

High-dosage tutoring is receiving a lot of buzz as a promising tool to address learning loss in the wake of the COVID-19 pandemic. But unlike vaccines, successful tutoring programs are challenging to scale with fidelity. In this paper, long-time educators Michael Goldstein and Bowen Paulle recommend: (1) Evaluating tutoring programs and measuring their results; (2) Abandoning those that don't work; and (3) Conditionally scaling those that do work in small settings, all while focusing on desired program outcomes, not inputs. To be sure, high-dosage tutoring helps many children. But effectively scaling up small programs is no easy feat. Context and quality matter. If policymakers make well-informed choices and do more than just throw money at these programs, high-dosage tutoring can be grown to benefit many more students than it already does.
COVID-19 Transfer, Mobility, and Progress: First Look Spring 2021 Report. Third in the Series
Author: Causey, J.
Date: 2021-04-12
Type: Reports - Research
Subjects: COVID-19,Pandemics,College Transfer Students,Student Mobility,Barriers,Enrollment,College Freshmen,Reentry Students,Institutional Characteristics,Enrollment Trends,Gender Differences,Racial Differences,Ethnicity,Geographic Location,Undergraduate Students

The National Student Clearinghouse Research Center reports on the shifting transfer landscape during COVID-19 in a rapid response report series titled &quot;COVID-19 Transfer, Mobility, and Progress.&quot; Two reports are issued per academic term, starting with a first look of the term, followed by the end of term update. As the third in the series, the current report offers a first look into the spring 2021 student transfer patterns as of February 25. It focuses on year-over year changes within a fixed panel of institutions representing 74 percent of the Clearinghouse universe and 8.8 million undergraduate students (including 532,000 transfer students). These preliminary results are updated in the Spring 2021 report (see ED613171). Even before the pandemic turned the higher education landscape on its head, many college students intending to transfer struggled to manage the complexities of available transfer options. This task is particularly daunting for underrepresented student groups. Virus resurgence in late 2020, coupled with its differential economic and health impacts on Black, Latinx, and Native American populations in the U.S. made navigating these transfer options even more difficult. The general dampening of student mobility during the pandemic that was first reported last fall (see ED609850) appears to continue into this spring. However, upward transfers from two-year to four-year institutions have weathered the effects of the pandemic better than all other pathways. This has positive implications for the ongoing efforts to streamline the transfer process in an attempt increase enrollment and improve diversity amidst the pandemic. [For the second report in this series (Fall 2020 Final Report), see ED609897.]
Using High School Data to Explore Early College Success on Pohnpei, Federated States of Micronesia. REL 2021-092
Author: Rentz, Bradley
Date: 2021-06-00
Type: Reports - Research
Subjects: Foreign Countries,High School Graduates,Academic Achievement,College Students,College Preparation,Student Characteristics,Outcomes of Education,College Entrance Examinations,Student Placement,Academic Persistence,Grade Point Average,High School Students

As of 2010, about 15 percent of residents older than age 25 on Pohnpei in the Federated States of Micronesia (FSM) had completed an associate degree or higher. To increase the number of college graduates, the Pohnpei Department of Education and the College of Micronesia--FSM are working together to improve the early college outcomes of their students. They noted that in 2018, 42 percent of applicants from Pohnpei to the College of Micronesia--FSM were not admitted or were admitted to a one-year nondegree certificate program. No studies have examined possible links between high school academic preparation in the FSM and early college success outcomes, such as the college entrance test result. Examining these links could inform strategies to improve degree attainment. Using data on Pohnpei public high school graduates from 2016 to 2018 provided by the Pohnpei Department of Education and the College of Micronesia--FSM, this study examined high school academic preparation characteristics and college student characteristics to determine whether they are associated with five early college success outcomes: College of Micronesia--FSM Entrance Test result; placement in credit-bearing math, reading, and writing courses; and persistence to a second year. The study found that high school grade point average was positively associated with all five outcomes. Students who were enrolled in the high school academic coursework track were more likely than students who were enrolled in the business and vocational tracks to be admitted to a degree program and to enroll in credit-bearing reading courses. College students who first enrolled at the College of Micronesia--FSM in the summer term immediately after high school graduation were more likely to persist to a second year than those who first enrolled in the fall term. [For the Study Snapshot, see ED613214. For the Study Brief, see ED613212. For the appendixes, see ED613211.]
Using High School Data to Explore Early College Success on Pohnpei, Federated States of Micronesia. Appendixes. REL 2021-092
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Research
Subjects: Foreign Countries,High School Graduates,Academic Achievement,College Students,College Preparation,Student Characteristics,Outcomes of Education,College Entrance Examinations,Student Placement,Academic Persistence,Grade Point Average,High School Students

The &quot;Using High School Data to Explore Early College Success on Pohnpei, Federated States of Micronesia&quot; study examined high school academic preparation characteristics and college student characteristics to determine whether they are associated with five early college success outcomes: College of Micronesia--FSM Entrance Test result; placement in credit-bearing math, reading, and writing courses; and persistence to a second year. The study found that high school grade point average was positively associated with all five outcomes. Students who were enrolled in the high school academic coursework track were more likely than students who were enrolled in the business and vocational tracks to be admitted to a degree program and to enroll in credit-bearing reading courses. College students who first enrolled at the College of Micronesia--FSM in the summer term immediately after high school graduation were more likely to persist to a second year than those who first enrolled in the fall term. This document presents the following four appendixes that accompany the study: (1) About the study; (2) Methods; (3) Supporting analysis; and (4) Sensitivity analyses. [For the full report, see ED613208. For the Study Snapshot, see ED613214. For the Study Brief, see ED613212.]