ethanporcaro/eric-fulltext-meta huggingface dataset:
A Path to the Future: Creating Accountability for Personalized Learning
Author: Hyslop, Anne
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Accountability,Summative Evaluation,Academic Standards,Educational Policy,Measurement,Student Evaluation,Models,Elementary Secondary Education

A small but growing number of schools and districts across the country are experimenting with personalized learning, an innovation that customizes students' experiences to their individual needs and strengths. Through new kinds of environments, technologies, and ways to demonstrate their knowledge, personalized learning aims to meet students where they are and allows them to advance to more challenging material whenever they are ready. Personalized learning is rooted in the expectation that students should progress through content based on demonstrated learning instead of seat time. By contrast, standards-based accountability centers its ideas about what students should know, and when, on grade-level expectations and pacing. The result is that, as personalized learning models become more widespread, practitioners are increasingly encountering tensions between personalized learning and state and federal accountability structures. Common pain points include year-end summative assessments that focus exclusively on grade-level content, limited end-of-year testing windows, and rating systems that measure school performance based on student proficiency against grade-level standards rather than growth over time. Policymakers at all levels of government appear ill equipped to handle these issues, choosing to avoid the looming conflicts and shying away from existing tools that could be deployed to ease the tensions. This is a missed opportunity. Most personalized learning models are nascent and evolving. They need strong accountability to validate whether they work and enable the best--and only the best--to scale. And personalized learning models could help more schools meet accountability goals, by providing customized learning experiences that fill gaps in students' foundational knowledge and accelerate learning for those who are far behind grade level. The challenge for policymakers is to protect the progress made under the old accountability system while creating space for new educational models to flourish under the next iteration of school accountability. This paper seeks to help policymakers enable smart innovation while also safeguarding the key functions of accountability systems. Understanding the development of personalized learning and accountability--as well as the emerging tensions between them--will help policymakers create accountability policies that complement and support personalized learning approaches rather than work against them.
The Federal Work-Study Program: Impacts on Academic Outcomes and Employment. Policy Brief
Author: Center for Analysis of Postsecondary Education and Employment (CAPSEE)
Date: 2015-02-00
Type: Reports - Research
Subjects: Work Study Programs,Federal Programs,Outcomes of Education,Student Employment,Student Financial Aid,Statistical Data,Probability,Scores,Undergraduate Students,Aptitude Tests

Student employment subsidies are one of the largest types of employment subsidies and one of the oldest forms of student aid. The Federal Work-Study program (FWS) is the largest student employment subsidy program; since 1964, it has provided about $1 billion per year to cover 75 percent of wages for student employees, who typically work on campus 10-15 hours per week. FWS subsidizes 700,000 students per year. One out of 10 first-year undergraduates (and three out of 10 undergraduates at private, nonprofit four-year institutions) receive FWS subsidies. Policymakers may be interested in the extent to which FWS increases students' access to productive employment, and how it impacts students' academic and career success. This brief summarizes findings from a recent study using national data and a propensity score matching approach to examine the overall effects of FWS participation for students enrolled at four-year institutions, as well as its effects under two conditional counterfactuals: What would have happened if the recipient had worked a non-FWS job? And what would have happened if the recipient had not worked at all?
The Teaching of Afro-Asian Literature: A Comparison between the Nonconventional Learner-Centered and the Conventional Teacher-Centered Approaches
Author: Wong Gonzales, Wilkinson Daniel O.
Date: 2014-00-00
Type: Reports - Research
Subjects: Learner Controlled Instruction,Asian Studies,African Studies,Literature,Teaching Methods,Private Schools,Grade 8,Instructional Effectiveness,English Language Learners,Intermode Differences,Standardized Tests,Reading Tests,Diagnostic Tests,Reading Comprehension,Experimental Groups,Control Groups,Qualitative Research,Classroom Observation Techniques,Interviews,Check Lists,Reading Achievement,Foreign Countries,Statistical Analysis

In the past few decades, nonconventional learner-centered (NLC) trends in ELT have emerged amidst the current and probably dominant conventional teacher-centered (CTC) approaches used by majority of private and public schools in the Philippines. With the implementation of the K-12 curriculum, Afro-Asian literature remained the focus of the eighth grade. The argument of which approach is more effective seems to have surfaced in the recent years. In several literatures, both approaches have been found effective in teaching in different disciplines. However, in the teaching of literature, specifically Afro-Asian literature, it seems that limited to no studies have been conducted in the Philippine private school context. This comparative study focuses on the Grade 8 ESL literature classes of Hope Christian High School, Manila, Philippines and aims to determine which approach is more effective in teaching Afro-Asian literature. The teacher preferred the CTC approach while students preferred the NLC approach based on qualitative data. From the quantitative data, the results showed that there were no significant differences in the Afro-Asian literature test scores immediately after the CTC or NLC instructional sessions. I conclude that there is no particular teaching approach that is more effective and suggested that an eclectic or mixed approach would be more beneficial in teaching Afro-Asian literature in Hope Christian High School.
An Autoethnography of Teaching English to Young Learners: From Theory to Practice
Author: Arikan, Arda
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnography,English Instruction,Theory Practice Relationship,Elementary Education,Teaching Experience,Journal Writing,Classroom Techniques,Attention Span,Instructional Materials,Classroom Environment,Educational Practices,Language of Instruction,Student Interests,Learning Activities,Performance Factors,Foreign Countries

In this paper, the researcher looked into his own theoretical and practical knowledge of teaching English to young learners through an autoethnographical research design. In order to understand to what extent these theory-driven conclusions &quot;actually work&quot; in primary school English language classrooms, the researcher recorded autoethnographical entries over a period of four months while teaching at a state-run primary school in Antalya, Turkey. These notes contain feelings and opinions about teaching and theoretical knowledge. The autoethographical work revealed that the researcher had difficulties in classroom management, keeping students' interest in the activities, using the mother tongue of the learners in the classroom, and using too many instructional materials in number and nature.
Funding the Formula Adequately in Oklahoma
Author: Hancock, Kenneth
Date: 2015-02-27
Type: Speeches/Meeting Papers
Subjects: Funding Formulas,Educational Finance,Financial Support,School Districts,State Aid,School District Spending,Outcome Measures,Educational Equity (Finance),Definitions,Statistical Data,Statistical Analysis,Correlation,Change Strategies,Finance Reform,Financial Policy

This report is a longevity, simulational study that looks at how the ratio of state support to local support effects the number of school districts that breaks the common school's funding formula which in turns effects the equity of distribution to the common schools. After nearly two decades of adequately supporting the funding formula, Oklahoma has become the national leader in decreasing funding to common schools. This action has greatly reduced the equity of distribution to the poorer school districts in the state. This report looks at three areas: 1) the ratio between local support and state support, 2) the number of school districts that break the funding formula, and 3) two measures of equity. From these results, it was determined that 1) an important relationship exists between the ratio of the state support to local support and the Restricted Range for both the actual and simulation data, and 2) an important relationship exists between the number of districts that broke the formula in whole or in part and the Restricted Range for both the actual and simulation. The Oklahoma State Aid Formula is appended.
Comprehensive Teacher Induction: Linking Teacher Induction to Theory
Author: Keilwitz, Heather A.
Date: 2014-12-08
Type: Reports - Evaluative
Subjects: Beginning Teacher Induction,Theory Practice Relationship,Teacher Education Programs,Program Descriptions,Educational Theories,Self Efficacy,Self Determination,Teacher Persistence,Educational Practices,Faculty Development,Capacity Building,Teacher Competencies

Teacher retention is a wide concern in education and in response school districts throughout the United States are developing more comprehensive teacher induction programs. Components of teacher induction programs that have assisted with successful teacher development include release time for teacher observation, assignment of a knowledgeable mentor, and supportive administration. Teacher confidence is a characteristic that is essential in the development of new educators, yet sometimes ignored during induction programs. This paper recognizes the features of a comprehensive teacher induction program, and how tenets of self-efficacy and the self-determination theory can be linked to practice to encourage the development of a beginning teacher and promote longevity in a teacher's career.
Direct Study of Parenting: A Serendipitous Outcome in a Course on Adult Development
Author: Williams, Robert B.
Date: 2015-06-03
Type: Reports - Research
Subjects: Adult Development,Child Rearing,Program Descriptions,Learning Activities,Aging Education,Case Records,Developmental Tasks,Course Objectives,Observation,Discourse Communities,Ethnography,Case Studies,Adult Education,Educational Practices

This paper describes the activities of a course on adult development. The course intended to sensitize participants to the theories and reality of adulthood and aging by introducing them to selected literature on adult development and to the preparation of case records and mastery of activities that permit an analysis of the adult's world. The case records were based on ordinary daily observations, conversations and other information written in bound composition notebooks in the form of dated anecdotes. A serendipitous outcome was that many of the adults that the participants studied were parents. Parenting became a serious focus of the case records and a noteworthy outcome was learning about the developmental tasks of parenting. Havighurst (1972, 1980) describes the tasks of parenting in early adulthood (18-35 yrs.) as rearing children and in middle age (35-60 yrs.) as assisting teenage children to become responsible and happy adults. What was documented in the case records would likely have been labeled by Havighurst as the developmental &quot;task-lets&quot; of parenting. Examples of these &quot;task-lets&quot; are the provision of and/or oversight of affection, nutrition, hygiene, grooming, rest, monitoring behavior, care in illness, socializing with extended family, church and school attendance, and family recreational activities. Participants also gained awareness of the impact of parenting on adult development. Excerpts from a case record provide examples of a case profile, how recurring behaviors are documented, the multiple hypothesis method, and coding of anecdotes. Copies of an adult candidate's consent form, an adult profile guide, and a case study guide and review form are included in the appendices. [Paper contains References and Selected Resources.]
The Roma Students' Perception of the Importance of Education
Author: Lapat, Goran
Date: 2011-04-14
Type: Speeches/Meeting Papers
Subjects: Minority Groups,Social Integration,Counties,Educational Attainment,Educational Attitudes,Income,Futures (of Society),Student Attitudes,Foreign Countries,Homework,Difficulty Level,Quality of Life,Parent Child Relationship,Outcomes of Education

The paper considers the effects of Roma education in Medjimurje County. Although the positive effects are present in many different aspects related to education of Roma, among the most important is the change in Roma attitude toward their own education. The comprehension of importance of Roma children's education and intention to base their future material incomes on the work and competences acquired by education is an important step in developing a collective consciousness of the Roma community of importance of the education and a great step towards more efficient integration.
Teaching EFL in 2020
Author: Marek, Michael W.
Date: 2015-06-05
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English Instruction,English (Second Language),Second Language Instruction,Prediction,Educational Research,Outcome Based Education,Instructional Design,Task Analysis,Integrated Curriculum,Peer Evaluation,Information Utilization,Usability,Research Needs,Educational Practices,Educational Technology,Conference Papers

This paper is a slightly revised version of a keynote address given at the 2015 National Quemoy University English Conference, Reimagining the Teaching of Language, Literature, and Culture, in Kinmen, Taiwan, on 5 June 2015. The author contends that teaching English as a Foreign Language is changing rapidly, and successful teachers and scholars need to be prepared for the future. He present six predictions about teaching and researching in the EFL discipline in the year 2020 and beyond, that there will be: (1) A growth of outcome-based instructional engineering, (2) A growth of affordance-based planning, (3) A growth of task-based instructional design, (4) A growth of affordance-based research, (5) Pressure for more curriculum integration of research findings, and (6) Increased scrutiny of peer review, including an expectation that raw data used in studies must be made available for public scrutiny.
Access and Equity: California Master Plan for Higher Education and Disadvantaged Student Success
Author: Davis, Kevin P.
Date: 2015-06-00
Type: Reports - Research
Subjects: Higher Education,Educational Planning,State Programs,State Policy,Access to Education,Equal Education,Social Mobility,Cohort Analysis,College Outcomes Assessment,Business Administration,Business Administration Education,Educational Indicators,Socioeconomic Influences,Minority Group Students,Disproportionate Representation,Performance Factors,Success,Research Needs,Family Income,Statistical Data,Enrollment Rate,Graduation Rate,Eligibility,Transfer Rates (College),Gender Differences,Grade Point Average,Control Groups,Student Records,Ethnic Groups,Regression (Statistics),Educational Practices

The California Master Plan for Higher Education sets a policy objective of equity through access to higher education. The California State University system is California's primary institution for providing the social mobility that accompanies a four-year college degree. The purpose of this study is to examine the education lifecycle outcomes for a cohort of first-time freshman applicants to Cal Poly Pomona College of Business Administration, determine to what degree equity goals are being served, and make recommendations for policy change where shortcomings are observed. Three appendices are included: (1) Data Extract--Included Fields; (2) List of Tier 1 Local Source Institutions; and (3) SPSS Output.
Invention through Form and Function Analogy
Author: Rule, Audrey C.
Date: 2015-06-05
Type: Guides - Classroom - Teacher
Subjects: Intellectual Property,Logical Thinking,Design,Figurative Language,Problem Solving,Innovation,Lesson Plans,Human Body,Animals,Needs,Science Instruction,Elementary School Students,Middle School Students

&quot;Invention through Form and Function Analogy&quot; is an invention book for teachers and other leaders working with youth who are involving students in the invention process. The book consists of an introduction and set of nine learning cycle formatted lessons for teaching the principles of invention through the science and engineering design principles of form and function. An appendix contains sets of color, illustrated cards to be printed onto cardstock paper and used for sorting and sequencing activities during the lessons. This set of lessons has been field-tested with elementary and middle school students by teachers and was improved through the peer review process. The introduction section of the book addresses metaphors, analogies, and the use of form and function analogies in problem-solving and innovations. Human need related to invention and cultural universals are also discussed. Lessons address the following topics: 1) Identifying forms and functions of objects; 2) Forms and functions of the human hand; 3) Forms and functions of the body extended with tools; 4) Extending the body to serve basic human needs; 5) Tools related to forms and functions of the mouth; 6) Historical perspective of inventions; 7) Animal form and function analogies; 8) Inventors inspired by form and function; and 9) Combining SCAMPER with form and function to spur invention. Many charts are included to give teachers ideas for supporting student discussions. Teachers who field-tested the book with elementary and middle school students were uniformly positive about the lessons. [For a list of contributing authors see page 3 of the full text document.]
The Assessment of the Anxiety of High School Students Who Are Learning Turkish as a Foreign Language in Turkey in Term of Certain Variables
Author: Göçer, Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Student Attitudes,Anxiety,High School Students,Student Characteristics,Student Surveys,Statistical Analysis,Grades (Scholastic),Academic Achievement,Turkish,Background,Ethnicity

The purpose of this study is to assess the anxiety connected with target language of the high school students who are learning Turkish as a foreign language in terms of certain variables. The study used FLCAS--Foreign Language Classroom Anxiety Scale that was developed by Horwitz, Horwitz and Cope (1986) and was made validity and reliability by Horwitz (1986) as a data collection instrument and was made Turkish version of the scale (Gülsün). Alpha reliability coefficient of this scale has been found as 0.97. The participants are 314 students (from 27 countries) who are learning Turkish in GIH High School in Kayseri-Turkey. 314 students' responses were studied. The data were analysed using means, standard deviation, Tukey and t-test. Also the success situation of the students was defined according to mean of marks in the Turkish Language at the end of semester. According to the space of 0-44 was accepted &quot;not successful&quot;; the space of 45-100 was accepted &quot;successful&quot;. According to the space of 0-54 (1), between 55-69 (2), between 70-84 (3), and between 85-100 (4) have been recorded and described as low, moderate, good, very good. This study showed that the anxiety of the students who learn Turkish as a foreign language does not change with student degree, and student success status in Turkish language, but that alters with the purpose of learning Turkish, and their nationality.
Academic Achievement and Scientific Aptitude in Science among the Students of Standard-X
Author: Manichander, T.
Date: 2014-11-00
Type: Reports - Research
Subjects: Science Achievement,Achievement Tests,Science Tests,Public Schools,Foreign Countries,Rural Urban Differences,Gender Differences,Comparative Analysis,Science Process Skills,Surveys,Statistical Analysis,Hypothesis Testing,Academic Aptitude,Academic Ability,Secondary School Science

The investigator attempted to find out the significant relationship between Academic Achievement and Scientific Aptitude in Science among the Students of Standard X. Scientific Aptitude Inventory was developed and Academic Achievement in Science Test as a tool was used to assess the Variables for this study. The Investigators employed Stratified Random Sampling Technique for the selection of the sample. The size of the sample consists of 6 government schools, 4 aided schools in Perambalur District which 30 students from each school are selected. The total size of the sample for this present study was 300 students. The major findings of the study revealed that the aided school students are having higher Scientific Aptitude compared to the government school students. The urban school students are having higher Scientific Aptitude compared to the rural schools students. The female students are having higher Scientific Aptitude compared to the male students. The urban school students are having higher Academic Achievement in science compared to the rural school students.
Teacher Educator's and Guidance Teachers' Evaluation of Student Teachers' Teaching Practice: A Qualitative Study = Procjena nastavne prakse studenata--buducih ucitelja--od mentora i savjetnika (kvalitativna studija)
Author: Göçer, Ali
Date: 2013-10-00
Type: Reports - Research
Subjects: Teacher Educators,Counselor Educators,Student Teachers,Elementary School Curriculum,Student Teacher Evaluation,Teaching Experience,Teaching Skills,Student Teaching,Interviews,Knowledge Base for Teaching,Knowledge Level,Qualitative Research,Classroom Techniques,Lesson Plans,Teacher Qualifications,Evaluation,Time Management,Teaching Methods,Resource Allocation,Minimum Competencies,Foreign Countries,Content Analysis,Observation

The aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. In this study, student teachers' teaching practice in real classrooms was evaluated by using observation and interview methods. For this purpose, interviews were conducted with seven guidance teachers, and each student teacher was observed in the classroom. The results of the study showed that student teachers possess sufficient theoretical and practical knowledge and that they are ready for their future profession. [This document also contain the full text of the article in Turkish.]