ethanporcaro/eric-fulltext-meta huggingface dataset:
A Kindergarten Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills. REL 2020-016
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Preschool Teachers,Kindergarten,Family Role,Reading Skills,Teacher Role,Literacy Education,Evidence Based Practice,Student Needs,Parent Teacher Cooperation,Family Literacy,Family Programs,Skill Development,Learning Activities,Oral Language,Vocabulary Development,Phonological Awareness,Syllables,Rhyme,Phonemic Awareness,Phoneme Grapheme Correspondence,Word Recognition,Error Correction,Oral Reading,Reading Comprehension,Reading Fluency,Accuracy,Reading Strategies,Decoding (Reading)

This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support families in practicing foundational reading skills at home. The information in this Kindergarten Teacher's Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices, and facilitated by ongoing parent-teacher communication. The Teacher's Guide provides a framework for literacy support activities presented during schools' family literacy nights and parent-teacher conferences. This Teacher's Guide includes: (1) Recommendation Reminders that provide a snapshot of each recommendation and how-to steps from the WWC guide; (2) Teacher Scaffolds that model the language teachers can use with families to describe a specific skill, why it is important in learning to read, and how to support that skill; (3) Family Resources that contain evidence-based literacy activities with easy-to-follow plans, and materials that teachers model and share with families; and (4) Family Literacy Videos that show families engaging their child in activities related to the skills teachers modeled during family literacy nights or at parent-teacher conferences. [To view the companion &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade,&quot; see ED566956.]
From Bench to Classroom: Collaborating within a Dual-Language Education Model
Author: Esposito, Alena G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingual Education,Teaching Methods,Spanish,English (Second Language),Second Language Learning,Cognitive Development,Executive Function,Academic Achievement,Educational Benefits,Language of Instruction,Comparative Analysis,School Community Relationship,Program Evaluation,Conventional Instruction,Course Content,Partnerships in Education,English,Rural Areas,Low Income,Immersion Programs,Elementary School Students,Longitudinal Studies,Surveys,Language Proficiency,Vocabulary Skills,Language Tests

We describe research results and lessons learned from a laboratory/ classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a reciprocal manner, ongoing communication with the school system and community has directed the research questions to provide information the school system seeks for program evaluation and to maintain community support. In this report, we share results of the effects of participation in a dual-language model of education in the areas of executive functions, academic performance, and English-language development. Our research revealed no evidence of detrimental effects of participation in the dual-language education program compared with the traditional English-only instructional track in any of these areas. There was some evidence for emerging benefits to executive functions and academic performance for children participating in dual-language education. We also share the implications of the research for the way in which academic content is delivered in the dual-language education model. We conclude with lessons learned from collaborating with the school system that will direct our future research and might aid researchers interested in pursuing similar partnerships. [This article was published in &quot;Journal of Cognition and Development&quot; (EJ1219015).]
What Works Clearinghouse™ Standards Handbook, Version 4.1
Author: What Works Clearinghouse (ED)
Date: 2020-01-00
Type: Guides - Non-Classroom
Subjects: Educational Research,Evaluation Methods,Research Reports,Standards,Randomized Controlled Trials,Quasiexperimental Design,Regression (Statistics),Research Design,Eligibility

The What Works Clearinghouse (WWC) systematic review process is the basis of many of its products, enabling the WWC to use consistent, objective, and transparent standards and procedures in its reviews, while also ensuring comprehensive coverage of the relevant literature. The WWC systematic review process consists of five steps: (1) Developing the review protocol; (2) Identifying relevant literature; (3) Screening studies; (4) Reviewing studies; and (5) Reporting on findings. In addition, the WWC reviews some studies outside of the systematic review process, such as those that receive significant media attention. These reviews are also guided by a review protocol and use the same WWC standards and reporting procedures. This &quot;What Works Clearinghouse Standards Handbook, Version 4.1&quot;, provides a detailed description of the standards used by the WWC to review studies (step 4). Steps 1-3 and step 5 are described in a separate &quot;What Works Clearinghouse Procedures Handbook&quot; (ED602035). The substantive differences between this version of the standards (4.1) and the previous version (4.0) include the following: (1) The &quot;pilot&quot; designation for the single-case design (SCD) standards has been removed and additional clarification around standards elements has been added; (2) The language of &quot;substantively important&quot; has been removed; and (3) Small, nonsubstantive changes were made to clarify existing text. The remainder of the document is organized as follows. Chapter I provides a general introduction to the &quot;Standards Handbook.&quot; Chapter II provides standards for randomized controlled trials and quasi-experimental designs. This chapter also provides additional standards for randomized controlled trials that present complier average causal effects, with supplemental technical detail in appendix D. Chapter III provides standards for studies that use regression discontinuity designs. Chapter IV illustrates standards for studies that use SCDs. Finally, chapter V provides information on outcome eligibility and confounding factors that applies broadly across designs. As the WWC continues to refine and develop standards, the &quot;Standards Handbook&quot; will be supplemented or revised to reflect these changes. [For version 4.0 of this guide, see ED577036.]
How Do Assessments Matter--And for Whom? Making Sense of the High School Student&apos;s Assessment Experience
Author: Achieve, Inc.
Date: 2019-05-00
Type: Reports - Research
Subjects: High School Students,Student Evaluation,Accountability,State Standards,Mathematics Achievement,Language Arts,Academic Achievement,Science Achievement,Social Studies,Career Readiness,State Policy,College Readiness,Standardized Tests,College Entrance Examinations,Aptitude Tests,High Schools,Postsecondary Education

Federal law requires that, at a minimum, states assess high school students at least once in English language arts/literacy (ELA), mathematics, and science; these results are used for school accountability. With states' recent transitions to new assessments and accountability systems, Achieve wanted to know more about how these varied assessments, with varied purposes, matter for students and schools. In March 2019, they compiled a list of each state's required 2018-19 high school assessments in mathematics, ELA, science, social studies, and career readiness. Next, they analyzed whether and how the assessments matter for students and for schools, and whether states have assessments that matter for both students and schools. Finally, they analyzed whether states have created statewide policies that signal to students in high school whether they are ready for college-level work based on performance on a high school assessment. The findings are discussed in this report.
Self-Derivation through Memory Integration under Low Surface Similarity Conditions: The Case of Multiple Languages
Author: Esposito, Alena G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Knowledge Level,Learning Processes,Memory,Grade 2,Elementary School Students,Listening Comprehension,Second Languages,Spanish,English,Grade 3,Grade 4,Sentences,Comparative Analysis,Age Differences,Language Proficiency,Context Effect,Bilingualism,Bilingual Education,Rural Areas,English (Second Language)

A primary objective of development is to build a knowledge base. To accumulate knowledge over time and experiences, learners must engage in productive processes, going beyond what is explicitly given to generate new knowledge. Though important to accumulating knowledge, these processes are also easily disrupted. Individuals often depend on surface level similarities, such as visual features, to recognize the relation between learning episodes. When the surface level similarity is low, performance on tasks that depend on productive processes, such as self-derivation through integration of new knowledge, suffers. The major purpose of the present research was to examine whether presentation of related information in different languages poses a challenge to memory integration and self-derivation, due to low levels of surface similarity between episodes of learning through different languages. In Study 1, 62 children (Grade 2; mean age=8;1 years) listened to story-passages containing novel facts that could be integrated to self-derive new knowledge. Related passages were presented either through the same language or through two different languages (cross-language condition; Spanish and English). There were no significant differences between presentation conditions. In Study 2, 100 children (Grades 3 and 4; mean age=9.7 years) heard novel facts in single sentences, again presented in either a same-language or cross-language condition. Whereas 3rd-grade cross-language performance suffered compared to same-language English controls, 4th-grade performance did not. Results suggest that in addition to language proficiency, rich contextual support and experience in a bilingual environment facilitate cross-language integration.
Moroccan Teachers&apos; Level of ICT Integration in Secondary EFL Classrooms
Author: Hammou, Yassine Ait
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Integration,Information Technology,English (Second Language),Gender Differences,Secondary School Teachers,Foreign Countries,Public Schools,Technological Literacy

The sheer growth of information and communication technologies (ICT) has reshaped teaching and learning practices tremendously in the learning environments all over the globe. Research reveals that teachers are the key agents in the integration of ICT in particular in language teaching and learning. However, some of the many factors, this ICT integration are associated with teachers' personal characteristics such as gender. Therefore, the current study investigates the Moroccan male and female teachers' level of ICT integration in teaching English as a foreign language (EFL) in the public secondary school EFL classrooms. This study aims to explore whether gender influences the way EFL teachers' ICT use in the classroom. It is a survey which adopts a mixed-method approach of investigation, and two instruments are used to collect data: a questionnaire and a semi-structured interview. Eighty full-time teachers (45 male and 35 female teachers) belonging to different public secondary schools in the area of Agadir Idaoutanane and Inzegane Ait-Meloul participated in the study by answering a questionnaire, and eight teachers out of this sample (4 male and 4 female teachers) are interviewed. The results of data analysis reveal that although female teachers employed ICT in their teaching less than their male counterparts, there is no significant difference in using ICT in language teaching between the two groups. A number of propositions are presented as to how to incorporate ICT in language learning in the Moroccan secondary schools EFL contexts.
A Case Study on the Positive Effects of Smartphone Usage in Postgraduate Education
Author: Karatas, Erinç
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Case Studies,Handheld Devices,Graduate Students,Feedback (Response),Foreign Countries,Universities,Instructional Materials,Student Attitudes,Masters Programs,Notetaking,Photography,Peer Relationship,Teacher Student Relationship,Technology Uses in Education

Smartphones have become a part of the individuals in all societies. This is also true for students. Studies on the effects of the use of smart devices in educational environments, especially during the course, have begun to attract the attention of researchers. The aim of this research is to seek answer to the question of the positive effects of the use of smartphones in the education processes of graduate students. In the case study, which was designed as a Type 1 study, 29 students who received masters training in 10 different departments in the Educational Sciences Institute of one of Ankara's established universities were involved. According to the opinions obtained through the feedback form from participants who declared that most of them use a smartphone for more than 4 hours a day, it was determined that they used these devices for searching the subject or the term of the course, academic research, following course materials, taking notes via photographs or voice notes, communicating with peers and instructors, and so on. Besides smartphones are also used for actions like notifications that are not relevant to the course, or clock control because student is bored.
Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions
Author: Noperman, Feri
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Inquiry,Expertise,Models,Employment Potential,Student Attitudes,College Graduates,Transfer of Training,Skill Development,Preservice Teachers,Elementary School Teachers,Pedagogical Content Knowledge,Sharing Behavior

This study aims to design Inquiry-Based Expertise Sharing (IBES) as a comprehensive active learning model in higher education, and then to examine its strengths and challenges in enhancing graduate employability. This research was conducted by a combination of qualitative and quantitative methods. There were two phases namely developing a pilot project and conducting experimental testing. In first phase, an initial comprehensive learning framework was developed by combining and integrating Jigsaw, Inquiry-Based Learning, and Knowledge Sharing as a framework named Inquiry-Based Expertise Sharing (IBES). In the second phase, the revised IBES was experimentally tested in the same course but different students using quasi-experiment method and the matching only pre-test post-test control group design. To examine the strength of IBES, the main data was collected namely students' achievement and perception. Students' achievement was measured by the multiple-choice questions sheet, while students' perception data was gathered by the questionnaire sheet. The result shows that students' achievement mean score in the experimental group was 75.7 which is higher than the control group that its mean score was 58.73. Students' perception result showed that more than 70% of students have positive responses toward the IBES in all aspects including curiosity, inquiry skills, teamwork attitudes, collaborations, interdependence, and communication skills. The challenges of IBES are the diversity of students' backgrounds, the lack of curiosity, the lack of prior knowledge, the lack of confidence, and the lack of communication skills. Some recommendations for the effectiveness of implementation of IBES will be given.
A Qualitative Study on Physical Education and Sports Teaching Practice
Author: Esentas, Melike
Date: 2018-11-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Foreign Countries,Principals,Physical Education Teachers,Secondary School Teachers,Administrator Attitudes,Teacher Attitudes,Student Teachers,Cooperating Teachers,Student Teacher Attitudes,Student Teaching,Preservice Teacher Education

The aim of this study is to examine the teaching practice according to the views of the managers and teachers responsible for the implementation of physical education and sport teaching practice in schools conducting the practice. A semi-structured interview technique, one of the qualitative research methods, was used in the study. The study group consists of 24 educators, including 8 school principals, 7 school practice coordinators and 9 practice teachers that are responsible for implementation in 8 secondary education institutions where teaching practice is carried out in Batman province center during the spring semester of 2017-2018 academic year. A semi- structured interview form developed by researchers was used as a data collection tool in the study. The results of the interviews are then coded under the appropriate themes after analyzing by the content analysis method. According to the results obtained, it is seen that the views of the administrators and educators responsible for implementation were grouped under four themes, including &quot;The Position of Teaching Practice&quot;, &quot;The Gains from Teaching Practice&quot;, &quot;The Scope of Teaching Practice&quot; and &quot;Time for Teaching Practice&quot; found in the curriculum. The vast majority of administrators and educators have stated that teaching practice is necessary, teaching practice contributes to the professional experience of teacher candidates, and if the lack of coordination is solved, it is a successful practice which is essential for candidate teachers to learn by practicing and experiencing in the field. However, they have pointed out that the period of teaching practice in the university curriculum is insufficient for teaching practice and implementation, and one semester of practice is only contributing to the student's orientation process.
Promoting a Greener Curriculum through Environmental Youth Organizational Program: A Policy Evaluation
Author: Perez, Renante B.
Date: 2019-12-00
Type: Reports - Research
Subjects: Environmental Education,Youth Programs,Conservation (Environment),Program Effectiveness,Holistic Approach,Sustainable Development,Social Responsibility,Foreign Countries,School Community Relationship,Required Courses,Secondary Education,Elementary Education

The growing number of environmental problems in the modern world call for a more effective and efficient environmental education. Local educational leaders emphasized that the enrichment of learnings about the environment can be done through co-curricular activities. Accordingly, the Youth for Environment in Schools Organization (YES-O) is the only recognized co-curricular environmental organization in the basic education that serves as a venue for students' actions and movements towards safeguarding, protecting and conserving the environment for future generations. The question is: how responsive is YES-O to the needs of the youth today? Hence, this study aimed to evaluate the implementation of the Youth for Environment in Schools (YES) Program through internal and external factors affecting it. Specifically, the study featured a SWOT analysis to determine the strengths, weaknesses, opportunities and threats of its implementation. This policy evaluation was conducted in the Schools Division of Bulacan, Philippines. With the different environmental activities mandated to the YES-O, it can be considered as a holistic approach in promoting environmental care and sustainable development, and proven to be more relevant today. From its establishment in 2003, it has been a frontrunner in empowering the youth to protect and care for the natural environment by providing relevant and meaningful activities. However, even though schools are mandated to establish YES-O, in the recent years, the monitoring and evaluation had been weak. Now, with greater focus to revive and strengthen the program, different stakeholders must be aware and take part in improving it. Issues like weak monitoring and evaluation, time constraint in the conduct of activities and uncoordinated and overlapping projects by different youth organizations must first be addressed before it can be considered truly responsive to the needs of the 21st century learners.
Student Movements in Greece Regarding the Political Developments in Cyprus: Spring 1956
Author: Kimitris, Petros N.
Date: 2020-00-00
Type: Reports - Research
Subjects: Activism,Political Attitudes,Foreign Countries,Futures (of Society),Conflict,History,Student Attitudes,Student Organizations,International Organizations,Foreign Policy,Civil Rights,Student Role,Social Action,Public Opinion,War

Although substantial progress has been made in the study of the Cyprus question in recent years, no comprehensive thoughts, analyses and conclusions have been drawn to the popular mobilization for the Cyprus issue in Greece, from the Summer of 1954 until the Spring of 1956. This research article aims to objectively bring light upon this very important period for the future course of the Cyprus problem. It is about examining the involvement of the student movement in political developments regarding Cyprus in 1956, rather than a detailed presentation of its history. Thus, it aspires to provide a basis for discussion of the most important factors that led students to form their movement, to become politicized, and to express their views of paramount importance to the further course of Greece and Cyprus. This research article attempts to present a detailed analysis of the student movement in Greece regarding Cyprus. Not only the Left but also large sections of public opinion from the Right and the Center were involved in this popular debate around the Cyprus issue. This is of particular importance, because at the height of the popular uprisings in May 1956, slogans surfaced, calling for Greece exiting NATO and the &quot;Athens -- Belgrade -- Cairo&quot; axis were insisted upon. Additionally, public slogans demanded the break-up of relations with the West, the adoption of a neutral foreign policy and becoming part of the Non-Aligned Movement. The majority of the public opinion indicated that the national interests of Greece were not met in the North Atlantic Treaty Organization and that those previously seen as the protectors from the &quot;Communist threat&quot; had become, for the Greek public, the opponents of the international rights of Hellenism. In addition, there will be an attempt to present the opinion makers on the basis of their influence in creating the student movement. An essential prerequisite is the understanding of their role and how they succeeded in influencing popular mobilization and even pushing this to extremes in the Spring of 1956.