ethanporcaro/eric-fulltext-meta huggingface dataset:
Lesson Study as a Process for Developing the Pedagogical Content Knowledge of Pre-Service Physics and Chemistry Teachers
Author: Conceição, Teresa
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Lesson Plans,Chemistry,Physics,Preservice Teachers,Pedagogical Content Knowledge,Grade 8,Science Teachers,Science Instruction,Teacher Attitudes,Prior Learning,Preservice Teacher Education

This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students' prior knowledge and when they discussed strategies to help students overcome their difficulties. [For the full proceedings, see ED619611.]
The Implementation of Formative Assessment into Chemistry Education at Secondary School
Author: Babincáková, Mária
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Formative Evaluation,Secondary Education,Secondary School Students,Secondary School Teachers,Chemistry,Science Instruction,Foreign Countries,Summative Evaluation,Knowledge Level,Grade 7,Student Evaluation

The results of the implementation of formative assessment into chemistry education at secondary school for the topic &quot;Mixtures&quot; are presented here. Students (12-14 years old, N=202) were divided into two groups--control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p&lt;0.05). [For the full proceedings, see ED619611.]
Resource Guide: Supporting Undocumented Youth. A Guide for Success in Secondary and Postsecondary Settings
Author: Department of Education (ED)
Date: 2015-10-20
Type: Guides - Non-Classroom
Subjects: Undocumented Immigrants,Youth,Secondary Education,Postsecondary Education,Elementary Education,Guidelines,Compliance (Legal),Legal Responsibility,Federal Legislation,English Language Learners,Limited English Speaking,Public Policy,Resources,State Policy,State Aid,Federal Aid,Student Financial Aid,Eligibility,Scholarships,Adult Education,Migrants,Student Records

The United States has benefited from the talents, values, and contributions of newcomers to the country. In the face of immense barriers, many undocumented youth have exhibited exemplary perseverance, work ethic, and leadership. Yet hurdles and challenges remain. Many educators, counselors, and school leaders have expressed interest in learning how to better support all children so that they can achieve educational and economic success -- regardless of actual or perceived immigration status. Informed by research and promising practices, the U.S. Department of Education (Department) has compiled this Resource Guide to assist and enhance State and local efforts to support undocumented youth at the secondary and postsecondary school levels. However, high-quality early learning and elementary education is critical to college and career success for all children. The Department hopes that educators, schools, and campuses will, as they see fit, draw upon the tips and examples in this Guide to better support undocumented youth.
A Different View on the Simple View of Reading
Author: Apel, Kenn
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Decoding (Reading),Listening Comprehension,Models,Metalinguistics,Vocabulary,Syntax,Personal Narratives,Morphology (Languages)

The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures that differed from each other. Many of those tasks did not align with the concept of linguistic comprehension originally proposed. Regardless, the studies' outcomes were similar: The SVR model adequately represents the process of reading comprehension. In this article, I propose a common thread that links those diverse measurement tasks; all the tasks measured students' metalinguistic skills. In fact, the findings from these studies mirror those found from investigations directly measuring the influence of language awareness abilities on reading comprehension. I conclude the article with the theoretical and educational implications of taking a different view of the second component of the SVR model. [This is the online version of an article published in &quot;Remedial and Special Education.&quot;]
Classrooms Are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology
Author: Justice, Laura M.
Date: 2022-06-08
Type: Reports - Research
Subjects: Classroom Environment,Preschool Education,Kindergarten,Grade 1,Grade 2,Grade 3,Peer Relationship,Teaching Methods,Student Experience,Early Childhood Education,Student Characteristics,Student Diversity,Friendship

Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in 182 classrooms and 2,662 students in two districts spanning rural, suburban, and urban settings. Overall, the theoretical measurement model supported the multi-dimensional nature of the classroom ecology across the early primary grades, although specific characteristics and relations within the four dimensions may vary somewhat in pre-kindergarten settings compared to kindergarten through third grade. Practice or Policy: The overarching goal is to advance research that conceptualizes the classroom ecology more broadly to reflect both the academic and peer environment. The study is important for advancing understanding of salient characteristics of the classroom ecology that may foster learning and achievement. [This is the online version of an article published in &quot;Early Education and Development.&quot;]
Localizing Responses to CRT and Curricular Questions: Helping Your Community Understand What Your Schools Do and Don&apos;t Teach
Author: Kansas Association of School Boards (KASB)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Critical Theory,Race,Racial Bias,Misconceptions,Controversial Issues (Course Content),Equal Education,Curriculum Development,Educational Objectives,School Districts,School Policy,Advisory Committees

Critical Race Theory (CRT) is a legal framework that originated in the 1970s intending to challenge legal scholarship to consider the historical and present impact and causes of structural inequality and racism. CRT is an academic lens primarily used at the doctoral level and is not a defined curriculum or something outlined in the Kansas State Board of Education's education standards. It is distinctly different from the guiding tenets of educational equity with which it is regularly confused. In the state of Kansas, curriculum choices are completely controlled by the locally elected board of education. Based on input from district staff, parents, and other important stakeholders, the board is tasked with establishing and approving a curriculum. The Kansas Association of School Boards (KASB) has created this in-depth guide to help local school districts address the debate over CRT and other curriculum issues
Source Inclusion in Synthesis Writing: An NLP Approach to Understanding Argumentation, Sourcing, and Essay Quality
Author: Crossley, Scott
Date: 2021-11-11
Type: Reports - Research
Subjects: Writing Skills,Cognitive Processes,Essays,Cues,Writing Evaluation,Natural Language Processing,Persuasive Discourse,Semantics,Information Retrieval,Citations (References),Plagiarism,Predictor Variables,Computer Software,Computational Linguistics,Evaluators,Scores

Synthesis writing is widely taught across domains and serves as an important means of assessing writing ability, text comprehension, and content learning. Synthesis writing differs from other types of writing in terms of both cognitive and task demands because it requires writers to integrate information across source materials. However, little is known about how integration of source material may influence overall writing quality for synthesis tasks. This study examined approximately 900 source-based essays written in response to four different synthesis prompts which instructed writers to use information from the sources to illustrate and support their arguments and clearly indicate from which sources they were drawing (i.e., citation use). The essays were then scored by expert raters for holistic quality, argumentation, and source use/inferencing. Hand-crafted natural language processing (NLP) features and pre-existing NLP tools were used to examine semantic and keyword overlap between the essays and the source texts, plagiarism from the source texts, and instances of source citation and quoting. These variables along with text length and prompt were then used to predict essays scores. Results reported strong models for predicting human ratings that explained between 47 and 52% of the variance in scores. The results indicate that text length was the strongest predictor of score but also that more successful writers include stronger, semantically-related information from the source, provide more citations and do so later in the text, and copy less from the text. This work introduces the use of NLP techniques to assess source integration, provides details on the types of source integration used by writers, and highlights the effects of source integration on writing quality. [This is the online version of an article published in &quot;Reading and Writing.&quot;]
Educator Self-Reflection Tool: Reflecting on the Integration of Social-Emotional Learning (SEL) at the Classroom Level
Author: Transforming Education
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Social Emotional Learning,Teaching Methods,Reflection,Teacher Attitudes,Transformative Learning,Self Evaluation (Individuals),Models,Rating Scales,Educational Resources,Coaching (Performance),Faculty Development,Educational Experience,Educational Environment,Educational Practices,Educational Change,Classroom Techniques

This tool is intended to help educators reflect on the ways they are or are not facilitating the integration of social-emotional learning through the mindsets, actions, and instructional practices that they bring to the work. Through reflection statements and accompanying sample indicators, practitioners are able to take stock of the ways in which they currently integrate social-emotional learning into their daily practice, consider areas for growth, and plan for future work. While detailed and comprehensive, the reflection tools were also designed to be accessible and actionable. The prompts, guiding questions, next steps, and suggested supports all combine to form an intentional process; moving from reflection to action. This tool is intended to be used in conjunction with the Transforming Education's SEL Integration Approach Companion Guides. The areas for reflection are aligned to the elements of the SEL Integration Approach (Cultivate, Examine, Teach, Model, Coach). [For the Companion Guides, see ED619920, ED619921, ED619922, ED619923, and ED619875.]
Transforming Education&apos;s SEL Integration Approach. Companion Guide: Examine
Author: Transforming Education
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: Guides,Transformative Learning,Social Emotional Learning,Self Evaluation (Individuals),Reflection,Teaching Methods,Educational Practices,Equal Education,Inclusion,Educational Environment,Educational Experience,Coaching (Performance),Rating Scales,Instructional Leadership,Administrator Attitudes,Professional Identity,Faculty Development,Educational Change

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Examine the ways in which practitioners' identities, mindsets, emotions, and actions encourage or inhibit an equitable and inclusive learning environment. [For the Education Self-Learning Tool, see ED619919. For the School Leader Self-Learning Tool, see ED619924.]
Transforming Education&apos;s SEL Integration Approach. Companion Guide: Cultivate
Author: Transforming Education
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: Social Emotional Learning,Transformative Learning,Guides,Self Evaluation (Individuals),Reflection,Rating Scales,Faculty Development,Educational Environment,Educational Practices,Sense of Community,Coaching (Performance),Teacher Student Relationship,Cultural Differences,Caring,Interdisciplinary Approach

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Cultivate a learning environment in which all community members are valued, can enact their agency, build meaningful relationships, and experience a strong sense of belonging. [For the Education Self-Learning Tool, see ED619919. For the School Leader Self-Learning Tool, see ED619924.]
Transforming Education&apos;s SEL Integration Approach. Companion Guide: Teach
Author: Transforming Education
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: Guides,Social Emotional Learning,Self Evaluation (Individuals),Rating Scales,Educational Practices,Teaching Methods,Vocabulary Skills,Family School Relationship,Learning Strategies,Student Attitudes,Parent Attitudes,Reflection,Transformative Learning,Educational Change,Interdisciplinary Approach,Student Centered Learning,Culturally Relevant Education,Educational Environment,Inclusion,Instructional Design

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Teach vocabulary, skills, and strategies related to SEL in explicit ways that involve input from and collaboration with families and students. [For the Education Self-Learning Tool, see ED619919. For the School Leader Self-Learning Tool, see ED619924.]
Transforming Education&apos;s SEL Integration Approach. Companion Guide: Model
Author: Transforming Education
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: Social Emotional Learning,Transformative Learning,Educational Change,Reflection,Rating Scales,Guides,Self Evaluation (Individuals),Modeling (Psychology),Demonstrations (Educational),Teaching Methods,Teacher Student Relationship,Educational Practices,Metacognition,Peer Teaching

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Model social-emotional skills and mindsets through demonstration, embodiment, and overt narration. [For the Education Self-Learning Tool, see ED619919. For the School Leader Self-Learning Tool, see ED619924.]
School Leader Self-Reflection Tool: Reflecting on the Integration of Social-Emotional Learning (SEL) at the School Level
Author: Transforming Education
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Reflection,Self Evaluation (Individuals),Guides,Social Emotional Learning,Teaching Methods,Faculty Development,Coaching (Performance),Instructional Leadership,Educational Experience,Educational Environment,Administrator Attitudes,Rating Scales,School Community Relationship,School Administration,Educational Practices,Transformative Learning,Educational Change

This tool is intended to help leaders reflect on the ways they are/are not facilitating the integration of social-emotional learning through both their individual actions and the systems and structures they work to create and uphold. Through reflection statements and accompanying sample indicators, practitioners are able to take stock of the ways in which they currently integrate social-emotional learning into their daily practice, consider areas for growth, and plan for future work. While detailed and comprehensive, the reflection tools were also designed to be accessible and actionable. The prompts, guiding questions, next steps, and suggested supports all combine to form an intentional process; moving from reflection to action. This tool is intended to be used in conjunction with the Transforming Education's SEL Integration Approach Companion Guides. The areas for reflection are aligned to the elements of the SEL Integration Approach (Cultivate, Examine, Teach, Model, Coach). [For the Companion Guides, see ED619920, ED619921, ED619922, ED619923, and ED619875.]
Crossing the Border? Exploring the Cross-State Mobility of the Teacher Workforce
Author: Goldhaber, Dan
Date: 2015-00-00
Type: Reports - Research
Subjects: State Surveys,Faculty Mobility,Comparative Analysis,Statistical Data,Statistical Analysis,Longitudinal Studies,Labor Market,Proximity,Geographic Distribution,Teacher Characteristics,Teaching Experience,Teacher Persistence

Due to data limitations, very little is known about patterns of cross-state teacher mobility. It is an important issue because barriers to cross-state mobility create labor market frictions that could lead both current and prospective teachers to opt out of the teaching profession. In this paper, we match state-level administrative data sets from Oregon and Washington and present evidence on patterns of in-service teacher mobility between these two states. We find levels of cross-state mobility that are drastically lower than levels of within-state mobility, even when accounting for proximity to the border. These findings are consistent with the hypothesis that there are significant penalties to cross-state mobility that may be attributable to state-specific licensure regulations, seniority rules and pension structures. [This paper was published in &quot;Educational Researcher&quot; v44 n8 p421-431 2015 (EJ1082062).]
Connecting Community College Students to SNAP Benefits: Lessons Learned from a Pilot Outreach Intervention in California
Author: Umaña, Paula
Date: 2022-03-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Welfare Services,Federal Programs,Pilot Projects,Outreach Programs,Program Evaluation

Before the pandemic, millions of college students eligible for the Supplemental Nutritional Assistance Program (SNAP) did not access the benefit. This gap between eligibility for SNAP benefits and the use of those benefits is often a result of confusion around federal eligibility requirements. Even when eligibility guidelines were temporarily changed to include new exemptions during the pandemic to make it easier for more students to access SNAP, many had no idea they were now eligible to receive benefits. College staff around the country are working diligently to inform students of these changes and connect them to SNAP benefits. With support from the Michelson 20MM Foundation, The Hope Center partnered with Compton College to pilot a low-cost intervention that used text-based nudging to provide timely and relevant information about CalFresh, the California SNAP benefits program. In this brief, the authors share lessons from the pilot intervention at Compton College. In addition, they review findings from focus groups with other community college students throughout California and meetings with community organizations that help connect students to SNAP benefits.
Emerging Trends of Psycho-Technological Approaches in Heutagogy
Author: Lawrence, A. S. Arul, Ed.
Date: 2022-06-05
Type: Books
Subjects: Distance Education,COVID-19,Pandemics,Technology Uses in Education,Self Determination,Independent Study,School Closing,Mental Health,Teaching Methods,Child Welfare,Learning Strategies,Metacognition,Educational Technology,Educational Environment,Problem Based Learning,Computer Simulation,Vocational Education,Artificial Intelligence,Flipped Classroom,Instructional Effectiveness,Computer Mediated Communication,Educational Trends

The epidemic of COVID-19 has disrupted education in over 150 nations and harmed 1.6 billion children. As a result, a number of nations have introduced some type of remote learning employing technology and students were encouraged to engage in self-determined learning. Many Educational Institutions that previously resisted changing their traditional pedagogical method were forced to use online teaching and learning exclusively. Internet-educated kids who have never encountered this issue are unfamiliar with it. As a result, they are confronted with a number of psychological issues and are negatively impacting the health, social, and material well-being of children globally, with the poorest children, such as homeless children and children in detention, being the hardest hit. As a result, the editors came to the conclusion that it would be beneficial to issue a call for papers in order to discuss the difficulties and opportunities associated with the practise of heutagogy from the psychological and technological vantage points indicated in the title. [This book was published by Tamil Nadu Open University.]
Parenting While in College: Racial Disparities in Basic Needs Insecurity during the Pandemic
Author: Kienzl, Gregory
Date: 2022-02-00
Type: Reports - Research
Subjects: College Students,Parents,Racial Differences,Individual Needs,Student Needs,COVID-19,Pandemics,Minority Group Students,Food,Housing,Gender Differences,Hunger,Racial Bias,Racial Discrimination

Roughly one-in-five college students provide primary care to at least one child while pursuing a higher education credential. Yet parenting students remain an often-overlooked group and continue to receive inadequate support. They experience basic needs insecurity at alarming rates, reducing their odds of completing valuable degrees. Shortages on food and safe housing disproportionately affect single parents of young children, Asian, Black and Latinx parenting students, and Black fathers working toward their degrees. Current programs intended to support parenting students do not reach enough of them. This brief reveals four untold lessons affecting parenting students, drawing on a nationwide survey of college students fielded fall 2020 and completed by 32,560 students who are parents. Actionable recommendations for policymakers and campus leaders to alleviate systemic barriers and better support parenting students follow the brief.