ethanporcaro/eric-fulltext-meta huggingface dataset:
Panjabi Language Instruction at the American Sikh Temple School: A Site for Hybrid Cultural Socialization
Author: Tiwana, Ravneet Kaur
Date: 2007-04-13
Type: Speeches/Meeting Papers
Subjects: Indo European Languages,Religious Cultural Groups,Heritage Education,Native Language Instruction,Immigrants,English Only Movement,Social Capital,Cultural Capital,Minority Groups,Socialization,Participant Observation,Qualitative Research,Religious Education,Community Schools,Middle School Students

It has been claimed that there is only one language, the English language in the United States, because America is not a &quot;polyglot boardinghouse ...&quot; (Portes and Rumbaut 196). The fact is that America has always been a multilingual society, even though this mythical notion of a monolingual American identity reflecting American loyalty remains with us- as evident in current debates on bilingual education. Many believe academic success can be achieved through an English-only policy that strips immigrant children of the cultural and social capital embedded in their heritage languages skills. Hence, &quot;Americanization&quot; lead by the American public educational system seems to be aimed at, despite its good intentions as the &quot;greatest equalizer, ... [to] alter immigrant culture through language policies where it [is] environmentally most permeable- the care and instruction of children&quot; (Fass 24). To circumvent this form of &quot;Americanization&quot;, many religious and ethnic minority groups have sponsored their own language schools (Steinberg 2001:54). In this paper, I argue that these schools are sites of hybrid cultural socialization through language and religious instruction. By using participant-observation, freelisting, and pilesorting qualitative method techniques, I will show how students believe that attending American Sikh Temple School has a language and religious learning component along as well as socializing with peers. Therefore, providing initial insight into how these heritage language schools are sites of hybrid cultural socialization.
The Art of Instituting and Maintaining Learners&apos; Motivation
Author: Tran, Thu H.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Student Motivation,Second Language Instruction,Educational Strategies,Educational Objectives,Feedback (Response),Teacher Expectations of Students,Technology Integration,Teacher Student Relationship

Whereas teachers&apos; responsibilities with accountability, class sizes and workload increase, their benefits, income and job security seem to decrease. Motivating and keeping classroom teachers motivated to successfully and happily perform their instructional duties can be challenging. One feasible approach to motivating teachers is offering them strategies to be big motivators. When students are motivated to learn, teachers can feel the joy of seeing their students succeed, which can be one way to inspire, enthuse, and energize teachers in their careers. The literature on motivation in language learning is extensive. It is, therefore, unrealistic to cover all major aspects of motivation in language learning. This paper focuses on aspects that are of interest to second language educators. Specifically, the author reviews the concept of motivation and discusses some strategies for instituting and nurturing second language students&apos; motivation in light of the scholarly literature. The paper ends with eight recommended strategies that could be utilized in various instructional contexts. (This paper contains two tables.)
Second Language Assessment for Classroom Teachers
Author: Tran, Thu H.
Date: 2012-10-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Language Tests,Test Construction,Test Validity,Test Reliability,Formative Evaluation,Context Effect,Objective Tests,Essay Tests,Portfolio Assessment,Peer Evaluation,Performance Tests,Interviews

The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to design sound classroom assessment tools. The overarching aim of this paper is to discuss some fundamental issues in second language assessment to provide classroom practitioners with knowledge to improve their test development skills. The paper begins with the history, importance, and necessity of language assessment. It then reviews common terms used in second language assessment and identifies categories and types of assessments. Next, it examines major principles for second language assessment including validity, reliability, practicality, equivalency, authenticity, and washback. The paper also discusses an array of options in language assessment which can generally be classified into three groups: selected-response, constructed-response, and personal response. Finally, the paper argues for a balanced approach to second language assessment which should be utilized to yield more reliable language assessment results, and such an approach may reduce students&apos; stress and anxiety. (This paper contains one table.)
Lateral Thinking of Prospective Teachers
Author: Lawrence, A. S. Arul
Date: 2013-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teachers,Creative Thinking,Thinking Skills,Hypothesis Testing,Gender Differences,Urban Teaching,Rural Education,Humor,Problem Solving,Questionnaires,Statistical Analysis,Foreign Countries,Surveys

Edward de Bono who invented the term &quot;lateral thinking&quot; in 1967 is the pioneer of lateral thinking. Lateral thinking is concerned with the generation of new ideas. Liberation from old ideas and the stimulation of new ones are twin aspects of lateral thinking. Lateral thinking is a creative skills from which all people can benefit enormously. The present study was probed to find the lateral thinking of prospective teachers with certain demographic variables. Data for the study were collected using self-made Lateral Thinking Questionnaire (LTQ). The investigator used stratified random sampling technique. The sample consists of 1345 prospective teachers who studied in Tirunelveli, Thoothukudi and Kanyakumari Districts in Tamil Nadu. For analyzing the data percentile analysis, &quot;t&quot; test and ANOVA were used as the statistical techniques. Findings show that (1) the level of lateral thinking of prospective teachers are moderate (2) there is significant difference between male and female prospective teachers in their lateral thinking and its dimensions description, humour, insight and problem solving (3) there is no significant difference between rural and urban prospective teachers in lateral thinking and its dimensions description, humour, insight and problem solving (4) there is significant difference among the subject of language, arts and science prospective teachers in lateral thinking and its dimensions description, humour, insight and problem solving.
Relationship between Study Habits and Academic Achievement of Higher Secondary School Students
Author: Lawrence, A. S. Arul
Date: 2014-06-00
Type: Reports - Research
Subjects: Foreign Countries,Study Habits,Academic Achievement,Secondary School Students,Student Surveys,Statistical Analysis,Correlation,Hypothesis Testing

The present study was probed to find the significant relationship between study habits and academic achievement of higher secondary school students with reference to the background variables. Survey method was employed. Data for the study were collected from 300 students in 13 higher secondary schools using Study Habits Inventory by V.G. Anantha (2004) and the Quarterly Achievement Test Questions. The significant difference between the means of each pair of group was computed using Standard Deviation, &quot;t&quot; test, ANOVA and Pearson's Co-efficient Correlation. The findings were established and tabulated from the analysed data. The finding shows that there was no significant difference between study habits and academic achievement of higher secondary school students. Finally, Interpretations were given by the investigator based on the findings.
A Comprehensive Approach for Promoting Literacy and Academic Skills in English Language Learners
Author: Suleiman, Mahmoud
Date: 2014-01-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education Programs,Literacy,Student Diversity,Language,Language Classification,English Language Learners

The growing diversity in schools dictates alternative approaches to meeting the need of all students. In particular, the changing demographics coupled with the increase in linguistically diverse student populations pose a challenge for teachers and educators alike. Thus, teacher education programs must integrate necessary ingredients to prepare prospective teachers to work effectively with English language learners (ELLs). The process should involve building relevant knowledge and professional skills in teacher preparation programs based on the unique needs of the linguistically and culturally diverse learners. This session draws on efforts by Teacher Education Programs and Teacher Quality initiatives to promote necessary skills in teachers to effectively address ELLs in diverse schools. A comprehensive approach for preparing culturally competent teachers will be discussed. Tips and techniques to better prepare teachers to meet the needs of linguistically and culturally diverse students will be suggested. Moreover, key reform elements in teacher education as they pertain to ELLs will be addressed. Pedagogical implications will be drawn for teachers and teacher educators within the current trends and practices especially those dictated by the Common Core State Standards.
Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood. Working Paper No. 2001-01
Author: Lippman, Laura
Date: 2001-02-00
Type: Reports - Research
Subjects: Academic Achievement,Educational Attainment,Literacy,Unemployment,Young Adults,Adolescents,Educational Finance,Expenditures,Cross Cultural Studies,Mathematics Achievement,Middle School Students,Secondary School Students,Secondary Education,Postsecondary Education,Comparative Analysis,Foreign Countries

This paper presents key indicators of educational and employment status for students making the transition from adolescence to early adulthood in selected Organisation for Economic Co-operation and Development (OECD) countries. The data that are presented include international comparisons of student achievement, educational attainment, literacy and unemployment among young adults. Data on expenditures for education are presented as a measure of national investment in education. It is a selective account, presenting data on important educational markers from international surveys and collections, offered as representative of key aspects of transitioning from education to the workforce in each country. To ensure comparability of data across countries, the data are derived from international surveys, or data collection efforts in which data have been harmonized. The time frame to which the data refer is the middle of the 1990s, between 1994-96. The countries chosen for comparison are OECD members that are representative of the regions of Europe (Northern, Central, Southern, and Eastern), English-speaking countries, and Asia. The coverage of countries varies by source, as the same countries did not participate in each of the surveys and data collections. However, every effort was made to include seven countries that are of particular interest, and they are the focus of the discussion in the text and appear in the figures when data are available: the United States, the United Kingdom, France, Germany, the Netherlands, Sweden, and Italy. An appendix presents: Description of School Systems in Seven Countries.
National Education Longitudinal Survey (NELS): Report for Computation of Balanced Repeated Replicate (BRR) Weights for the Third (NELS88:1994) and Fourth (NELS88:2000) Follow-Up Surveys. Working Paper No. 2003-18
Author: Wu, Shiying
Date: 2003-06-00
Type: Reports - Research
Subjects: Longitudinal Studies,National Surveys,Followup Studies,Statistical Analysis,Sampling,Grade 8,Grade 10,Grade 12,Computation

The objectives of this project were to construct two sets of balanced repeated replication (BRR) weights for two National Education Longitudinal Study of 1988 (NELS:88) sets of weights: one based on the third follow-up survey done in 1994 (NELS88:94); and the second based on the fourth follow-up survey done in 2000 (NELS88:2000). These weights are described here. &quot;F3QWT&quot; is the first weight. It applies to all members of the third follow-up sample who completed an interview in 1994, regardless of their participation status in previous rounds. When used with the appropriate sample flags, it allows projections to the following populations: (1) Spring 1988 8th graders eligible to complete questionnaires in 1992 and 1994, regardless of 1988 eligibility; (2) Spring 1990 10th graders eligible to complete questionnaires in 1992 and 1994, regardless of 1988 eligibility and 1990 participation; and (3) Spring 1992 12th graders eligible to complete questionnaires in 1992 and 1994, regardless of 1988 and 1990 eligibility and 1992 participation. &quot;F4PNLWT&quot; is the second weight. This panel weight applies to sample members who completed questionnaires in all five rounds of NELS:88 and were in school in the spring of 1988. It can be used to make projections to the population of spring 1988 8th graders. Four appendices present: (1) Weighting Specifications of BRR Weights for Third Follow-Up; (2) Hadamard Matrix Used to Construct BRR Weights; (3) Variables Used for Calibration of Weights; and (4) Weighting Specifications of BRR Weights for Fourth Follow-Up Full Panel Weight.
NAEP Validity Studies: Feasibility Studies of Two-Stage Testing in Large-Scale Educational Assessment: Implications for NAEP. Working Paper No. 2003-14
Author: Bock, R. Darrell
Date: 2003-04-00
Type: Reports - Evaluative
Subjects: National Competency Tests,Test Validity,Feasibility Studies,Educational Assessment,Adaptive Testing,Secondary School Science,Science Tests,Scores,Item Response Theory,Test Construction,Scoring

This report examines the potential of adaptive testing, two?-stage testing in particular, for improving the data quality of the National Assessment of Educational Progress (NAEP). Following a discussion of the rationale for adaptive testing in assessment and a review of previous studies of two-?stage testing, this report describes a 1993 Ohio field trial of two-?stage assessment carried out, under the direction of the authors, by the National Opinion Research Center (NORC). The trial was part of a larger methodological study of science assessment at school-?leaving age supported by the National Science Foundation (NSF) and the Office of Educational Research and Improvement (OERI). This report summarizes the instrument design, procedures, and results of the field trial and discusses implications for the conduct of assessment generally, and for NAEP specifically. A technical appendix outlines the measurement justification for two design prototypes and describes procedures used in analyzing the data. [This paper was commissioned by the NAEP Validity Studies (NVS) Panel May 1998.]
Assessing the Lexile Framework: Results of a Panel Meeting. Working Paper No. 2001-08
Author: White, Sheida
Date: 2001-08-00
Type: Reports - Descriptive
Subjects: Readability Formulas,Linguistic Theory,Construct Validity,Semantics,Syntax,Psychometrics,Word Frequency,Sentence Structure,Evaluation Criteria,Item Response Theory,Educational Assessment

This working paper summarizes the results of an expert panel review of the Lexile Framework (LF). The review was conducted by five panel members through readings, the preparation of brief individual reports, and participation in a meeting held on April 26, 2001 in Washington, D.C. The list of panel members and invited observers, along with brief biographical statements, is contained in Attachment 1. The Lexile Framework is a linguistic-theory-based method for measuring the reading difficulty of prose text. Information about the Framework can be found in a number of published documents, and at the website (http://www.lexile.com). The panel's charge was to provide NCES with informed judgment on the theoretical underpinnings and construct validity of the Framework. Specifically, panel members were asked to address the Lexile Framework's basis in linguistic theory. The following questions framed the panel's work and deliberations: (1) Are word frequency and sentence length solid criteria to use in determining text difficulty?; (2) Are these criteria sufficient to determine text difficulty? If not, can they be improved or used for only a subset of reading passages?; (3) Are the procedures used to determine word frequency and sentence length, and their calibration through Rasch analysis, adequate? If not, how can they be improved? Are there alternative procedures for assessing readability?; and (4) What is the relationship between the Lexile Framework and other measures of text difficulty? In conclusion, the panel affirmed the value of both sentence length and word frequency as overall measures of semantic and syntactic complexity (although participants diverged on whether these constructs were best viewed as proxies or as direct measures). The following attachments are included: (1) Lexile Framework Assessment Panel Members and Invited Observers; (2) Invited Papers: Adams, M. J.; Kamil, M.; Larson, R.; Smith, C.; and Wrigley, H. S.; and (3) Comments from Lexile Framework Developers.
U.S. 2001 PIRLS Nonresponse Bias Analysis. Working Paper No. 2003-21
Author: Piesse, Andrea
Date: 2003-08-00
Type: Reports - Research
Subjects: Elementary School Students,Comparative Analysis,Predictor Variables,Regression (Statistics),Mathematical Models,Response Rates (Questionnaires),Responses,Statistical Bias,Surveys

The Progress in International Reading Literacy Study (PIRLS) is a large international comparative study of the reading literacy of young students. The student population for the U.S. 2001 PIRLS (hereafter simply referred to as PIRLS) was the set of all fourth-graders in the United States, corresponding to the grade in which the highest proportion of nine-year-olds are enrolled. The PIRLS school sample consisted of 200 schools (150 public and 50 private) containing a fourth grade, selected with probability proportionate to the school'?s enrollment of fourth-graders. One classroom was sampled from each selected school. PIRLS was conducted in April and May 2001. For the original sample, the unweighted response rate at the school level was 62.5 percent, with 125 out of 200 schools responding. Through the use of replacements, the unweighted response rate was improved to 87 percent, with 174 out of 200 schools responding. However, as the response rate from the original sample was below 85 percent, NCES requested that Westat investigate the potential magnitude of nonresponse bias at the school level. The methodology and results of this investigation are described herein.
Measures of Socio-Emotional Development in Middle Childhood. Working Paper No. 2001-03
Author: Atkins-Burnett, Sally
Date: 2001-02-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Elementary School Students,Grade 2,Grade 3,Grade 4,Grade 5,Psychopathology,Resilience (Psychology),Learning Motivation,Self Concept,Self Esteem,Interpersonal Competence,Age Differences,Gender Differences,Peer Influence,Well Being,Friendship,Theories,Teacher Influence,Questionnaires,Surveys,Literature Reviews

This paper will review several important constructs in the area of social and emotional development of children in grades 2-5. The importance of social and emotional development has become increasingly evident in light of new research on the brain and the development of programs to prevent social and behavioral disorders in youth. This review will draw upon aspects of several different literatures--children's social and emotional development, developmental psychopathology, resilience, and children's motivation for learning. Its purpose is to place in context a recommendation for a measure of socio-emotional development to be used with 8-10 year olds. Following this brief review, the authors will describe several direct measures that address the areas identified in the review.
A Research Agenda for the 1999-2000 Schools and Staffing Survey. Working Paper No. 2000-10
Author: McGrath, Daniel J.
Date: 2000-03-00
Type: Reports - Descriptive
Subjects: Educational Research,Data,Administrative Organization,Teaching (Occupation),Teachers,School Libraries,School Districts,Principals,Job Satisfaction,Work Environment,Teacher Salaries,Student Participation,Teacher Surveys,Educational Change,School Administration,School Personnel,Elementary Schools,Secondary Schools

The Schools and Staffing Survey (SASS) serves two important purposes for the educational community. The first purpose, at which SASS has been very successful, is providing data that describe and track over time the state of schools and staffing (the capacities of teachers, school libraries, schools, and school districts, and the organization of schools and the teaching profession) in the United States. Major reports--including &quot;Schools and Staffing in the United States&quot; (NCES 93-146; 96-124), &quot;America's Teachers: Profile of a Profession&quot; (NCES 93-025; 97- 460), &quot;Public School Districts in the United States: A Statistical Profile, 1987-88 to 1993-94&quot; (NCES 98-203), and &quot;Public and Private School Principals in the United States: A Statistical Profile, 1987-88 to 1993-94&quot; (NCES 97-455)--have contributed a wealth of information concerning the on-going state of teaching, schooling, and school administration in the U.S. Other smaller, more focused reports, such as &quot;Job Satisfaction among America's Teachers: Effects of Workplace Conditions, Background Characteristics, and Teacher Compensation&quot; (NCES 97-471) and &quot;Public School Choice Programs, 1993-94: Availability and Student Participation&quot; (NCES 97-909) contribute similar information on more specific aspects of the state of schools and staffing in the United States. The second purpose has been under-developed: SASS provides valuable data for gaining &quot;enlightenment&quot; regarding emerging and enduring issues concerning teaching and schools (Boe, 1996) SASS is a tremendous database for describing phenomena. This kind of description helps researchers gain a general knowledge about issues that they can then research in more detail elsewhere. In this way, SASS has enormous potential as a research-question-generator. Moreover, researchers can link data from smaller, focused studies to the nationally and state-by-state representative data provided by SASS. SASS data can provide context for or reinforce the findings of local, in-depth studies. This paper begins with a brief description of the 1999-2000 survey. It then discusses status and trend reports that should be generated to help provide a detailed sense of the state and movement of teaching and schools. It closes with suggestions for more specific research. Appended are: (1) &quot;Essential&quot; Items for Schools and Staffing in the U.S. Profile; and (2) Potential Topics for New or Updated Research.