ethanporcaro/eric-fulltext-meta huggingface dataset:
ESP in Teacher Education: A Case Study
Author: Kirkgöz, Yasemin
Date: 2019-06-22
Type: Reports - Research
Subjects: English for Special Purposes,Teacher Education Programs,Second Language Learning,Second Language Instruction,Case Studies,Content Analysis,Student Attitudes,Diaries,Constructivism (Learning),Foreign Countries,Socialization,Educational Innovation,Pretests Posttests,Teaching Methods,Preservice Teachers,Language Teachers,Program Descriptions

The growing importance of global English has led to the rise of English for Specific Purposes (ESP) teaching, particularly in higher education. Despite the concurrently increasing demand for ESP teachers, pre-service teacher education programmes have largely neglected this important area. This study has been initiated to address the professional needs of future ESP teachers by designing an innovative ESP teacher education course in a teacher education programme in Turkey. The theoretical framework of the study is based on the constructivist perspective in order to help pre-service English teachers create meaning through their participation in various socialisation practices. The first part of the course was theory-informed to familiarise students with ESP-related topics, while the second part followed a practice-oriented approach. Data were collected through pre-and post-test open-ended questionnaires, student journals, and ESP projects. Content analysis was used to analyse the qualitative data. Findings underline the positive effects of the ESP course. Suggestions are offered for teacher education programmes. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
The Child Care Transition: A League Table of Early Childhood Education and Care in Economically Advanced Countries. Innocenti Report Card 8
Author: Adamson, Peter
Date: 2008-12-00
Type: Reports - Research
Subjects: Developed Nations,Child Care,Early Childhood Education,Social Change,Foreign Countries,Benchmarking

A great change is coming over childhood in the world's richest countries. Today's rising generation is the first in which a majority are spending a large part of early childhood in some form of out-of-home child care. At the same time, neuroscientific research is demonstrating that loving, stable, secure, and stimulating relationships with caregivers in the earliest months and years of life are critical for every aspect of a child's development. Taken together, these two developments confront public and policymakers in OECD countries with urgent questions. Whether the child care transition will represent an advance or a setback for today's children and tomorrow's world will depend on the response.
Are Metal Detectors Effective at Making Schools Safer?
Author: Schildkraut, Jaclyn
Date: 2019-00-00
Type: Reports - Research
Subjects: School Safety,Violence,School Security,Incidence,Program Effectiveness,Educational Environment,Weapons,Equipment,Costs,Crime Prevention,Public Opinion

With the tragedies of school violence igniting calls for increased safety and security, one popular proposal is to use metal detectors in schools. To address questions about what impact such devices may have on day-to-day safety and on what happens during school violence events, this research brief summarizes what is known about metal detectors in schools and in other settings. The brief discusses: (1) The prevalence of metal detectors in schools; (2) The (in)effectiveness of metal detectors; (3) The cost associated with employing metal detectors; and (4) The potential impact on students and the learning environment as a whole. This is the third brief in the WestEd Justice and Prevention Research Center's &quot;School Safety&quot; series.
Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study
Author: Althobaiti, Saad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Spelling Instruction,Teaching Methods,Student Improvement,Student Attitudes,High School Students,Drills (Practice),Memorization,Instructional Effectiveness,Recall (Psychology),English (Second Language)

This study investigates whether teaching spelling to high school students using different techniques, i.e. copy, cover, compare and flip folder, would improve students' spelling. Additionally, it explores students' opinions and perceptions towards these techniques. The research conducted in Granada high school in Makkah, Saudi Arabia. Thirty-six male students participated in this study whose levels according to the course book were assumed to be B1 in the Common European Framework of Reference for Languages (CEFR). In this study, a mixed research method was used where data was analyzed quantitatively and qualitatively. The first group was taught using copy cover and compare method (CCC), which emphasizes repeated practice when errors occur in students spelling, whereas the second group was trained using the flip folder technique which is a combination of visual, auditory, and kinesthetic techniques that were believed to enhance memorization. A post-test was utilized immediately after the intervention and the results showed that the CCC group outperformed the FlipFolder group.
A Comparison between European Digital Competence Framework and the Turkish ICT Curriculum
Author: Hazar, Esin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Information Technology,Middle School Students,Grade 5,Secondary School Curriculum,Academic Standards,Required Courses,Outcomes of Education

The position of information and communication technologies (ICT) in the Turkish compulsory education has been strengthened in the recent years. As well as ICT infrastructure, production of digital content and teacher training initiatives, the recent curricula reforms support the use of digital technologies in many subjects. A separate compulsory ICT course is offered in middle school for the 5th grades. In order for the citizens to improve digital competence, the European Commission offered a tool known as The European Digital Competence Framework DigComp). This paper articulates alignment of this theoretical framework with the Turkish ICT curriculum for 5th grades. A comparison between the DigComp framework and the Turkish ICT course has been carried out using the categories, subcategories and learning outcomes. The study shows that even if the concepts identified in the competence dimensions differ in some way, the standards in the framework and the outcomes in the curriculum are closely related. It has been observed that out of 77 learning outcomes in the Turkish ICT curriculum, 33 are relevant to the DigComp standards but the other 34 are mostly related to the technical aspect of ICT. Some issues regarding netiquette and civic participation are ignored and some of problem solving competences are not attributed in the curriculum as well.
Successes and Challenges of the &quot;New&quot; College- and Career-Ready Standards: Seven Implementation Trends
Author: Desimone, Laura M.
Date: 2019-04-00
Type: Reports - Research
Subjects: Academic Standards,Career Readiness,College Readiness,Program Implementation,Educational Trends,Accountability,Educational Policy,Educational Change,English Language Learners,Students with Disabilities,Rewards,Sanctions,State Policy

This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy--English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states--Kentucky, Ohio, and Texas--and case studies in nine districts. We ground our study in the policy attributes framework, which suggests implementation is stronger the more specific, authoritative, powerful, consistent, and stable a policy is. We find states are being less prescriptive in their policies surrounding the standards and are including fewer or less forceful rewards and sanctions (power). Local districts are providing more detailed, standards-aligned professional development (specificity) and supporting materials to guide teachers' standards implementation (consistency). Districts are using &quot;softer&quot; power mechanisms instead of the &quot;strong&quot; rewards and sanctions of earlier waves of reform. This results in higher buy-in (authority) but creates challenges for districts in providing the necessary supports for teachers. In ELL policy, two national organizations are providing much of the specificity and consistency for standards implementation, and they do this through mechanisms of authority rather than through power mechanisms. For SWDs, implementation support is focused on compliance, and the enduring tension between standardization and individuality persists. Creative district approaches and moderate to high levels of authority hold promise for this wave of college- and career-ready standards. [This paper was published in &quot;Educational Researcher&quot; v48 n3 p167-178 Apr 2019 (EJ1212759).]
Compensation Technical Workgroup. Report to the Washington State Legislature
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Child Care,Child Care Occupations,Child Caregivers,Labor Force Development,Early Childhood Education,Wages,Labor Turnover,Teacher Recruitment,Diversity (Institutional),Compensation (Remuneration),Substitute Teachers,Faculty Development,Parents,Preservice Teacher Education,Eligibility

In the 2017-2019 operating budget, the Legislature appropriated $5,000 to create a child care workforce development technical workgroup (Workgroup) and directed the Department of Early Learning (now the Department of Children, Youth, and Families, or DCYF) to convene a group consisting of 13 stakeholders to develop recommendations for the Legislature on how to: (1) Increase child care workforce wages; (2) Reduce workforce turnover; (3) Enable child care providers to recruit more qualified educators; and (4) Maintain the diversity of the current workforce. This report outlines the recommendations made by the Workgroup. The Workgroup's recommendations are presented as a package to address the four priority areas of the report. The Workgroup concluded that funding only part of the recommendations will not have sufficient impact on all four areas for workforce stability. The recommendations include: (1) Early childhood educators receive a competitive compensation package comparable to K-3 educators; (2) Early childhood educators have access to the state-sponsored substitute pool to provide classroom coverage when taking time off; and (3) Expand Working Connections Child Care (WCCC) eligibility to include parents who are enrolled in an early childhood education degree program and employment requirements are waived.
Fulfilling the Promise of School Choice by Building More Effective Supports for Families
Author: Jochim, Ashley
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: School Choice,Family Programs,Educational Change,Family School Relationship,Parent Participation,Advocacy,Equal Education,Economically Disadvantaged,Caseworker Approach,Organizations (Groups),Outreach Programs

Since 2011 DC School Reform Now (DCSRN) has worked to help families in the city's most economically disadvantaged neighborhoods find success with school choice and enroll in high-quality schools. DCSRN's parent advocates focus on understanding the families they serve and the barriers they must overcome--an approach that requires flexible, one-on-one support. They might help a family understand which high schools their daughter is eligible to attend, overcome a language barrier with school staff, or assist with finding the paperwork required to complete enrollment. No issue is too large or too small for these advocates. Organizations like DCSRN are an essential part of the educational ecosystem in a growing number of cities. Similar parent-engagement or &quot;navigator&quot; organizations have emerged in cities such as Oakland, Houston, and Boston. But these organizations rarely have the resources to reach all of the families who might benefit from their services. And we still need to understand how different models for providing these services vary in their effectiveness. These are systemic issues that deserve attention.
Schools Lead the Way but the System Must Change: Rethinking Career and Technical Education
Author: Heyward, Georgia
Date: 2019-06-00
Type: Reports - Research
Subjects: Educational Change,Vocational Education,School Community Relationship,School Business Relationship,Partnerships in Education,Educational Cooperation,Job Training,Student Centered Learning,Educational Policy,Demand Occupations,Employment Potential,Employment Opportunities,Work Experience Programs,Access to Education,Educational Quality,Demography

As the economy rapidly shifts toward automation, there is growing consensus that while new jobs will be created, change is the new normal. Youth need training in soft skills alongside preparation for lifetime learning. Systemic change, not minor improvements, will be necessary. States, districts, and schools are adjusting to the aspirations of &quot;new CTE&quot;--as many are calling this rethinking of career and technical education--and searching for examples of what this can look like. CRPE has identified 32 programs around the country that represent the variety of efforts being used to reinvent CTE. We profile district schools, charter schools, after-school programs, and a tuition-free independent school. Some started in the early 1900s, others opened their doors just a few years ago. The range of models provides a glimpse into the diverse ways educators across the country are attempting to reinvent career pathways. In our sample we found encouraging examples of educators breaking down institutional barriers to expand CTE. Schools are breaking down the boundaries between school and community by partnering closely with industry, trade unions, and four-year institutions. And schools have formed partnerships with one another to open institutions that focus on career training, which are then paid for through a share of student enrollment. Programs are dismantling tracking by making sure students are in control; students select a pathway only after taking exploratory coursework and working with a counselor, with the option to change programs. But we also identified trends that must be addressed for CTE to fulfill its promise. Educators and policy leaders must push harder to: (1) Develop systematic training for in-demand careers; (2) Provide accessible information about employment prospects to guide student choice; (3) Create consistent work-based learning opportunities; (4) Improve the quality of basic education; (5) Improve access to high-quality schools and programs; (6) Identify outcomes and student demographics, especially for part-time programs; and (7) Leverage opportunities from post-secondary and business partnerships.
The Inferential Language Comprehension (&quot;iLC&quot;) Framework: Supporting Children&apos;s Comprehension of Visual Narratives
Author: Kendeou, Panayiota
Date: 2019-00-00
Type: Reports - Research
Subjects: Inferences,Language Processing,Feedback (Response),Visual Aids,Teaching Methods,Instructional Effectiveness,Transfer of Training,Skill Development,Guidelines,Vocabulary Skills,Outcomes of Education,Usability,Reading Comprehension,Educational Technology,Kindergarten,Elementary School Students,Individualized Instruction,Small Group Instruction,Computer Assisted Instruction,Computer Software,Academic Language,Visual Learning,Scaffolding (Teaching Technique)

We present an integrated theoretical framework guiding the use of visual narratives in educational settings. We focus specifically on the use of static and dynamic visual narratives to teach and assess inference skills in young children and discuss evidence to support the efficacy of this approach. In doing so, first we review the basis of the integrated framework, which builds on major findings of cognitive, developmental, and language research highlighting that (a) inference skills can be developed in non-reading contexts using different media, (b) inference skills can transfer across different media, and (c) inference skills can be improved using questioning that includes scaffolding and specific feedback. Second, we review instructional and assessment approaches that align with the proposed framework; these approaches are designed to teach or assess inference making skills using visual narratives and interactive questioning. In this context, we discuss how these approaches leverage the unique affordances of static and dynamic visual narratives with respect to unit of meaning (by increasing opportunities to generate inferences), multimodality (by providing opportunities to generate inferences of higher complexity than text), and vocabulary/knowledge demands (by providing vocabulary/knowledge support), while also reviewing evidence for their usability, feasibility, and efficacy to improve educational outcomes. We conclude with important theoretical and practical questions about future work in this area. [This paper will be published in &quot;TOPICS in Cognitive Science.&quot;]
Five Misconceptions about School Shootings
Author: Langman, Peter
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Violence,School Safety,Public Opinion,Weapons,Misconceptions,Individual Characteristics,Mental Disorders,Homicide,Training,Emergency Programs,Prediction

School shootings are the subject of debate in the media and in communities across the United States, and there is much discussion about prevention and the root causes of such attacks. But what does research say about these tragic events and their perpetrators? Do all shooters fit a specific profile? And what meaningful steps can schools and communities take to reduce the likelihood of these events? In concise, clear language, this research brief, produced by the WestEd Justice &amp; Prevention Research Center, describes and refutes five common misconceptions about school shootings and suggests an evidence-based strategy to reduce the probability of attacks. The authors conclude that schools and communities are better served when presented with a balanced perspective informed by the wealth of available research about perpetrators, their varying motivations, and pre-attack behaviors.
2019-21 Strategic Action Plan. The Roadmap
Author: Washington Student Achievement Council
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Student Costs,Access to Education,Educational Opportunities,Labor Needs,Adult Students,Labor Force Development,State Policy,State Programs,Student Financial Aid,High School Graduates,College Graduates,Disproportionate Representation,Grants,State Aid,Eligibility,Work Study Programs,High School Seniors,Financial Aid Applicants,College Bound Students,Communication Strategies,Teacher Shortage,Preservice Teacher Education,Foster Care,Geographic Regions,Regional Programs,Student Personnel Services,College Students,Child Care

This strategic action plan highlights policy and funding recommendations to make significant progress toward Washington's educational attainment goals. To meet those goals, adults ages 25-44 in Washington will hold a high school diploma, and at least 70 percent will have a postsecondary credential. Significant progress will require systemic improvements. Indicators of progress include: (1) more middle and high school students leaving high school prepared for their next educational endeavor; (2) a robust postsecondary system, amply funded to support traditionally underserved students and adult students who are facing unique challenges; (3) the opportunity for every student to pursue affordable higher education options; and (4) regional leaders committed to the development of educational supports and the increase of educational attainment at all levels. Building that system hinges on the state's commitment to address four critical challenge areas: (1) address affordability; (2) close opportunity gaps; (3) support regional leaders; and (4) reengage adult learners.
What Do We Know about the Effects of School-Based Law Enforcement on School Safety?
Author: Stern, Alexis
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Police School Relationship,Violence,School Safety,School Security,Program Effectiveness,Police,Law Enforcement,Crime Prevention,Public Opinion,Weapons

Public school districts and police departments in the United States often collaborate to address school-based violence and other threats to the safety and well-being of students, teachers, and staff. As a result of these partnerships, law enforcement officers have become an increasingly common presence in schools around the country, even at the elementary school level. But what does research tell us about the impact of school-based law enforcement on school safety outcomes? Developed by the WestEd Justice &amp; Prevention Research Center, this brief presents a definition of school-based law enforcement and summarizes some of the relevant research about its effects on students and schools. The authors found little rigorous evaluative research on the effects of having a police presence in schools, but they see promise in future studies that have potential to inform school and district leaders, as well as policymakers.
Investing in Science Teacher Leadership: Strategies and Impacts in the NGSS Early Implementers Initiative. Evaluation Report #7
Author: Tyler, Burr
Date: 2019-02-00
Type: Reports - Research
Subjects: Science Teachers,Teacher Leadership,Academic Standards,Science Education,Elementary Secondary Education,Faculty Development,Leadership Training,Teacher Empowerment,Change Agents,Program Effectiveness,Teacher Collaboration

NGSS Early Implementers is a six-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement the Next Generation Science Standards (NGSS). The Initiative has used a train-the-trainer model to maximize spread of professional learning about the NGSS in each participating district. However, they expanded upon this model by explicitly preparing teachers to not only provide leadership in how to implement NGSS teaching, but also to become catalysts for change in their districts. This evaluation report explains how the Initiative prepared teachers for leadership in NGSS teaching, including how it created a culture of collaboration that produced change agents for science education and NGSS implementation. It also conveys how the leadership experience affected teacher leaders' actions and professional growth. Intended for school, state, and district leaders, the report addresses the following: (1) The organizational structure of teacher leadership in the Initiative; (2) How teachers were prepared for leadership in NGSS teaching; (3) How the Initiative empowered and challenged teachers to be change agents in their districts; (4) The many ways that Early Implementer teachers have provided leadership in NGSS implementation; and (5) The impact of the Initiative on teacher professional growth. Finally, recommendations are provided to administrators for encouraging and leveraging teacher leadership in support of NGSS implementation.