ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing the Second Language Writing Process through Social Media-Based Interaction Tasks
Author: Gómez, Julian Esteban Zapata
Date: 2015-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Second Language Learning,Writing (Composition),Writing Processes,Social Media,Interpersonal Relationship,Qualitative Research,Grounded Theory,English (Second Language),Student Surveys,Interviews,Questionnaires,High School Students,Writing Instruction

This paper depicts the results from a qualitative research study focused on finding out the effect of interaction through social media on the development of second language learners' written production from a private school in Medellín, Antioquia, Colombia. The study was framed within concepts such as &quot;social interaction,&quot; &quot;digital literacy,&quot; &quot;content communities,&quot; and creation of identities in the online world, among others. Data was collected through a survey, an open-ended questionnaire, an interview to students, a teacher's journal, and assessment of students' artifacts. The analysis of the data was done through a Constant Comparison and categorization; results showed an increment in the development of learners' written production, as well as the disposition to socially interact in the written form. Appendices include: Questionnaire; Survey Questions; Evaluating the Activity Based on the Activities Done; and Screenshots.
Addressing Achievement Gaps: Advancing Success for Black Men in College. Policy Notes. Volume 22, Number 1, Spring 2015
Author: Yaffe, Deborah
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Student Improvement,College Students,Success,African American Students,Males,Educational Practices,Evidence Based Practice,Student Experience,Coping,Statistical Analysis,School Statistics,College Readiness,Costs,Tuition,Debt (Financial),Change Strategies,Social Networks,Social Support Groups,Educational Benefits,Economic Impact

This issue of ETS Policy Notes (Vol. 22, No. 1) provides highlights from a recent symposium sponsored by ETS and the Children Defense Fund (CDF), &quot;Advancing Success for Black Men in College,&quot; held on June 23, 2014, in Washington, DC. The symposium is part of a two-conference series: It was the 18th of ETS's &quot;Addressing Achievement Gaps&quot; conferences and the fourth in the ETS-CDF &quot;Promising Practices for Black Male Success&quot; series.
Addressing Achievement Gaps: Black Male Teens--Moving to Success in the High School Years. Policy Notes. Volume 21, Number 3, Winter 2013
Author: Yaffe, Deborah
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Males,High School Students,Success,Educational Policy,Conferences (Gatherings),African American Students,Seminars,Educational Change,Educational Opportunities,Special Needs Students,Culturally Relevant Education,One Parent Family,Economic Factors,Adolescent Development,Change Strategies

This issue of ETS Policy Notes (Vol. 21, No. 3) provides highlights from the symposium, &quot;Black Male Teens: Moving to Success in the High School Years&quot; held on June 24, 2013, in Washington, DC. The third in a series of four symposia cosponsored by ETS and the Children's Defense Fund (CDF), the seminar examined the education and status of African-American teenage boys.
Taking Action: Navigating the Common Core State Standards and Assessments. Policy Notes. Volume 21, Number 2, Fall 2013
Author: Yaffe, Deborah
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: State Standards,Conference Papers,Alignment (Education),Program Implementation,Educational Policy,Testing,Testing Programs,Educational Change,Elementary Secondary Education,Change Strategies,Barriers,Common Core State Standards

This issue of ETS Policy Notes (Vol 21, No. 2) highlights the discussion from &quot;Taking Action: Navigating the Common Core State Standards and Assessments,&quot; a conference co-convened by ETS and the National Urban League (NUL) in February 2013. Part of the Saturdays at ETS series, the conference brought together researchers, funders, advocates and local school officials to discuss the progress of the NUL's Equity and Excellence Project.
Middle School Matters: Improving the Life Course of Black Boys. Policy Notes. Volume 20, Number 4, Winter 2012
Author: Yaffe, Deborah
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Middle School Students,African American Students,Student Improvement,Seminars,Poverty,Expenditure per Student,Suspension,Mentors,Role Models,Child Psychology,Disadvantaged,Males,Educational Policy,Educational Opportunities,Student Development,Change Strategies,Barriers

This issue of ETS Policy Notes (Vol. 20, No. 4) provides highlights from the symposium, &quot;Middle School Matters: Improving the Life Course of Black Boys&quot; held on July 23-24, 2012. The second in a series of four symposia co-sponsored by ETS and the Children's Defense Fund (CDF), the seminar examined the education and status of African-American boys, ages 9 to 13.
A Salzburg Global Seminar: &quot;Optimizing Talent: Closing Education and Social Mobility Gaps Worldwide.&quot; Policy Notes. Volume 20, Number 3, Fall 2012
Author: Schwartz, Robert
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Seminars,Educational Change,Educational Improvement,Change Strategies,Social Mobility,Educational Opportunities,Educational Benefits,Equal Education,Educational Finance,Educational Quality,Student Evaluation,Teacher Effectiveness,Teacher Qualifications,Educational Policy,Elementary Education,Early Childhood Education,Academic Achievement,Achievement Gap

This issue of ETS Policy Notes (Vol. 20, No. 3) provides highlights from the Salzburg Global Seminar in December 2011. The seminar focused on bettering the educational and life prospects of students up to age 18 worldwide. [This article was written with the assistance of Beth Brody.]
The Beaverton School District Arts for Learning (A4L) Lessons Project, an Investing in Innovation (i3) Development Grant: Student Impact Findings from Years 1, 2, and 3
Author: Nakamoto, Jonathan
Date: 2015-00-00
Type: Reports - Research
Subjects: Art Education,Integrated Curriculum,School Districts,Reading Instruction,Writing Instruction,Grade 3,Grade 4,Grade 5,Elementary School Students,Program Effectiveness,Literacy,Reading Achievement,Daily Living Skills,Effect Size,Reading Tests,Randomized Controlled Trials,Comparative Analysis

The purpose of this study was to assess the impact of the Arts for Learning (A4L) Lessons Project on the literacy and life skills of students in grades 3, 4, and 5. A4L Lessons is a supplementary literacy curriculum designed to blend the creativity and discipline of the arts with learning science to raise student achievement in reading and writing, as well as to develop literacy and life skills. A cluster-randomized trial was employed, randomly assigning 32 elementary schools in the Beaverton School District in Oregon to receive the A4L intervention or the status-quo control condition. Participants included approximately 5,700 students in the 16 intervention schools and approximately 6,100 students in the 16 control schools. Nearly 40% of the participants qualified for free/reduced-price lunch, approximately 17% were English language learners, and nearly 50% were racial/ethnic minorities. Achievement on the Oregon Assessment of Knowledge and Skills (OAKS) Reading/Literature test (i.e., the state reading test) were compared for the two groups. Achievement on the Comprehensive Cross Unit (CCU) Assessments (i.e., tests designed specifically to measure the impact of the A4L Lessons Project on literacy and life skills) were compared for a subset of six intervention and six control schools. Results from confirmatory analyses revealed no statistically significant impacts of the A4L Lessons Project on students' achievement on the OAKS Reading/Literature test. The effect sizes based on differences between the treatment and control students on the OAKS Reading/Literature test after one, two, and three years of program participation were very small, ranging from -0.03 to 0.05. Results from exploratory analyses revealed that treatment students in grade 4 scored significantly higher than control students on the CCU Assessment, indicating a positive impact of the A4L Lessons Project on student literacy and life skills. The effect sizes indexing the differences ranged from 0.30 to 0.36 across study years. Results from exploratory analyses using the CCU Assessments with students in grades 3 and 5 did not reach statistical significance, indicating that the A4L Lessons Project did not produce a positive impact on student literacy and life skills in these grades. Further research relying on more dependently sensitive assessments may be needed to better determine the impact of the A4L Lessons on students' literacy achievement. Tables are appended.
State-Funded PreK Policies on External Classroom Observations: Issues and Status. Policy Information Report
Author: Ackerman, Debra J.
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Preschool Education,State Policy,Observation,Validity,Reliability,Best Practices

Early education programs are increasingly being promoted by states and the federal government as an integral part of their efforts to ensure that all children enter school ready to learn. As these programs and their enrollments have grown in recent years, so too have efforts to monitor their quality and performance. A common focus is on documenting the quality of children's learning experiences through the collection of classroom observation data. In order for these data to be useful for informing the monitoring process, however, they need to demonstrate evidence of being appropriate and defensible for their intended interpretation and subsequent uses. In this new Policy Information Report, the author examines the variety of state PreK classroom observation policies on program decisions that are informed by observation score data, the protocols being used, and how often such data are collected from classrooms. Just as important, the author reminds the reader of the particular validity and reliability challenges that are inherent in relying on classroom observation score data for a variety of low- and high-stakes decisions. It is the hope that this report will cause policymakers, school leaders, and practitioners to reflect on their early education program classroom evaluation policies, whether they meet acceptable levels of validity and reliability, and what actions they can take to improve the usefulness of data collected to improve the quality of children's early learning experiences. As federal and state efforts to improve access to high quality early education continue to grow, it will be increasingly important to monitor this critical segment of our education pipeline. A chart with PreK Program Reporting Observation Policies (n = 27) is appended.
The Policy Framework for Online Charter Schools
Author: Pazhouh, Rosa
Date: 2015-10-00
Type: Reports - Research
Subjects: Charter Schools,Electronic Learning,State Legislation,Enrollment,State Regulation,Educational Policy,Educational Trends,State Policy,Educational Legislation,School Law

Online charter schools, charter schools that primarily utilize remote online instruction, have been both popular and controversial. As of October 2015, fully online charter schools operate in 26 (soon to be 27) states and enrolled approximately 200,000 students in the 2013-14 school year, comprising over 8 percent of all public charter school enrollments nationwide. Despite their growing popularity with students and families, online charter schools have received their share of bad press, thanks to reports of lackluster student outcomes and high-profile controversies over contracting for school management services with for-profit providers. This paper looks at the question of how state policy shapes the online charter school landscape. The authors reviewed the legal framework affecting online schools that operate as charter schools (as opposed to online schools operating on contract with a district or the state). The authors wanted to know: (1) In what ways do state laws vary? (2) How might that policy variation influence the ability of online charter schools to operate efficiently and effectively? and (3) What are emerging trends in state policy and how might charter online laws be improved? Overall, it was found that states' charter laws and administrative regulations create varied policy environments for online charter schools. With few exceptions, the regulatory framework targeting online charter schools is layered on to the overarching state charter law, which falls under the general education code. Moreover, the analysis shows that existing regulation arises in response to problems and concerns, not as a proactive set of policies to guide the unique opportunities and challenges of online charter schools. The following are appended: (1) State Law Resources; and (2) Major Laws Passed.
ASAP: Accelerated Study in Associate Programs
Author: MDRC
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Associate Degrees,Community Colleges,Acceleration (Education),Remedial Programs,Low Income Students,Two Year College Students,Program Effectiveness,Graduation Rate,Urban Universities

Graduation rates at community colleges are low, especially for students who need developmental (remedial) courses to build their basic skills. ASAP is a comprehensive program at the City University of New York designed to help more associate degree-seeking students graduate and help them graduate more quickly. Using a random assignment research design, MDRC evaluated ASAP's impact on the academic outcomes of 896 low-income students with remedial needs and found that ASAP almost doubled three-year graduation rates. The results are shown in this brief report.
Lessons from the Corridors of College Success Initiative: An Introduction. Corridors of College Success Series. CCRC Research Brief. Number 59
Author: Karp, Melinda Mechur
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Intervention,Community Action,Community Programs,Access to Education,Educational Attainment,Low Income Students,First Generation College Students,Philanthropic Foundations,Models,Achievement Gap

&quot;Collective impact&quot; is a new place-based model of educational and social intervention that aims to shift responsibility for improvement in outcomes from individual organizations to entire systems that affect the lives of people in a particular location. CCRC's &quot;Corridors of College Success Series&quot; provides insights into collective impact efforts in the postsecondary sector, drawing on qualitative research in five communities participating in the Ford Foundation's Corridors of College Success initiative. The Ford Foundation supported these communities as they planned, organized, and applied a collective impact or place-based approach in order to improve pathways into and through college and into family-sustaining careers for low-income and first-generation students and other vulnerable populations. This brief provides an introduction to the collective impact model and the Corridors of College Success initiative. Subsequent briefs in the series will focus on key areas of concern for practitioners, policymakers, funders, and researchers engaging in place-based collective work--including implementation issues, &quot;backbone&quot; organizations, postsecondary engagement in collective impact, funders and funding, and community voice.
Reliability and Validity of Inferences about Teachers Based on Student Scores. William H. Angoff Memorial Lecture Series
Author: Haertel, Edward H.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Reliability,Validity,Inferences,Teacher Effectiveness,Value Added Models,Scores,Generalizability Theory,Educational Policy,Error of Measurement,Scoring,Teacher Evaluation,Prediction

Policymakers and school administrators have embraced value-added models of teacher effectiveness as tools for educational improvement. Teacher value-added estimates may be viewed as complicated scores of a certain kind. This suggests using a test validation model to examine their reliability and validity. Validation begins with an interpretive argument for inferences or actions based on value-added scores. That argument addresses (a) the meaning of the scores themselves--whether they measure the intended construct; (b) their generalizability--whether the results are stable from year to year or using different student tests, for example; and (c) the relation of value-added scores to broader notions of teacher effectiveness--whether teachers' effectiveness in raising test scores can serve as a proxy for other aspects of teaching quality. Next, the interpretive argument directs attention to rationales for the expected benefits of particular value-added score uses or interpretations, as well as plausible unintended consequences. This kind of systematic analysis raises serious questions about some popular policy prescriptions based on teacher value-added scores.
Toward a Latino Attainment Agenda: Shaping Our Own Destiny. Tomás Rivera Lecture Series
Author: Cigarroa, Francisco G.
Date: 2013-03-28
Type: Speeches/Meeting Papers
Subjects: Population Trends,Elementary Secondary Education,Higher Education,Enrollment Trends,Paying for College,Graduation Rate,STEM Education,College Faculty,Educational Change,Hispanic American Students

In the 2013 Tomás Rivera lecture, Francisco Cigarroa, chancellor of the University of Texas system, discusses how a major shift in the demographics of the United States is having a profound effect on K-12 and higher education.
The Labor Market Returns to Math in Community College: Evidence Using the Education Longitudinal Study of 2002. A CAPSEE Working Paper
Author: Belfield, Clive
Date: 2015-10-00
Type: Reports - Research
Subjects: Community Colleges,College Mathematics,Education Work Relationship,Outcomes of Education,Labor Market,Income,Educational Attainment,Two Year College Students,Secondary School Mathematics,Mathematics Skills,High Schools

This paper examines the returns to math courses relative to those in courses in other subjects for students who started their postsecondary education at community college. The limited available evidence presumes that college-level math is valuable in the labor market relative to other coursework. Using data on college transcript and earnings from the Education Longitudinal Study of 2002, I estimate the relative effects of college-level math on attainment and earnings in early adulthood. I find clear attainment effects: college-level math is more strongly associated with receiving a college award than is college-level coursework in other disciplines. However, when controlling for attainment, there is little evidence that math courses are associated with increased earnings. The overall effect of math coursework on earnings is therefore modestly positive or close to zero. I also find that high school math and college-level math are positively correlated: failure to control for college-level math leads to an upward bias in estimating the effects of high school math on earnings. Finally, it is worth noting that, given high student transfer rates, it is important to have transcript information for all colleges attended by a given student when conducting this kind of analysis. The amount of college-level math coursework completed by community college students is almost doubled in the current study when accounting for math courses at all colleges attended by each student. An appendix contains two supplemental tables.
Building Expertise to Support Digital Scholarship: A Global Perspective
Author: Lewis, Vivian
Date: 2015-10-00
Type: Reports - Research
Subjects: Expertise,Scholarship,Electronic Publishing,Organizations (Groups),Skills,Competence,Attitudes,Foreign Countries,Skill Development,Organizational Climate,Learning,Research Libraries,Library Role,Information Technology,Universities,Interviews

This report sheds light on the expertise required to support a robust and sustainable digital scholarship (DS) program. It focuses first on defining and describing the key domain knowledge, skills, competencies, and mindsets at some of the world's most prominent digital scholarship programs. It then identifies the main strategies used to build this expertise, both formally and informally. The work is set in a global context, examining leading digital scholarship organizations in China, India, Taiwan, the United Kingdom, Germany, Mexico, Canada, and the United States. The report provides recommendations to help those currently involved in or considering embarking on a digital scholarship program. Appended are: (1) Profiles of Participating Digital Scholarship Organizations; and (2) Sample Interview Questions. [The foreword was written by Chuck Henry.]
Government-Funded Students and Courses: January to June 2015
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Community Education,Courses,Delivery Systems,Educational Finance,Educational Practices,Enrollment Rate,Federal Aid,Vocational Education,Geographic Distribution,Government Role,Student Characteristics,Statistical Data,School Statistics,Intellectual Disciplines,Profiles,Certification,Engineering,Engineering Education,Postsecondary Education,Vocational Schools,Secondary Schools,Students

This report provides a summary of data relating to students, programs, training providers and funding in Australia's government-funded vocational education and training (VET) system (broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and private training providers). The data in this publication cover the period 1 January 2015 to 30 June 2015. In the six months from 1 January to 30 June 2015 there were 1.07 million students enrolled in the government-funded VET system, of which: (1) 63.4% were attending TAFE and other government providers, (2) 38.1% were aged 25 to 44 years; (3) 88.2% were enrolled in an Australian Qualifications Framework (AQF) level program; (4) 37.2% were studying certificate III programs; and (5) 17.5% were enrolled in engineering and related technologies. A total of 1828 training organisations delivered training during this period. As this is the first year that government-funded VET data have been collected and reported on a quarterly basis, caution must be used when interpreting data from these initial data collections.