ethanporcaro/eric-fulltext-meta huggingface dataset:
What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL's Program Reviews
Author: Dusenbury, Linda
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Evidence Based Practice,Instruction,Social Development,Emotional Development,Skill Development,Sequential Approach,Interpersonal Competence,Classroom Environment,Developmentally Appropriate Practices,Academic Standards,Elementary Secondary Education

In this brief we use the CASEL reviews of evidence-based programs to answer the question, &quot;What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?&quot; Specifically, we identify and describe four approaches that have been success-fully used to promote social and emotional development in students. One approach uses free-standing lessons that provide step-by-step instructions to teach students' social and emotional competencies. The second approach uses general teaching practices to create classroom and schoolwide conditions that facilitate and support social and emotional development in students. A third approach integrates skill instruction or practices that support SEL within the context of an academic curriculum. The fourth approach provides school leaders with guidance on how to facilitate SEL as a schoolwide initiative. The identification of these four approaches and types of strategies that support each one should help school leaders and teachers develop a comprehensive plan for developing students' social and emotional competencies.
Development and Implementation of Standards for Social and Emotional Learning in the 50 States: A Brief on Findings from CASEL's Experience
Author: Dusenbury, Linda
Date: 2016-04-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Preschool Education,Elementary Secondary Education,State Standards,Academic Standards,Alignment (Education),Program Effectiveness,Teaching Methods,Educational Environment,Culturally Relevant Education,Faculty Development,Financial Support,Expertise,State Legislation,Geographic Location,Advocacy

There is growing momentum across the country to support statewide implementation of social and emotional learning (SEL) in preschool through high school. In this brief we report on how many states have developed learning standards to support SEL. We have observed commonalities in the process states have used, and we share some of the lessons we have learned.
State Standards to Advance Social and Emotional Learning: Findings from CASEL's State Scan of Social and Emotional Learning Standards, Preschool through High School, 2014
Author: Dusenbury, Linda
Date: 2014-01-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Preschool Education,Elementary Secondary Education,State Standards,Academic Standards,Alignment (Education),Program Effectiveness,Teaching Methods,Educational Environment,Culturally Relevant Education,Faculty Development,Models

The purpose of the CASEL State Scan is to support the development of high-quality standards for social and emotional learning (SEL), preschool through high school, across the country (Dusenbury, Zadrazil, Weiss-berg &amp; Mart, 2011). This brief summarizes recent findings from CASEL's State Scan (Dusenbury, Newman, Weissberg, Goren, Domitrovich &amp; Mart, in press), which reviewed the research literature on learning standards generally to identify key components of high-quality standards and assessed the status of each state in developing well-articulated learning standards for SEL, preschool through high school. This brief also provides recommendations to support development of high-quality SEL standards, including examples from states identified as part of CASEL's State Scan. We conclude with a discussion of CASEL's plans for advancing high-quality standards for SEL nationwide.
Paving the Way to Equity and Coherence? The Local Control Funding Formula in Year 3
Author: Humphrey, Daniel
Date: 2017-04-00
Type: Reports - Research
Subjects: Financial Support,Educational Finance,Local Government,Stakeholders,Accountability,Planning,Program Implementation,Common Core State Standards,Resource Allocation,Equal Education,Educational Equity (Finance),Interviews,Attitude Measures,School Districts,Budgets,Documentation,Strategic Planning,Governance,Funding Formulas

This report is the third in a series by the Local Control Funding Formula Research Collaborative (LCFFRC). This research seeks to help policymakers and others better understand ways in which the LCFF is changing fundamental aspects of resource allocation and governance and how these changes might lead to improved student outcomes. The work is grounded in an understanding of how the LCFF is supposed to work and what it is meant to accomplish, in other words, in the law's theory of action. Drawing on findings from previous research, this study focuses on four main issues: (1) the extent of meaningful stakeholder engagement in Local Control Accountability Plan (LCAP) development; (2) ways LCFF implementation is advancing or challenging Common Core State Standards (CCSS) implementation; (3) how resources are allocated, especially to targeted groups; and (4) the extent to which LCFF planning and implementation advance equity and coherence. This report is based on eight case studies, seven in traditional districts and one in a charter management organization. Study sites reflected California's geographic and demographic diversity. To collect data, researchers conducted 151 interviews with administrators, parents, community members, union leaders, and board members in fall 2016 and examined a range of relevant documents, including LCAPs, district budgets, collectively bargained contracts, strategic plans, and school site plans. While this study has limitations, including the small number of cases and the timing of the data collection (districts had not yet used the revised LCAP template and the new state accountability system was not fully in place), this research provides important insights into the ongoing implementation of the state's ambitious new system of finance and governance. The Research Methodology is appended. [This report was written with the assistance of Taylor Allbright, Jarah Blum, Tasmin Dhaliwal, Laila Fahimuddin, Katherine Ramage, and Laura Tobben. For the previous study, &quot;Two Years of California's Local Control Funding Formula: Time to Reaffirm the Grand Vision,&quot; see ED564335.]
Aligning Preschool through High School Social and Emotional Learning Standards: A Critical and Doable Next Step
Author: Zinsser, Katherine M.
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Preschool Education,Elementary Secondary Education,State Standards,Academic Standards,Alignment (Education),Program Effectiveness,Self Concept,Self Management,Social Attitudes,Interpersonal Competence,Decision Making

Following a surge of research showing the importance of social and emotional competence for children's academic and social success (e.g., Durlak, Weissberg, Dymnicki, Taylor &amp; Schellinger, 2011; Sklad, Diekstra, Ritter, Ben &amp; Gravesteijn, 2012), education policymakers across the country have made efforts to incorporate social and emotional learning (SEL) into state standards of learning. Today virtually all states have comprehensive, free-standing SEL standards at the preschool level, and at the K-12 level most states have made at least some efforts to integrate social and emotional competencies in other sets of academic standards, such as Health, Social Studies, or English Language Arts (Dusenbury et al., in press). However, only a few states have comprehensive, free-standing SEL standards at the K-12 level. Further, SEL standards vary substantially from state to state both in terms of quality and inclusiveness. Most striking of all is the lack of alignment between birth to preschool standards and K-12 standards in how SEL is defined and emphasized. In this brief report, the authors review the importance of SEL for children's early and sustained success. They also discuss key characteristics of high-quality SEL standards and the benefits of preschool through high school standards alignment. Finally, they review examples of two sets of well-aligned standards and make recommendations for the development and implementation of well-aligned, high-quality state standards for SEL preschool through high school.
Studies in Teaching: 2017 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2017)
Author: McCoy, Leah P., Ed.
Date: 2017-06-29
Type: Collected Works - Proceedings
Subjects: Video Technology,Teaching Methods,Listening Comprehension,Spanish,Second Language Instruction,Action Research,Learning Modalities,Films,Cultural Influences,Writing Skills,Secondary School Students,Foreign Countries,Educational Technology,Technology Uses in Education,Academic Achievement,Social Studies,Metacognition,Civics,Problem Based Learning,Student Attitudes,Audience Response Systems,Learner Engagement,Interpersonal Communication,Speech Communication,Oral Language,Feedback (Response),High School Students,Citizenship Education,History,War,World History,Empathy,Performance Based Assessment,Educational Games,Elementary School Mathematics

This document presents the proceedings of the 22nd Annual Research Forum held June 29, 2017, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 12 action research papers: (1) Using Captioned Video to Teach Listening Comprehension in a Spanish Classroom (Michelle Allen); (2) Multimodal Instruction: How Film Affects Interpretation of Literature (Ethan Cagle); (3) Cultural Knowledge and Writing Ability in the Secondary Spanish Classroom on the Topic of Pura Vida (Pure Life) in Costa Rican Culture (Amanda Taylor MacCormac); (4) Instruction Driven by Usage of Digital Primary Sources and Its Effects on Student Achievement (Harry McNeil, Jr.); (5) The Impact of Mindset Training Techniques on Academic Performance in a Social Studies Classroom (Edgar Simon Mercado); (6) Current Events in a Civics Classroom: Using Problem-Based Learning to Assess Awareness of and Attitudes Towards Current Events (Lee Miller); (7) The Impact of Anonymous Student Response Systems on Student Engagement and Achievement (Eric Steven Neal); (8) The Use of Interpersonal Speaking Strategies and Oral Feedback to Support the Development of Students' L2 Ability in the High School Spanish Classroom (Elizabeth F. Ottenjohn); (9) Citizenship Education: Critical Investigations into History, Theory, and Pedagogy and Researching Students' Conceptions of Citizenship (Laura Nicole Parsons); (10) Studying World War I and Evaluating Student Growth in (Historical) Empathy (Robert W. Shafer); (11) The Effects of Performance Based Assessment on Student Attitude and Achievement in Historical Writing (Nathan Tulburt); and (12) Effects of Game-Based Learning on Attitude and Achievement in Elementary Mathematics (Kyli White). Individual papers contain references, tables, and figures. [For the 2016 Research Digest, see ED567774.]
Status and Trends in the Education of Racial and Ethnic Groups 2017. NCES 2017-051
Author: Musu-Gillette, Lauren
Date: 2017-07-00
Type: Numerical/Quantitative Data
Subjects: Trend Analysis,Statistical Analysis,Racial Differences,Ethnic Groups,Whites,African Americans,Hispanic Americans,Asian Americans,American Indians,Alaska Natives,Hawaiians,Pacific Islanders,Multiracial Persons,Educational Attainment,Disadvantaged,Achievement Gap,Poverty,Preschool Education,Early Childhood Education,Elementary Education,Secondary Education,Enrollment Trends,English Language Learners,Disabilities,Reading Achievement,Mathematics Achievement,Attendance Patterns,Course Selection (Students),Advanced Placement Programs,Student Behavior,Academic Persistence,Suspension,Expulsion,School Safety,Dropout Rate,High School Graduates,Postsecondary Education,College Attendance,Undergraduate Study,Graduate Study,Student Financial Aid,Academic Degrees,STEM Education,College Graduates,Unemployment,Employment Level,Wages

This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. This report shows that over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance. The indicators in this report show that some traditionally disadvantaged racial/ethnic groups have made strides in educational achievement over the past few decades, but that gaps still persist. The report begins with demographic information (Chapter 1) and then is organized roughly according to the chronology of an individual's education, starting with indicators on preprimary, elementary, and secondary participation (Chapter 2), and continuing with student achievement (Chapter 3), student behaviors and persistence in education (Chapter 4), postsecondary education (Chapter 5), and outcomes of education (Chapter 6). The following are appended: (1) Guide to Sources; and (2) Glossary.
Postsecondary Institutions and Cost of Attendance in 2016-17; Degrees and Other Awards Conferred, 2015-16; and 12-Month Enrollment, 2015-16: First Look (Preliminary Data). NCES 2017-075
Author: Ginder, Scott A.
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Data Collection,National Surveys,Institutional Characteristics,Graduation Rate,Enrollment Trends,Costs,Tuition,Fees,Grants,Gender Differences,Racial Differences,Ethnic Groups,Academic Degrees,Geographic Regions,Public Colleges,Private Colleges

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the preliminary data of the IPEDS fall 2016 data collection, which included three survey components: &quot;Institutional Characteristics&quot; for the 2016-17 academic year and &quot;Completions&quot; and &quot;12-Month Enrollment,&quot; both covering the period July 1, 2015 through June 30, 2016. Data for all three components were collected through the IPEDS web-based data collection system. A brief summary of the fall 2016-17 survey components is included in this report, and data collection procedures are summarized in appendix A. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017078. This &quot;First Look&quot; provides users with access to IPEDS data soon after the close of data collection. This report is based upon preliminary data that have not been extensively reviewed or edited. Provisional data containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2017-18). The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. The following are appended: (1) Data Collection Procedures; and (2) Glossary of Terms.
Education Fever and Happiness in Korean Higher Education
Author: Lee, Jeong-Kyu
Date: 2017-07-13
Type: Reports - Evaluative
Subjects: Foreign Countries,Psychological Patterns,Higher Education,Correlation,Social Mobility,Role of Education,Socioeconomic Status,Confucianism,Motivation,Asian Culture,Cultural Influences

This article discusses relevance between education fever and happiness from the viewpoint of Korean higher education. To review this study systematically, three research questions are addressed. First, what is education fever from the viewpoint of the Korean people? Second, what are relations between education fever and happiness? Last, can education fever make a happy life? In order to defend the questions, the researcher utilizes a content analysis method. As for the limitations of the study, education fever will be discussed in terms of contemporary Korean higher education. The significance of this study is to provide valuable resources and basic theories regarding education fever and happiness for the contemporary policy makers and theorists of the West and the East, finding relevance between education fever and happiness in Korean higher education. One of research results of this paper is that education fever in Korea has sometimes provided the minority of Koreans who belong to the lower social class with an opportunity to upgrade socio-political position through higher education. On the contrary, the majority of Koreans have rarely attained their socio-economic success through higher education. Therefore, Koran education fever has not made a happy life to all of Koreans. For future study, it is recommended that this study be broadly undertaken to examine the merits of education fever in East Asian countries such as Korea, China, and Japan. Finally, the author insists that excessive education fever should be appropriately controlled by parents, societal cooperation, and national policy for a healthy individual and a harmonious society.
Analysis of 2014 Post UTME Score of Candidates in the University of Ibadan with Two Methods of Standard Setting to Set Cut Off Points
Author: Oladele, Babatunde
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Standard Setting (Scoring),Cutting Scores,College Entrance Examinations,Comparative Analysis,Methods

The aim of the current study is to analyse the 2014 Post UTME scores of candidates in the university of Ibadan towards the establishment of cut off using two methods of standard settings. Prospective candidates who seek admission to higher institution are often denied admission through the Post UTME exercise. There is no single recommended approach to standard setting and many methods exist. These include norm-referenced methods and the criterion-referenced methods. The Angoff method is the most widely used and researched criterion-referenced method of standard setting. Two different methods of standard setting were applied on the raw scores of 648 Post-UTME candidates in the University of Ibadan. One of these was the modified Angoff method and the other the norm-reference method of standard setting (mean minus 1 SD). The pass rates derived from the two methods were compared. The result revealed the pass rate with the norm-reference method was 85% (551/648) and that by the Angoff method was 50% (340/648). The percentage agreement between Angoff method and norm-reference was found to be 54% with the Angolf modified method, whilst by the norm-reference method was 85%. Thus, the two standard-setting methods used, produced significantly different outcomes. This was demonstrated by the different pass rates.
Educational Environment and Cultural Transmission in Foreign Language Teaching
Author: Memis, Muhammet Rasit
Date: 2016-06-15
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Foreign Countries,Grammar,Vocabulary Development,Turkish,Cultural Awareness,Teaching Methods,Educational Environment,Correlation,Role,Proverbs,Figurative Language,Phrase Structure,Handicrafts,Cultural Activities,Food,Art,Literature,Visual Aids,Maps

Foreign language teaching is not to teach grammar and vocabulary of the target language and to gain basic language skills only. Foreign language teaching is teaching of the language's culture at the same time. Because of language and community develop and shape together, learning, understanding and speaking a foreign language literally requires that one is able to think like the society that speaks the language natively. This is only possible with learning the culture that shaped the language. Teaching Turkish to foreigners should be put into practice in an environment that Turkish culture is being explained, reflected and lived because a person who learns a foreign language learns a new culture as well. Due to elements that constitute culture are enormous and multifarious, during teaching period, it is not possible to transmit all the elements that shaped Turkish culture, via course material and lessons only. One of the most important aims of foreign language teaching is to teach culture of the target language. Like all other educational environment, foreign language educational environments are supposed to be organized in accordance with its educational aims. Based on this, providing enriched environment with cultural components in educational environment is important. In this context, structuring educational environment with cultural elements can be used as a tool to confront learners with Turkish culture. In this study, relationship between language and culture is mentioned, cultural transmission and its importance in foreign language teaching are accentuated, the role of foreign language educational environments in cultural transmission is discussed and some suggestions about how arranging educational environment can be used as a tool in cultural transmission are given.
English for Business: Student Responses to Language Learning through Social Networking Tools
Author: García Laborda, Jesús
Date: 2017-00-00
Type: Journal Articles
Subjects: Business English,Business Communication,Case Studies,Second Language Learning,Second Language Instruction,Action Research,Web 2.0 Technologies,College Students,Statistical Analysis,Student Attitudes,Social Networks,Teaching Methods,Learning Motivation,Cooperative Learning,Electronic Publishing,Video Technology,Questionnaires,Course Descriptions,Foreign Countries

This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video repositories (YouTube), networking programs (LinkedIn), and communication tools (Slide Share). The data were obtained through an online questionnaire designed after a focus group had been held. The results, which are quantitative, suggest that the use of Web 2.0 tools and social networks for language learning facilitated collaboration within the groups when completing tasks, proved to be motivating, and made a clear distinction from traditional university language courses, often centered on the teacher and the syllabus contents. In addition, the students viewed the tools as being important for their future as professionals in the business world. While the sample in this study is limited and, hence, the results are not universally applicable, there is evidence that this method of learning may work well in a variety of international contexts.