ethanporcaro/eric-fulltext-meta huggingface dataset:
From Tagalog to English: Pupils&apos; Writing Proficiency Levels after Three Years in Mother Tongue-Based Multilingual Education
Author: de Lemios, Ronald O.
Date: 2023-00-00
Type: Journal Articles
Subjects: Tagalog,Native Language,Language of Instruction,Writing Skills,Language Proficiency,Bilingual Education,Grade 5,English (Second Language),Second Language Instruction,Elementary School Students,Foreign Countries

The study aimed to investigate the impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on students' writing skills in their first language (L1), Tagalog, and explore whether their proficiency in L1 contributes to their second language (L2) writing. This study employed a conceptual framework based on language acquisition and bilingual education theories, implying that proficiency in the first language positively impacts second language writing abilities, while implementing MTB-MLE improves overall writing skills. A descriptive-correlational research design was employed, and data were gathered from 135 Filipino grade 5 pupils who took Tagalog (L1) and English (L2) writing tests. The students came from nine small elementary schools in Paracale, Camarines Norte, Philippines and underwent the same MTB-MLE treatment from grades 1 to 3. During the exams, they were given two writing tasks in Tagalog and English, with three question options to choose from. This allowed them to select a topic they were comfortable with, including personal experiences during the pandemic and questions from grade 5 textbooks to ensure reliability. Participants expressed their opinions and discussed their responses within a 150-word limit. Their compositions were evaluated using modified Tagalog and English rubrics provided by DepEd, which employed a 4-point scale representing Beginning, Developing, Accomplished, and Exemplary proficiency levels. These rubrics assessed four key writing elements: content, organization, vocabulary, and conventions. The evaluators used these elements as criteria to evaluate the student's work. The study's findings showed that students performed better in their L1 than in their L2, indicating a significant discrepancy in writing proficiency levels between L1 and L2. The students' L2 writing outputs were brief, disorganized, and filled with grammatical errors, while they also failed their Tagalog and English writing tests, implying that they could not apply the skills they acquired from MTB-MLE to improve their L1 and L2 writing outputs. The results of the study, however, have some limitations. The study cannot identify the factors that hinder students from improving their writing skills in both languages. Furthermore, given the prevalence of different regional languages, the study's findings cannot be generalized to other parts of the country. Therefore, the researcher recommends further investigating the factors influencing pupils' writing development in other regions with diverse L1 and L2 backgrounds.
Ideologies of Policy Arbiters in Mother Tongue-Based Multilingual Education Policy in the Nepalese Context
Author: Mouni, Ram Bahadur
Date: 2023-01-00
Type: Journal Articles
Subjects: Ideology,Educational Policy,Language Planning,Multilingualism,Bilingual Education,Native Language,Foreign Countries,Monolingualism,Language Dominance,Global Approach,Neoliberalism,English (Second Language),Indo European Languages

This article aims to identify the ideologies of school-head teachers towards a mother tongue-based multilingual education (MTB-MLE) policy and analyse how these ideologies influence the implementation of MTB-MLE policy in schools in the context of Nepal. Adopting qualitative ethnographic research, two school-level policy arbiters (head teachers) were interviewed for the research data. Supplementary data were collected through telephone conversations. The data were discussed qualitatively, drawing upon Weinberg's (2021) role of microlevel policy arbiters in implementing MTB-MLE policy and three ideological frameworks by Bourdieu (1991): monolingual habitus, legitimate language, and symbolic power. Through the discussion of data, the article reveals that even though the MTB-MLE policy arbiters are well-informed about the value of MTB-MLE, they still seem reluctant to implement it. The policy arbiters are still implicitly or explicitly supporting monolingual or dominant language policy in education. The policy arbiters are influenced by the hegemony, globalization, and neoliberal ideologies of the English and Nepali languages. The article contradicts the coordination notion of Weinberg (2021) between policy arbiters; the issues of ideology seem to be stronger than the issue of coordination in MTB-MLE policy implementation.
Teacher&apos;s Pedagogical Content Knowledge and Students&apos; Academic Performance in Circle Theorem
Author: Suglo, Enoch Kabinaa
Date: 2023-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Academic Achievement,Geometric Concepts,Mathematics Achievement,Faculty Development,Teacher Workshops,Conferences (Gatherings),Teacher Improvement,Mathematics Teachers,Mathematics Instruction,High School Students,Foreign Countries

Aim: The main purpose of this study was to investigate the impact of teacher's pedagogical content knowledge (TPCK) on students' academic performance in circle theorem. Methods: The study used a mixed-methods research approach and a sequential explanatory design with a sample 210 students selected through the probability systematic sampling technique. The primary data was collected using questionnaire, an interview guide and a circle theorem achievement test. The data collected was analyzed using, the regression tool, and deductive manual thematic analysis, which was used for only the qualitative data collected from the interviews. Results: The study found a significant relationship between the independent variable teacher's pedagogical content knowledge and the dependent variable academic performance in circle theorem signifying that students' performance in circles theorem depends on the pedagogical content knowledge of the teacher. Conclusion: Based on the findings that emanated from the data analysed, the study concluded that teachers' pedagogical content knowledge has a significant relationship with students' academic performance in circle theorem. Recommendation: the study recommends that Ghana Education Service organise training conferences and workshops aimed at improving teachers' pedagogical circle theorem content knowledge.
An Analysis of Patterns of Productive and Powerful Discourse in Multilingual Secondary Mathematics Classrooms = Un Análisis de Discurso Productivo y Poderoso en Aulas Multilingües de Matemáticas de Secundaria
Author: Zahner, William
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Discourse Analysis,Classroom Communication,Multilingualism,Mathematics Instruction,Thinking Skills,Teaching Methods,Grade 9,Lesson Plans,After School Programs,Sociocultural Patterns,Student Participation,Algebra,Equal Education,Inclusion,Urban Schools,High School Students,English Language Learners,Low Income Students,Minority Group Students

We present an analysis of three 9th grade integrated mathematics lessons in which a group of teachers and researchers redesigned a sequence of lessons with the goal of engaging a linguistically diverse group of students in productive and powerful discussions (Herbel-Eisenmann et al. 2013). The three lessons were part of a design experiment. Two lessons were observed during regular school day instruction, and the other lesson was part of an after-school teaching experiment. Drawing on a sociocultural framework and methods of classroom discourse analysis (Cazden, 2001; Pierson, 2008), we analyze how the teachers in the three settings structured whole-class discourse to create opportunities for a multilingual group of students to participate in the discussion and to appropriate mathematical tools for thinking. [For the complete proceedings, see ED630060.]
Examining Preservice Teachers&apos; Professional Noticing of Students&apos; Mathematics through 360 Video and Machine Learning
Author: Kosko, Karl W.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Observation,Mathematics Education,Video Technology,Artificial Intelligence,Fractions,Technology Uses in Education,Teaching Methods

Preservice teachers (PSTs) often demonstrate difficulty learning to attend to content-specific student actions in-the-moment. However, machine learning algorithms applied to PSTs' viewing of 360 videos provides a potentially useful tool for teacher educators. In this paper, we describe the initial development of such a tool and the implications for its use. [For the complete proceedings, see ED630060.]
Dynamic Spatial Diagrams and Solid Geometric Figures
Author: Bock, Camden
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Mathematics Instruction,Geometric Concepts,Spatial Ability,Teaching Methods,Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Persuasive Discourse,Thinking Skills,Models,Learning Processes,Case Studies,Computer Simulation,Concept Formation,Student Attitudes

This paper reports on a study of learners' use of immersive spatial diagrams to make arguments about three-dimensional geometric figures. Immersive spatial diagrams allow learners to use the movement of their bodies to control their point of view, while immersed in three-dimensional digital renderings. We present analysis of two pairs of pre-service elementary teachers' argumentation about the shearing of pyramids, using the ck¢-enriched Toulmin Model of Argumentation (Pedemonte &amp; Balacheff, 2016) to link the affordances of immersive spatial diagrams to the learners' mathematical reasoning. We share how one pair of learners took points of view bending beside and standing within the pyramid to describe how the space inside is transformed without reference to one- or two-dimensional components of the representation. [For the complete proceedings, see ED630060.]
The Geometry of Sunlight: Continuous Multiplication with Naturally Occurring Parallel Lines
Author: Dimmel, Justin K.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Instruction,Multiplication,Light,Teaching Methods,Problem Solving,Preservice Teachers,Teacher Education Programs,Elementary School Teachers,Spatial Ability,Measurement,Instructional Materials,Methods Courses,Video Technology

We report the design of an analog technology, what we refer to as a SunRule, that uses sunlight to model multiplication. Physical models that explore multiplication are fixtures in elementary mathematics classrooms. Our interest in physical models of multiplication was driven by an overarching design problem: How could a physical tool realize a continuous model of multiplication? That is, how could we represent continuous, variable quantities with physical things? We identify specific challenges the SunRule was designed to solve. We explain the mathematical underpinnings of the device and report a teaching experiment during which preservice teachers explored the device in small, socially-distanced groups. We consider how explorations with the SunRule create opportunities for mathematically rich instructional activities that are also essentially connected to being outside. [For the complete proceedings, see ED630060.]
Resolución de Problemas Verbales con GeoGebra: Una Fuente de Posibilidades en el Estudio de Relaciones = Word Problem Solving with GeoGebra: A Source of Possibilities in the Study of Relationships
Author: Gómez-Arciga, Adrián
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Mathematics Instruction,Computer Assisted Instruction,Computer Software,Teaching Methods,Thinking Skills,High School Students,Word Problems (Mathematics),Mathematical Concepts,Geometric Concepts,Algebra

The purpose of this study was to analyze how the systematic use of GeoGebra influences the ways of reasoning of high school students when they incorporate it in the resolution of word problems. The study was carried out with a group of 20 students who were studying Mathematics I. The results show that the students appropriated resources from the dynamic geometry system (GeoGebra) which, when used systematically, allowed them to implement strategies to represent geometrically the concepts involved in the problems, explore and analyze relationships between the elements of the dynamic models built and find the solutions. Thus, thanks to the exploration and analysis of relationships, it was possible to discuss with the students' concepts such as: ratio, domain, locus, variation. [For the complete proceedings, see ED630060.]
Student Access Programs: By the Numbers, AY 2022-23
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Graduate Study,Data,Undergraduate Study,Professional Education,Tuition,Student Costs,Paying for College,College Students,Statistics,Student Participation

This report outlines key data elements related to the Western Undergraduate Exchange (WUE), Western Regional Graduate Program (WRGP), and Professional Student Exchange Program (PSEP) for the 2022-23 academic year and is a core resource for policymakers, institutional leaders, counselors and other stakeholders across the region. This report contains participation and migration statistics for each program, shared in aggregate and by each Western Interstate Commission for Higher Education (WICHE) state and territory. There are also summaries that provide reference points for for students and their families, school counselors and academic advisors, institutional leaders and enrollment management staff, and policymakers. [For the 2021-22 report, see ED622643.]
Enhancing Graduate School Experience: A Comprehensive Evaluation of Student Satisfaction with Services and Facilities
Author: Bueno, David Cababaro
Date: 2023-06-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Student Experience,Student Satisfaction,Services,Educational Facilities,Success,Student Attitudes,Academic Achievement,Grades (Scholastic),Time to Degree,Well Being,Learner Engagement,Student Motivation,Group Membership,Foreign Countries,Student College Relationship,Influences,Educational Environment

This research study aimed to investigate the impact of student satisfaction with services and facilities on graduate school success. A mixed-methods approach was employed, including surveys and interviews with graduate students from various disciplines. The results indicated that student satisfaction with services and facilities significantly impacted academic performance and success in graduate school. Students who reported higher satisfaction levels were likelier to achieve better grades and complete their programs within the expected timeframe. Furthermore, satisfaction with services and facilities was closely linked to student well-being and engagement. Students who felt supported and had access to necessary resources reported higher levels of motivation, commitment, and overall satisfaction with their graduate school experience. Student satisfaction with services and facilities was crucial in shaping their perception of the institution. Students who perceived their needs as valued and received high-quality services and facilities had a more positive perception of their graduate school experience and felt a stronger sense of belonging within the academic community. In conclusion, institutions should prioritize student satisfaction with services and facilities to enhance the graduate school experience. By regularly monitoring and enhancing these factors, schools may establish a supportive and conducive learning environment that contributes to greater academic achievements and student wellbeing.
Inclusion of Children with Neurological Disorders in Indian Education Setting
Author: Nair, Harshith B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Students with Disabilities,Educational Policy,Access to Education,Barriers,Intervention,Neurodevelopmental Disorders,Student Rights,Attitudes toward Disabilities

The objective of this research is to look into the inclusion of children with neurological diseases in Indian education. According to the research, a substantial proportion of children in India have neurological disorders, and they frequently face barriers to education. The study examines the current situation of education for children with neurological problems in India, as well as the policies and laws that regulate their education. The review also looks at the difficulties that these children, their families, and educators have had in implementing inclusive education. Lastly, the report explores interventions and techniques that can help children with neurological disorders be included in Indian education settings with a concerted effort from all stakeholders involved in the education process.
Implementing Project-Based Language Learning and Teaching in Classrooms: EFL Teachers&apos; Perspectives
Author: Mouni, Ram Bahadur
Date: 2022-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Student Projects,Active Learning,Barriers,Secondary School Teachers,Foreign Countries,Beliefs,Affordances,Cooperative Learning,Educational Technology,Teacher Role,Language Proficiency,Student Attitudes,Student Behavior

This study explores secondary level English as a foreign language (EFL) teachers' perceptions about Project-Based Language Teaching (PBLT) in terms of its benefits in EFL classrooms. Moreover, it investigates the challenges EFL teachers face while implementing it in English language instruction and recommends the solutions as perceived by the EFL teachers in the EFL context of Nepal. Backing up with theoretical perspectives on PBLT approach, this study adopts phenomenological qualitative research design to analyze the data obtained from the in-depth interviews conducted with three secondary level EFL teachers from three schools of Kailali district of Nepal. This study reveals that even though EFL teachers have knowledge about the importance and benefits of using PBLT in English language teaching, they still face some ideological, pedagogical and operational challenges in effective implementation of PBLT in classrooms. However, the EFL teachers suggest some solutions to overcome the challenges for successful implementation of PBLT for better language teaching and learning.
The Non-Degree Credential Quality Imperative. Affordability, Quality, and Equity: State Investments in High Quality Credentials
Author: Cruse, Lindsey Reichlin
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Credentials,Educational Quality,Outcomes of Education,State Government,State Policy,Educational Policy,Quality Assurance,Investment,Career Readiness,Equal Education,Accountability,Governance,Student Financial Aid

Quality non-degree credentials can lead to good jobs and family-sustaining wages. But not all non-degree credentials lead to good outcomes -- and when they don't, they entrench economic inequalities that impact people of color and women. National Skills Coalition's new report &quot;The Non-Degree Credential Quality Imperative&quot; encourages state policymakers to invest in quality NDCs; shares how we've worked with states to define, measure, and track quality; and offers takeaways for how to advance quality assurance so that policymakers feel confident in investing in non-degree credentials, students have confidence in their training programs, and employers know which programs effectively prepare people for careers.
A Bayesian Latent Variable Selection Model for Nonignorable Missingness
Author: Du, Han
Date: 2022-00-00
Type: Reports - Research
Subjects: Bayesian Statistics,Data Analysis,Computer Simulation,Sample Size,Research Problems,Evaluation Methods,Models,Robustness (Statistics),Computer Software,Intervals

Missing data are exceedingly common across a variety of disciplines, such as educational, social, and behavioral science areas. Missing not at random (MNAR) mechanism where missingness is related to unobserved data is widespread in real data and has detrimental consequence. However, the existing MNAR-based methods have potential problems such as leaving the data incomplete and failing to accommodate incomplete covariates with interactions, non-linear terms, and random slopes. This paper proposes a Bayesian latent variable imputation approach to impute missing data due to MNAR (and other missingness mechanisms) and estimate the model of substantive interest simultaneously. In addition, even when the incomplete covariates involves interactions, non-linear terms, and random slopes, the proposed method can handle missingness appropriately. Computer simulation results suggested that the proposed Bayesian latent variable selection model (BLVSM) was quite effective when the outcome and/or covariates were MNAR. Except when the sample size was small, estimates from the proposed BLVSM tracked closely with those from the complete data analysis. With a small sample size, when the outcome was less predictable from the covariates, the missingness proportions of the covariates and the outcome were larger, and the missingness selection processes of the covariates and the outcome were more MNAR and MAR, the performance of BLVSM was less satisfactory. When the sample size was large, BLVSM always performed well. In contrast, the method with an MAR assumption provided biased estimates and undercoverage confidence intervals when the missingness was MNAR. The robustness and the implementation of BLVSM in real data were also illustrated. The proposed method is available in the Blimp software application, and the paper includes a data analysis example illustrating its use. [This paper was published in &quot;Multivariate Behavioral Research&quot; v57 n2-3 p478-512 2022.]
A School Renewal Guide for North Dakota Public Schools. (Version 3.0)
Author: North Dakota Department of Public Instruction
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Change,School Effectiveness,Educational Improvement,Preschool Education,Kindergarten,Elementary Secondary Education,Change Strategies

Based on a belief that providing all students with the best opportunities for academic success requires a constant focus on improvement, the North Dakota Department of Public Instruction (NDDPI), in partnership with the Region 11 Comprehensive Center, released the latest version of its School Renewal Guide for North Dakota Public Schools. Using the methodology of improvement science, the guide is designed to be a problem-solving mechanism to help school renewal teams align their goals and initiatives to outcome measures. It breaks down the process into three phases and helps the team consider each of the following questions: (1) What specifically are we trying to accomplish? (What is the exact problem we're trying to solve?); (2) What change practice might we introduce, and why?; and (3) How will we know that our change(s) are improvements? Each section includes explanations, guides, examples, and tools for the school renewal team, as well as a variety of usable templates and protocols within the appendices. While created to support North Dakota schools identified for either Targeted Support and Improvement (TSI) or Comprehensive Support and Improvement (CSI), the guide provides a step-by-step process for any school leadership team looking to engage in continuous improvement efforts.