ethanporcaro/eric-fulltext-meta huggingface dataset:
Design, Development, and Deployment of a Voice-Output Mobile Application for Students with Non-Verbal Autism
Author: Aranas, Maria Felisa M.
Date: 2021-02-00
Type: Dissertations/Theses - Masters Theses
Subjects: Autism,Students with Disabilities,Augmentative and Alternative Communication,Interpersonal Communication,Children,Adolescents,Tagalog,English,Communication Disorders,Assistive Technology,Special Education,Program Development,Foreign Countries

The students with nonverbal autism are challenged in communicating their needs which is fundamental in the everyday life of a person. Augmentative and Alternative Communication (AAC) aids children with a speech impediment in expressing necessities. However, the Philippines might be one of the most numerous smartphone users in the world but it still seems to lag in terms of using Technological aids. Thus, the researcher thought of taking advantage of this and created &quot;ClickOr.&quot; ClickOr Speech Generator offers free access to a communication app that is available in both English and Filipino languages to cater the Filipino children with speech impediments. The project shows the design, development, and deployment of a voice-output mobile application for students with nonverbal autism and its outcomes. The study used thematic analysis for the utilization of the quantitative and qualitative research design in which words were coded from unstructured interviews done with 5 respondents during and after 4 parts of training. The results of the study showed that &quot;Expressing wants&quot;, &quot;Social Interaction&quot; and &quot;Expressing emotions&quot; were exhibited by the children during and after the training. On the other hand, &quot;Introducing self&quot; is unpopular, and &quot;Asking a question&quot; wasn't mentioned for the child's recorded progress.
Impact of TNTP&apos;s Teaching Fellows in Urban School Districts
Author: Gerdeman, R. Dean
Date: 2017-05-00
Type: Reports - Research
Subjects: Urban Schools,School Districts,Alternative Teacher Certification,Program Implementation,Program Effectiveness,Beginning Teachers,Academic Achievement,Educational Practices,Teacher Effectiveness,Teacher Persistence,Fidelity,Elementary Secondary Education

Urban school districts often rely on alternative teacher certification programs to help address ongoing demands for recruiting and hiring qualified teachers. These programs offer pathways into teaching outside of traditional university-based teacher education programs. TNTP's Teaching Fellows program has been one of the most prominent alternative certification providers in the U.S., primarily serving urban communities. TNTP (formerly known as The New Teacher Project) recruits aspiring teachers, whom it refers to as Fellows, through a selective process and provides a summer pre-service training institute and in-service seminars and coaching in the first year of teaching. At the end of the first year of teaching, TNTP uses a performance assessment to determine whether or not Fellows will be recommend for certification. This report summarizes a multi-year evaluation of the implementation and impacts of TNTP's Teaching Fellows program in seven large urban districts, supported by an Investing in Innovation (i3) grant from the U.S. Department of Education. Primary outcomes included student achievement and classroom observation scores in the second year of teaching. We employed quasi-experimental methods to match Fellows and similar new teachers who were not trained by TNTP, and match students of these teachers, using extant de-identified data from districts. This approach allowed us to construct and analyze large samples of teachers and students across districts, including more than 20,000 students taught by approximately 1,000 teachers to examine impacts on student achievement. TNTP implemented the program with fidelity during the evaluation period, with all district sites meeting predetermined benchmarks for implementation of core program components. We found no differences in teacher instructional practice or student achievement between Fellows and matched comparison teachers, though Fellows demonstrated higher retention into the second year of teaching than other new teachers in their districts. These findings suggest that the Teaching Fellows program was able to provide the districts with additional candidates for teaching vacancies without reducing teacher quality or student academic outcomes in these districts.
Closing Inspiration and Achievement Gaps in STEM with Volunteer-Led Apprenticeships
Author: Fountain, Alyssa Rulf
Date: 2018-09-27
Type: Reports - Research
Subjects: STEM Education,Achievement Gap,Volunteers,Apprenticeships,Extended School Day,Student Interests,School Community Programs,Middle School Students,Experiential Learning,Professional Personnel,Program Effectiveness,21st Century Skills,Gender Differences,Instructional Program Divisions,Scores,Program Implementation,Fidelity,Teacher Role,Mathematics Achievement

The vast majority of American students are neither prepared nor sufficiently engaged to become science, technology, engineering, and mathematics (STEM)-literate citizens or innovative STEM professionals (National Research Council, 2007; Carnegie Corporation and the Institute for Advanced Study, 2009; National Science Board [NSB], 2010; President's Council of Advisors on Science and Technology [PCAST], 2010). The Citizen Schools Expanded Learning Time (ELT) model is defined by two core components: Apprenticeships and Academic Support, both of which are built into a lengthened school day. The Apprenticeships are the cornerstone of the Citizen Schools ELT program model; they are designed to engage student interest in a broad array of subject areas and experiences by leveraging expertise and commitment from local communities. Over the past several years, Citizen Schools has endeavored to increase both the number and range of STEM-focused apprenticeships, responding to increased demand and recognizing the importance of engaging middle school students in STEM subjects through a combination of hands-on learning and exposure to enthusiastic ambassadors for professional careers in STEM fields. This study examines whether the STEM-focused apprenticeships, in particular, serve to engage students in STEM learning, and increase their interest in STEM subjects more so than apprenticeships in other topics. [The report was prepared for Citizen Schools.]
Project RISE Final Report
Author: Gnedko-Berry, Natalya
Date: 2018-08-00
Type: Reports - Research
Subjects: Public Schools,English Language Learners,High School Students,Educational Change,Team Teaching,Content and Language Integrated Learning,Heterogeneous Grouping,Cooperative Learning,Experiential Learning,Program Effectiveness,High School Teachers,Faculty Development,Influences,Barriers,Sustainability,Program Implementation,Fidelity,Outcomes of Education

Schools in the Internationals Network for Public Schools (Internationals) are public middle schools, high schools, and academies (i.e., schools within schools) that serve secondary English language learners (ELLs)--in particular, ELLs who have been enrolled in U.S. schools for fewer than 4 years and who are at the lowest levels of English proficiency. With funding from a 5-year Investing in Innovation (i3) development grant from the U.S. Department of Education's Office of Innovation and Improvement, Internationals received an opportunity to implement key components of its model in comprehensive high schools that serve both ELLs and non-ELLs. Internationals designed an intervention--Project RISE (Realizing Instructional Supports for English Language Learners)--that aimed to improve the educational outcomes of ELLs in Grades 9-12 in two schools by changing teachers' instructional practices and several key structures in which students and teachers are organized. The American Institutes for Research (AIR), an external evaluator of Project RISE, was charged with providing both a formative evaluation and an impact evaluation. The purpose of this document is to summarize the findings of formative and impact evaluations of Project RISE. First, the report presents the results of the formative evaluation accumulated during the 4-year evaluation period while the project was being implemented. Then the report presents the results of the impact evaluation conducted after Project RISE was completed.
Examining the Cultural Elements in Story Books Used in Teaching Turkish as a Foreign Language: Sample of Dede Korkut Stories
Author: Bekis, Tugba Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Folk Culture,Cultural Influences,Vocabulary Development,Foreign Countries,Story Reading,Books,Cultural Awareness

Language is a vital part of human connection. All people need language in order to build relations with other people. Besides this, language encodes culture and provides the means through which culture is shared and passed from one generation to the next. In this sense, language is the basis of social and communicative ability. Communication is the transmission of signals or messages through verbal or nonverbal linguistic signs. Throughout this process, effective use of cultural signs positively affects the communication cycle. Especially, the use of texts including rich cultural elements helps the learner understand the nuances of meaning. With rich motifs, fantastic fiction, elements of curiosity and rich cultural content, Dede Korkut stories are in this sense among the rare works that are suitable for in the field of teaching Turkish as a foreign language. To this end, it is of great importance to find cultural patterns embedded in Dede Korkut stories and take advantage of these texts in teaching Turkish as a foreign language. The study aims to find cultural patterns embedded in Dede Korkut stories and to classify the vocabulary units, i.e., building blocks of these cultural patterns. Research data has been collected through using document analysis method. In the analysis of research data, the descriptive data analysis technique has been used. 7 Dede Korkut story books published by Yunus Emre Institute for B1-C2 levels have been carefully assessed based on 7 different culture levels: family-kinship, food-drink, clothing-textile, color, profession, management-law and spoken language-daily communication. The study results show that it will be right decision to benefit from Dede Korkut stories in teaching Turkish foreigners because they represent the cultural richness of Turkish language, have a rich stock of cultural customs and traditions, and include the high frequency words across the culture levels. [This study has been presented orally at the 2nd International Congress of Culture, Art and literature (2-5 May 2021).]
Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations as a Function of Measurement/Dimensions of Written Composition
Author: Kim, Young-Suk
Date: 2021-00-00
Type: Reports - Research
Subjects: Writing (Composition),Thinking Skills,Reading Comprehension,Oral Language,Literacy,Grade 2,Elementary School Students,Handwriting,Productivity,Writing Achievement,Reading Writing Relationship

Within the context of the Direct and Indirect Effects Model of Writing (Kim &amp; Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher-order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dimensions of written composition--writing quality, writing productivity, and correctness in writing; (b) whether reading comprehension is differentially related to the three dimensions of written composition after accounting for oral language, cognition, and transcription skills, and whether reading comprehension mediates the relations of discourse oral language and lexical literacy to the three dimensions of written composition; and (c) whether total effects of oral language, cognition, transcription, and reading comprehension vary for the three dimensions of written composition. Structural equation model results from 350 English-speaking second graders showed that higher-order cognitive skills were differentially related to the three dimensions of written composition. Reading comprehension was related only to writing quality, but not to writing productivity or correctness in writing, and reading comprehension differentially mediated the relations of discourse oral language and lexical literacy to writing quality. Total effects of language, cognition, transcription, and reading comprehension varied largely for the three dimensions of written composition. These results support the dynamic relation hypothesis, role of reading in writing, and the importance of accounting for dimensions of written composition in a theoretical model of writing. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot; For the final published version of this article, see EJ1325053.]
Supporting Integrated English Learner Student Instruction: A Guide to Assess Professional Learning Needs Based on the &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide.&quot; REL 2022-122
Author: Van Houten, Lori
Date: 2021-12-00
Type: Guides - General
Subjects: English Language Learners,Elementary School Teachers,Faculty Development,Evidence Based Practice,Educational Needs,Instruction,Observation,Self Evaluation (Individuals),Planning,Data Collection,Data Interpretation,Decision Making

This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students. It comprises two tools--the Teacher Self-Reflection Tool and the Classroom Observation Tool--and outlines a 10-step process to help districts align their professional learning decisions with the data collected from these tools.
Varying Degrees 2021: New America&apos;s Fifth Annual Survey on Higher Education
Author: Fishman, Rachel
Date: 2021-05-00
Type: Reports - Research
Subjects: Higher Education,Educational Trends,Educational Attitudes,Educational Change,Educational Policy,Accountability,COVID-19,Pandemics,Educational Quality,Electronic Learning,Access to Education,Online Courses,Conventional Instruction,College Entrance Examinations,College Admission,Admission Criteria,Debt (Financial),National Surveys,Public Opinion

&quot;Varying Degrees 2021: New America's Fifth Annual Survey on Higher Educati­­on&quot; interviewed 2,620 Americans ages 18 and older to better understand their perceptions of education after high school, including oversamples of Black, Latinx, Asian Americans, current undergraduate students, and student loan borrowers. It provides important trend data to judge how attitudes about the value of education after high school, how it's funded, and how it should be held accountable have changed over the past five years, particularly since the COVID-19 pandemic. This year we pay particular attention to the pivot to online education and the response of colleges and universities during the COVID-19 crisis. We also focus on President Biden's education after high school policy priorities. [For the 2020 survey, see ED617233.]
The Self-Study as a &quot;Strategic Event&quot;: Cultural Change through Coordinated Self-Study and Strategic Planning Processes
Author: Drew, Todd
Date: 2013-04-00
Type: Speeches/Meeting Papers
Subjects: Accreditation (Institutions),Self Evaluation (Groups),Strategic Planning,State Colleges,Organizational Change,School Culture

This paper presents a case study regarding coordination of accreditation self-study (SS) and strategic planning (SP) processes to engage a college community in discussion leading to consensus on organizational culture change. The case involves the experience of Peru State College, a public open enrollment institution in southeast Nebraska. Organizational development approaches are presented, with a focus on sustaining institutional momentum and improving student engagement. Student impact results are also shared.
Teenagers&apos; Smartphone Use during Homework: An Analysis of Beliefs and Behaviors around Digital Multitasking
Author: Mrazek, Alissa J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Homework,Adolescents,Student Motivation,High School Students,Beliefs,Intention,Addictive Behavior,Habit Formation,Adolescent Attitudes,Attention Control,Time Management,Influence of Technology,Public Schools

Although research suggests that phone usage during academic activities is problematic for learning and performance, little is known about high school students' digital multitasking during homework. This exploratory descriptive study surveyed 135 students from four public U.S. high schools to investigate teenagers' attitudes towards digital distraction, smartphone use during homework, cell phone dependence, and motivations for digital multitasking. Our findings suggested that teens were distracted during homework about 38% of the time, and both mind-wandering and the use of digital devices contributed to this distraction. Of the students surveyed, 64% believed that they should focus more during homework than they currently did, and most were willing to try strategies such as silencing their phone or putting it out of sight. However, many were not currently using such strategies, and our data suggested that students may be spending approximately 204 h per year trying to complete homework but unintentionally distracted from it. We explored their current motivations and beliefs as a necessary first step for the creation of future interventions to help teens reduce their digital multitasking during homework. [This article was published in &quot;Education Sciences&quot; (EJ1321279).]
Enhancing Student/Learning Supports &quot;in Classrooms.&quot; A Center Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Classroom Design,Classroom Environment,Individualized Instruction,Academic Accommodations (Disabilities),Response to Intervention,Prevention,Early Intervention,Educational Environment,Discipline,Student Motivation

This report focuses on redesigning classrooms to facilitate teaching, alleviate problems, and promote good learning and healthy development. Primary concerns are to prevent and respond quickly to learning, behavior, and emotional problems and reengage students who have become disengaged from learning at school. A key facet of the redesign is enabling in-classroom collaborations between the teacher and others (e.g., student and learning support staff, teacher colleagues, aides, volunteers) to: (1) ensure instruction is personalized in ways that enhance intrinsic motivation and social-emotional development; (2) provide learning accommodations and special assistance as necessary; (3) use response to intervention in applying special assistance; and (4) address external barriers with a focus on prevention and early intervening. Properly implemented, the redesign should stem the tide of unnecessary referrals for out-of-class special assistance and special education, reduce opportunity and achievement gaps, and improve classroom and school-wide climate.
Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review
Author: Hume, Kara
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Children,Youth,Young Adults,Autism,Intervention,Asperger Syndrome,Pervasive Developmental Disorders,Individual Characteristics,Program Implementation,Program Effectiveness

This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/fles /imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1312752).]
Preparation of Foreign Language Teachers to Teach Students with Disabilities in Arab-Speaking Countries: A Framework for Action
Author: Abdallah, Mahmoud
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,English (Second Language),Students with Disabilities,Semitic Languages,Special Needs Students,Language Teachers,Teacher Competencies,Inclusion,Knowledge Base for Teaching,Self Efficacy,Teacher Attitudes,Special Education Teachers,Teaching Methods,Foreign Countries,Teacher Education Programs,Educational Policy,Educational Technology,Technology Uses in Education,Elementary Secondary Education

Across the globe, several countries face challenges in teaching foreign language (FL) to students in general and to students with Special Educational Needs (SEN) in particular. In Arab-speaking countries, the challenges are doubled given the lack of a support system, the absence of adequate resources, the challenges associated with teaching FL in general, and the existence of several barriers that schools continue to grapple with (Emam, 2016; Fareh, 2010; Eno, 2018). English is perhaps the most rapidly growing language that is introduced as a foreign or second language in several countries due to its status as an international language of education and business. In Arab-speaking countries, English is introduced as a FL from early elementary grades, although a number of countries began to introduce it from grade 1 (Eno, 2018; Al-Abri, Emam, &amp; Al-Seyabi, 2019; Mahmoud, 2015). In general, students with SEN include students with disability or other conditions that could affect their learning outcomes. The category of students with SEN may include children with health-related issues, disadvantaged students, students from marginalized families, and minority students. The current article aims to develop a framework of action to give a thrust to the preparation of FL teachers to teach students with SEN in Arab-speaking countries. Our endeavour is based on reviewing the existing literature on good practices on IE in across countries and building on the research that was conducted on Inclusive Education (IE) in the Arab contexts to date.