ethanporcaro/eric-fulltext-meta huggingface dataset:
Distinguishing TOEFL Score: What Is the Lowest Score Considered a TOEFL Score?
Author: Mustafa, Faisal
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Scores,Student Placement,Error of Measurement,Language Proficiency,Test Interpretation

Paper-based TOEFL scores have been used to determine the level of English proficiency for EFL learners for various purposes. However, in repeat tests some lower scores fluctuate despite no additional classroom learning, thus they cannot be used to judge the English level of those taking the test. There is limited research into the lowest score that does not fluctuate outside the Standard Error of Measurement, which the Educational Testing Service (ETS) set at 13 points. Therefore, this research was aimed at determining the lowest score which can be used for distinguishing the students' learning progress or proficiency. Scores of 1,180 test takers who took paper-based TOEFL a minimum of three times over three days to two weeks were analyzed statistically. The analysis revealed that the scores stopped fluctuating outside the Standard Error of Measurement when test takers reached the score of 417. Therefore, not until a test taker obtains the minimum paper-based TOEFL score of 417 can their English level be determined by the TOEFL score. This research has significant implications for employers, universities and high schools that currently use a TOEFL score lower than 417 as the minimum entrance or graduation requirement.
Teaching Reading Comprehension to Students in Grades 4-6
Author: Weih, Timothy G.
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Elementary School Students,Discussion (Teaching Technique),Reading Instruction,Language Proficiency,Speech Skills,Brain,Student Motivation,Curriculum,Teaching Methods,Content Area Reading,Reading Strategies

Reading comprehension refers to elementary children's levels of understandings of written text. Building on Bloom's Taxonomy (Bloom, Engelhart, Furst, Hill, &amp; Krathwohl, 1956), children can understand text at various levels including the literal, inferential, application, and evaluation. When teachers build on the levels of reading comprehension together with discussion, elementary students become engaged in conversations related to their understandings, which serve to increase their speaking proficiency in the English language as well as enhance their social construction of knowledge (Vygotsky, 1978).
Children with Speech and Language Disabilities
Author: Hurst, KeShawn J.
Date: 2018-10-01
Type: Reports - Descriptive
Subjects: Cognitive Development,Children,Speech Impairments,Language Impairments,Assistive Technology,Reading Skills,Academic Ability,Communication Skills,Technology Uses in Education,Teamwork,Speech Language Pathology,Reading Difficulties,Learning Disabilities

This paper will examine the cognitive development. Specifically, it will include and inform others about the cognitive development of children with speech and language disabilities. In addition, it will be discussing the major factors of speech and language impairment and assistive technologies that can affect the students' academic performance
Teaching Content Writing to Students in Grades 4-6
Author: Weih, Timothy G.
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Writing Instruction,Content Area Writing,Elementary School Students,Intermediate Grades,Language Arts,Language Fluency,Language Proficiency,Writing Skills,Semantics,Reading Comprehension,Vocabulary Development,Reading Fluency,Misconceptions,Best Practices,Teaching Methods

Teaching intermediate grade children how to write means teaching them how to write the alphabetical letters, words, lists, phrases, sentences, paragraphs, narrative text, expository text, and writing mechanics (punctuation &amp; grammar). Teaching writing for meaning is teaching children how to express their thoughts in writing, this is the content of their writing, hence, content writing. Teachers plan for and instruct their intermediate grade children to formulate and compose texts within the English language leading them to become proficient in English language fluency.
The Use of Social Network Analysis by School Librarians to Evaluate and Improve Collaborative Networks in Their Secondary Schools: A Pilot Study
Author: Rinio, Deborah
Date: 2018-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Social Capital,Social Networks,Network Analysis,School Libraries,Librarians,Secondary Schools,Librarian Teacher Cooperation,Trust (Psychology),Communities of Practice,Test Construction,Test Validity,Teacher Collaboration,Secondary School Teachers

Social capital, in the form of relationships among teachers, results in sharing information and resources, which leads to improved student academic achievement. However, school librarians in secondary schools often face challenges when it comes to collaboration. Not surprisingly, collaboration between teachers and librarians is a major focus of both professional and research literature, yet librarians report it is one of their biggest challenges. Librarians are urged to start small, work with the teachers who are willing, and hope that others in the school will see the value of collaboration; in other words, &quot;build it and they will come.&quot; This research sought to determine if school librarians could use social network analysis as an evaluative and strategic planning tool. This study used a mixed-methods approach in a three-phase process to collect social network survey data in two secondary schools, develop the Social Network Analysis for School Librarians (SNASL) Process, and pilot test the process with the school librarians in the pilot schools using participatory analysis. Analysis revealed that the SNASL Process has the potential to enable school librarians to evaluate and improve upon the collaborative network of their school by identifying individuals in specific role positions and producing generative insight regarding the structure of the school network.
Key Insights for England from PIRLS, TIMSS and PISA. NFER Education Briefings
Author: National Foundation for Educational Research (NFER) (United Kingdom)
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Achievement Tests,International Assessment,Grade 4,Reading Achievement,Reading Tests,Mathematics Achievement,Mathematics Tests,Elementary Secondary Education,Science Achievement,Science Tests,Secondary School Students,Evidence Based Practice,Educational Policy,Outcomes of Education,Gender Differences,Socioeconomic Status,Achievement Gap,Resilience (Psychology),Educational Environment,Teacher Shortage

Each country's education system is intricate and unique, underpinned with different policies and priorities. International Large Scale Assessments (ILSAs) provide valuable insights into how a country's education system is performing. These studies gather in-depth contextual information about systems, schools, teachers and students; and explore the relationships between background characteristics and achievement. This information can help countries make evidence-informed decisions on aspects of their own education policy and classroom practice that they might review and adapt to improve learning. This briefing provides an overview of England's performance in three of the most recent studies to report their findings, considers the experiences of other participating countries, and seeks to draw lessons for future education policy in England.
Relations of Preschoolers&apos; Visual Motor and Object Manipulation Skills with Executive Function and Social Behavior
Author: MacDonald, Megan
Date: 2016-10-12
Type: Reports - Research
Subjects: Preschool Children,Preschool Education,Visual Perception,Psychomotor Skills,Sensory Integration,Executive Function,Social Behavior,Age Differences,Gender Differences,At Risk Students,Geographic Location,School Readiness,Early Intervention,Motor Development

Purpose: The purpose was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom over the preschool year. Method: 92 children between the ages of 3-5 years old (mean age 4.31 years) were recruited to participate in this study. Comprehensive measures of visual motor integration skills, object manipulation skills, executive function and social behaviors were administered in the fall and spring of the preschool year. Results: Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores, (B = 0.47 [0.20], p &lt; 0.05, beta = 0.27) in the spring of the preschool year after controlling for age, gender, Head-Start status, and site location, but not after controlling for children's baseline levels of executive function. In addition, children who demonstrated better object-manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control, (B -0.03 [0.00], p &lt; 0.001, beta = 0.40), more cooperation, (B = 0.02 [0.01], p &lt; 0.01, beta = 0.28), and less externalizing/hyperactivity, (B = -0.02 [0.01], p &lt; 0.01, beta = -0.28) after controlling for their social behavior in the fall and other covariates. Conclusion: Children's visual motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness. [This paper was published in &quot;Research Quarterly for Exercise and Sport&quot; v87 p396-407 2016.]
2016 Baccalaureate Graduates Survey: Infographic Report. The Class of 2014 Two Years after Graduation
Author: BC Student Outcomes (Canada)
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Bachelors Degrees,College Graduates,Graduate Surveys,Individual Characteristics,Educational Attitudes,Adult Education,Outcomes of Education,Education Work Relationship,Employment

The Baccalaureate Graduates Survey (BGS) is part of BC Student Outcomes, an ongoing research program that gathers information from former students for B.C.'s public post-secondary institutions and the Province of British Columbia. Since 1995, the BGS has been tracking baccalaureate graduates' outcomes, both two and five years post-graduation. This report presents a summary of the 2016 survey of 2014 baccalaureate graduates. In 2016, 19 public post-secondary institutions in British Columbia participated in the BGS-11 universities, 6 colleges, and 2 institutes. Ninety percent of respondents were from universities, and graduates from the three largest universities made up 66 percent of respondents overall. There were a total of 23,642 graduates who were eligible and invited to participate in the survey. Of these, 10,669 graduates completed the survey for an overall response rate of 45 percent. Those who respond are asked to evaluate their educational experiences and to talk about their employment and further education. Those who respond are asked to evaluate their educational experiences and to talk about their employment and further education. Labor force outcomes are also provided. [The 2016 Baccalaureate Graduates Survey Infographic Report: The Class of 2014 Two Years After Graduation has been prepared by BC Stats for the BC Student Outcomes Research Forum. For &quot;2015 Baccalaureate Graduates Survey: Report of Findings. The Class of 2013 Two Years after Graduation&quot; see ED590435.]
Heterogeneity of Older Learners in Higher Education
Author: Cummins, Phyllis A.
Date: 2018-11-09
Type: Reports - Research
Subjects: Nontraditional Students,Older Adults,Adults,Enrollment Trends,Part Time Students,Full Time Students,Public Colleges,Age Differences,Community Colleges,Student Characteristics,Employment Level,Academic Degrees,Certification,Employment Qualifications,Two Year College Students,Higher Education

Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio's public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogenous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a four-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators. [This paper will be published in &quot;Adult Learning.&quot;]
NOAA Education Implementation Plan, Fiscal Years 2018-2019
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Public Agencies,Program Implementation,Institutional Mission,Science Education,Science and Society,Labor Force Development,Partnerships in Education,Program Evaluation,Safety,Conservation (Environment),Strategic Planning

National Oceanic and Atmospheric Administration (NOAA) Education supports an informed society that uses NOAA-related sciences to make the best social, economic, and environmental decisions. The &quot;FY2018-2019 NOAA Education Implementation Plan&quot; is a companion to the &quot;Education Strategic Plan 2015-2035: Advancing NOAA's Mission through Education&quot; (ED571869). The implementation plan highlights priority actions that improve NOAA's ability to support, plan, and deliver high-quality education programs. This document builds upon NOAA's ongoing work in education and describes how NOAA plans to update agency-wide priorities, reach more people from all backgrounds, and maintain relevance in a changing world. [For the 2016-2017 implementation plan, see ED590445.]
School Funding in England since 2010--What the Key Evidence Tells Us
Author: Williams, Maire
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Finance,Expenditures,Educational Attainment,Outcomes of Education,Disadvantaged,Funding Formulas,Educational Policy,Educational Change,Educational Trends

This report presents the findings from a rapid review of the evidence on how recent changes (2010 onwards) to the level of school funding in England have impacted on school spending and attainment. To do this the report appraises literature published from 2010 onwards that focuses on the following key questions: (1) What impact has school funding had on schools in England between 2010 and 2017? and (2) How might the changes proposed to the National Funding Formula in 2016-17 impact schools in England? To answer these questions, the report provides information on changes in funding levels over 2010-17, along with anticipated changes out to 2019-20. Within this, it highlights how funding levels have changed for disadvantaged pupils and schools with high proportions of disadvantaged pupils. It also examines changes in what funding has actually been spent on. The evidence on the effect funding has had on attainment since 2010 is looked at, as is how the outcomes of additional spending vary with both pupil characteristics and the specific resources funds are directed at. While the number of studies written on the topic of school funding is vast, the number meeting the authors' search criteria was far smaller. Fourteen key texts were appraised and drawn upon for the review. Each study is summarized at the end of the report. Additionally, a glossary of key terms, a timeline of key school funding policy changes, and areas for further study are also included.
2016-2017 National Oceanic and Atmospheric Administration Education Implementation Plan
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Decision Making,Program Implementation,Institutional Mission,Science Education,Public Agencies,Program Evaluation,Science and Society,Labor Force Development,Safety,Conservation (Environment),Emergency Programs,Educational Objectives,Partnerships in Education,Progress Monitoring,Strategic Planning

National Oceanic and Atmospheric Administration (NOAA) Education supports an informed society that uses NOAA-related sciences to make the best social, economic, and environmental decisions. The &quot;2016-2017 National Oceanic and Atmospheric Administration (NOAA) Education Implementation Plan&quot; has been developed as a companion to the &quot;Education Strategic Plan 2015-2035: Advancing NOAA's Mission through Education&quot; (ED571869). The implementation plan highlights priority actions that improve NOAA's ability to support, plan, and deliver high-quality education programs. This document builds upon NOAA's ongoing work in education and describes how NOAA plans to update agency-wide priorities, reach more people from all backgrounds, and maintain relevance in a changing world.
Can Summer Schools Improve Outcomes for Disadvantaged Pupils? NFER Social Mobility Briefing
Author: Sharp, Caroline
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Summer Programs,Summer Schools,Secondary School Students,Program Effectiveness,Disadvantaged Youth,College Readiness

There are many different types of summer school for children and young people. The most common educational summer schools in England are 'transition' summer schools for pupils about to start secondary school and 'access' summer schools to encourage older secondary pupils to apply for university. The purpose of this piece is to review the recent evidence base on the effectiveness of these interventions in relation to improving outcomes for pupils from disadvantaged backgrounds in England.
Considerations for STEM Education from PreK through Grade 3
Author: Sarama, J.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Preschool Education,Primary Education,Preschool Children,Elementary School Students,Young Children,Student Characteristics,Academic Ability,Science Instruction,Mathematics Instruction,Scaffolding (Teaching Technique),Scientific Literacy,Emergent Literacy

Quality early STEM experiences provide a critical foundation for learning about science, technology, engineering, and mathematics (STEM) in ways that facilitate later learning. Early childhood educators have a unique opportunity to benefit all students by bringing the STEM disciplines into greater balance with literacy, reducing early inequities in access and opportunity to learn STEM, and developing skills and understandings that students can build on as they progress through school and into civic life and the workforce. This brief draws on research and development supported by the National Science Foundation to highlight important considerations about STEM educational experiences for young children and professional learning for educators who provide those experiences.
Meeting the Challenge: How Diploma, Associate Degree, and Certificate Students Paid for Their Studies. Information Paper
Author: BC Student Outcomes (Canada)
Date: 2015-00-00
Type: Reports - Research
Subjects: Paying for College,Student Financial Aid,Student Loan Programs,Student Employment,College Students,Associate Degrees,Educational Certificates,Foreign Countries

Information from the BC Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey can be used to look at the impact of increasing post-secondary education costs on student borrowing and the use of other funding sources. For many years, the DACSO Survey has been asking former students about how they paid for their studies: what sources of funding they used, whether they borrowed, and how much they borrowed. The information for this paper came from the DACSO Survey, from the years 2003, 2006, 2009, 2012, and 2015. Some financial information was collected every year; however, every third year a more extensive set of questions was asked. Respondents were asked what sources of funding they used and if they borrowed for the program they just finished. There are a number of sources of funding that help students pay for their education, and the former students surveyed chose the two sources most important to them. The most important sources of funding have been consistent, with the exception of government student loans. They have declined as an important source, although remain among the top four sources reported. Personal savings, employment while studying, and support from family and friends were also among the most important sources of funding. In spite of some slight indication that more support is needed, it appears that most respondents were able to finance their education without borrowing at all or by borrowing moderate amounts. Over the last dozen years, those who borrowed relied less on the government student loan program as loans from other sources became more readily available. Regardless of the source, the amounts have increased, allowing borrowers to cover increased costs due to inflation. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, the participating British Columbia post-secondary institutions, and the Industry Training Authority.]
Chronic School Absenteeism among Children with Selected Developmental Disabilities: National Health Interview Survey, 2014-2016. National Health Statistics Reports. Number 118
Author: Black, Lindsey I.
Date: 2018-09-26
Type: Reports - Research
Subjects: Attendance Patterns,Developmental Disabilities,National Surveys,Attention Deficit Hyperactivity Disorder,Intellectual Disability,Developmental Delays,Autism,Pervasive Developmental Disorders,Elementary School Students,Secondary School Students,Incidence

Objectives: This report describes associations between chronic school absenteeism and selected developmental disabilities (DDs) among school-aged children. Methods: Using the 2014-2016 National Health Interview Survey, multivariate logistic regression models were fit to estimate the association between DDs (attention-deficit/hyperactivity disorder [ADHD], autism spectrum disorder, intellectual disability, or other developmental delay) and chronic school absenteeism controlling for demographics and co-occurring physical health conditions among children aged 5-17 years. Results: During 2014-2016, the overall prevalence of ADHD was 10.6%, autism spectrum disorder was 2.5%, intellectual disability was 1.3%, and other developmental delay was 3.8% among children aged 5-17 years. Children with some types of DDs examined had significantly higher odds of chronic absenteeism compared with children who did not have a DD. Specifically, children with ADHD (adjusted odds ratio [AOR]: 1.84; 95% confidence interval [CI]: 1.16-2.91), autism spectrum disorder (AOR: 2.89; 95% CI: 1.59-5.27), and intellectual disability (AOR: 1.57; 95% CI: 1.03-2.39) were more likely to have had chronic school absenteeism than children without these conditions. Conclusions: Children with DDs had higher chronic school absenteeism. Associations remained after controlling for demographics and co-occurring physical health conditions. Similarly as the number of DDs increased, the odds of chronic school absenteeism increased. These findings show that both the type and number of DDs are associated with school attendance.