ethanporcaro/eric-fulltext-meta huggingface dataset:
Non-State Schools: The Education Providers in an Unwatchful Society
Author: Saidu, Ismail Datti
Date: 2021-04-08
Type: Reports - Evaluative
Subjects: Foreign Countries,Private Schools,Elementary Schools,Secondary Schools,Educational Quality,Institutional Evaluation,Ethics,Islam,Religious Schools,Educational Malpractice,Labor Legislation,Crime

Indisputably, education in every society is pivotal to national development without which the society retrogresses. The world superpowers, the United States, China, Germany, UK, France, Canada, Japan etc. are able to attain substantial economic growths as a result of educational advancement through quality schools that result in the production of quality education at all levels. In these countries, education in both states and non-states institutions is well funded to meetup their innovative demands and overcome challenges. This is not the case in Nigeria where education budgets are just below 15% of the total budget of the country hence, the degradation of public schools and the over-reliance on non-state schools. Regardless of the expansive growth experienced in the sector (non-state institutions), another danger looms as these schools are following the footsteps of their counterparts (state owned schools) towards unethical activities that threaten realisation of the general goals of education. This paper focuses on the basic education levels of primary and secondary schools. It looks into the activities of non-state schools that are not in tandem with the purpose of teaching and learning. The paper examines cases from the two largest states of Nigeria, Kano and Lagos wherein it analyses the situations and arrive at some valuable conclusions.
Test Affordances or Test Function? Did We Get Messick&apos;s Message Right?
Author: Salmani Nodoushan, Mohammad Ali
Date: 2021-07-00
Type: Journal Articles
Subjects: Construct Validity,Test Theory,Test Use,Affordances,Criterion Referenced Tests,Ethics,Educational Testing,Test Bias,Testing Problems

This paper follows a line of logical argumentation to claim that what Samuel Messick conceptualized about construct validation has probably been misunderstood by some educational policy makers, practicing educators, and classroom teachers. It argues that, while Messick's unified theory of test validation aimed at (a) warning educational practitioners and policy makers of the undesirable social consequences of test use and (b) entreating educators and test developers to think of a facet-driven item-banking-based construct-specific criterion-referenced common metric for any construct of interest in educational and other settings, his message has been misunderstood as a plea for alternative ways of evaluation and specifically a qualitative shift in educational assessment. The paper (a) draws on the conceptual differences between 'test function' and other construct-irrelevant peripheral 'affordances' to which any test can be put, (b) argues that the moment of truth for the qualitative camp has arrived, and (b) invites everyone to admit that even if qualitative assessment, 'thick' descriptions of achievement, and differentiated portraits and profiles of student performance might be much thicker than traditional norm-referenced psychometric tests, they are no match for any minimalistic facet-driven criterion-referenced common metric, nor is any of them an option. The paper suggests that the right way out is through an iron-clad criterion-referenced Occam's-razor-proof common metric for each construct of interest, perhaps the only option that is sure to transform the soft science of educational assessment into a hard science of educational measurement.
School Internship Experiences of Two Visually Challenged Student Teachers: A Phenomenological Study
Author: Najmuddeen, P.
Date: 2020-06-00
Type: Reports - Research
Subjects: Internship Programs,Teacher Education Programs,Experiential Learning,Masters Degrees,Bachelors Degrees,Student Teachers,Visual Impairments,Students with Disabilities,Barriers,Mentors,Academic Accommodations (Disabilities),Educational Technology,Interpersonal Relationship,Foreign Countries,Freedom,Self Esteem,Professional Identity

School internship is one of the most important phases of any teacher education programme. This is the stage where the student teachers apply the theoretical knowledge and skills they had acquired from the institute of teacher education in real life situations. School internship can be termed as a litmus test for a student teacher. National Curriculum Framework for Teacher Education - NCFTE (2009) envisioned school internship as one of the three major aspects of a teacher education programme. National Council of Teacher Education (NCTE) of India revised the course structure of Bachelor of Education (B Ed) and Master of Education (M Ed) degree programmes in the year 2014 by incorporating the major recommendations of NCFTE-2009. However the NCFTE-2009 document as well as the revised course structures of B Ed and M Ed degree programmes did not give much emphasis to the inclusion of the differentially abled student teachers and the ways and means in which they have to be included, even if both the documents gave due emphasis for the inclusion of the differentially children with disabilities at the school level. This paper analyses the school internship experiences of two visually challenged student teachers who completed their B Ed programme from institute of teacher education under Kannur University in Kerala. Phenomenological research design has been adopted for the study. First hand descriptions of the experiences were elicited from the participants through semi structured interviews. The interview data were analysed to derive categories and themes with the help of VanManen's (1990) phenomenological data analysis framework. These themes were combined to explain the school internship experiences of the two visually challenged student teachers. The major themes identified were (i) Lack of freedom, (ii) Limited mentoring, (iii) Adaptive instructional and assessment strategies, (iv) Technological experiences (v) Relationship dynamics. [This paper was published in &quot;Journal of Studies in Teacher Education&quot; v13 n1 p30-45 Jun 2020.]
Correcting Students&apos; Writing Errors: The Role of Communicative Feedback
Author: Al-Jarf, Reima
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Error Correction,Writing Instruction,Writing Assignments,Feedback (Response),English (Second Language),Second Language Instruction,Grammar,College Students,Foreign Countries,Communication Skills

Many EFL teachers spend a lot of time marking students' written assignments and correcting their spelling, grammatical, punctuation, organization and idea generation errors in detail. The more students make mistakes, the more meticulously they mark and correct mistakes. Despite meticulous error correction, students continue to make the same mistakes over and over again. Teachers' correction of written assignments does not seem to be effective in reducing students' errors and enhancing their ability to write correctly and effectively. The present study proposes a model for correcting students' errors effectively. In this model, students are encouraged to write for communication and not to worry about spelling, grammatical, punctuation or capitalization mistakes. Students do written assignments or part of them in class. While doing the written exercises and writing their paragraphs, the teacher monitors students' work and provides individual help. She gives communicative feedback that focuses on meaning and highlights only errors related to rules or skills under study in a particular chapter. Feedback is provided on the presence and location of errors, but no correct forms are given. Self-editing and peer-editing are encouraged. Extra credit is given for good paragraphs every time the students write a paragraph in class.
Identifying Students at Risk Using Prior Performance versus a Machine Learning Algorithm. REL 2021-126
Author: Cattell, Lindsay
Date: 2021-09-00
Type: Reports - Research
Subjects: At Risk Students,Identification,Artificial Intelligence,Dropout Prevention,Academic Achievement,Accuracy,Attendance,Academic Failure,Grade Point Average,Suspension,Predictive Validity,Public Schools,Elementary Secondary Education,Racial Differences,Computer Uses in Education

This report provides information for administrators in local education agencies who are considering early warning systems to identify at-risk students. Districts use early warning systems to target resources to the most at-risk students and intervene before students drop out. Schools want to ensure the early warning system accurately identifies the students that need support to make the best use of available resources. The report compares the accuracy of using simple flags based on prior academic problems in school (prior performance early warning system) to an algorithm using a range of in- and out-of-school data to estimate the specific risk of each academic problem for each student in each quarter. Schools can use one or more risk-score cutoffs from the algorithm to create low- and high-risk groups. This study compares a prior performance early warning system to two risk-score cutoff options: a cutoff that identifies the same percentage of students as the prior performance early warning system, and a cutoff that identifies the 10 percent of students most at risk. The study finds that the prior performance early warning system and the algorithm using the same-percentage risk score cutoffs are similarly accurate. Both approaches successfully identify most of the students who ultimately are chronically absent, have a low grade point average, or fail a course. In contrast, the algorithm with 10-percent cutoffs is good at targeting the students who are most likely to experience an academic problem; this approach has the advantage in predicting suspensions, which are rarer and harder to predict than the other outcomes. Both the prior performance flags and the algorithm are less accurate when predicting outcomes for students who are Black. The findings suggest clear tradeoffs between the options. The prior performance early warning system is just as accurate as the algorithm for some purposes and is cheaper and easier to set up, but it does not provide fine-grained information that could be used to identify the students who are at greatest risk. The algorithm can distinguish degrees of risk among students, enabling a district to set cutoffs that vary depending on the prevalence of different outcomes, the harms of over-identifying versus under-identifying students at risk, and the resources available to support interventions.
Variations in District Strategies for Remote Learning during the COVID-19 Pandemic. REL 2021-118
Author: Yanoski, David C.
Date: 2021-09-00
Type: Reports - Research
Subjects: Educational Strategies,School Districts,Distance Education,COVID-19,Pandemics,Content Analysis,Electronic Learning,Institutional Characteristics,Internet,Educational Change,Poverty Areas,Social Emotional Learning,Mental Health,Family School Relationship,Rural Urban Differences,Elementary Secondary Education

In spring 2020, the COVID-19 pandemic led to an unprecedented and abrupt stoppage of in-person learning in schools across the country. State education agency leaders in Kansas, Nebraska, North Dakota, and Wyoming needed information on proposed strategies in districts' remote learning plans to ensure continuity and better support remote learning in their states. This study used document analysis to examine proposed strategies related to infrastructure; strategies and supports for instruction; and supports for teachers, students, and parents. Findings are presented separately by district Internet connectivity level, district poverty quartile, and district locale. These findings represent variations in district remote learning plans across the four states included in the study. The study found that proposed remote learning strategies varied considerably and were often related to district characteristics. For instance, a higher percentage of districts with higher Internet connectivity before the pandemic proposed support for home-based Internet; full student access to devices; technology support; and additional supports for teachers, students, and parents. In addition, a higher percentage of non-rural districts and high-poverty districts proposed supports for students and parents, such as one-on-one meetings between students and teachers and resources for parents on remote learning. Although district capacity to implement remote learning has likely improved since the start of the pandemic, state education agency leaders can use the findings in this report to consider providing more support to districts with persistent Internet connectivity challenges. Leaders can also use the report to inform additional data collection to examine how remote learning strategies have evolved and to help determine the implications of the shift on student learning. [For the appendixes, see ED614903.]
Variations in District Strategies for Remote Learning during the COVID-19 Pandemic. Appendixes. REL 2021-118
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Research
Subjects: Educational Strategies,School Districts,Distance Education,COVID-19,Pandemics,Content Analysis,Electronic Learning,Institutional Characteristics,Internet,Educational Change,Poverty Areas,Social Emotional Learning,Mental Health,Family School Relationship,Rural Urban Differences,Elementary Secondary Education

The &quot;Variations in District Strategies for Remote Learning during the COVID-19 Pandemic&quot; study examined proposed strategies in districts' remote learning plans to ensure continuity and to better support remote learning in Kansas, Nebraska, North Dakota, and Wyoming. This study used document analysis to examine proposed strategies related to infrastructure; strategies and supports for instruction; and supports for teachers, students, and parents. The study found that proposed remote learning strategies varied considerably and were often related to district characteristics. Although district capacity to implement remote learning has likely improved since the start of the pandemic, state education agency leaders can use the findings in this report to consider providing more support to districts with persistent Internet connectivity challenges. Leaders can also use the report to inform additional data collection to examine how remote learning strategies have evolved and to help determine the implications of the shift on student learning. This document presents the following seven appendixes that accompany the study: (1) Brief literature review; (2) Coding protocol for document analysis of remote learning plans; (3) Proposed remote learning strategies for districts in Kansas, Nebraska, North Dakota, and Wyoming; (4) Proposed remote learning strategies by district Internet connectivity; (5) Proposed remote learning strategies by district poverty quartile; (6) Proposed remote learning strategies by district locale; and (7) Data and methods. [For the full report, see ED614902.]
Characteristics of Private Schools in the United States: Results from the 2019-20 Private School Universe Survey. First Look. NCES 2021-061
Author: Broughman, Stephen P.
Date: 2021-09-00
Type: Reports - Research
Subjects: Private Schools,School Surveys,Institutional Characteristics,Elementary Secondary Education,Religious Schools,School Size,Geographic Regions,School Location,Special Education,Montessori Schools,Vocational Schools,Nontraditional Education,Early Childhood Education,Catholic Schools,Rural Schools,Urban Schools,Suburban Schools,Teacher Characteristics,Full Time Equivalency,Student Characteristics,Teacher Student Ratio,Graduation Rate,High School Graduates,Organizations (Groups),Group Membership

In 1988, the National Center for Education Statistics (NCES) developed a private school data collection that improved on the sporadic collection of private school data dating back to 1890 and at the same time developed an alternative to commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the biennial Private School Universe Survey (PSS) for NCES. PSS is designed to generate biennial data on the total number of private schools, students, and teachers, and to build a universe of private schools to serve as a sampling frame of private schools for NCES sample surveys. This First Look report provides selected findings from the 2019-20 PSS regarding private schools that were in operation during the 2019-20 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
Factors Associated with Grade 3 Reading Outcomes of Students in the Commonwealth of the Northern Mariana Islands Public School System. REL 2021-116
Author: Grindal, Todd
Date: 2021-09-00
Type: Reports - Research
Subjects: Elementary School Students,Reading Achievement,Reading Skills,Grade 3,Public Schools,Gender Differences,Socioeconomic Status,Age Differences,School Entrance Age,Ethnicity,Student Mobility,Disadvantaged Youth,Preschool Education,Correlation,Probability

Few elementary students on the Commonwealth of the Northern Mariana Islands (CNMI) are scoring at grade level or higher on the ACT Aspire reading assessment. To better understand factors associated with the reading proficiency of CNMI grade 3 students, stakeholders there asked the Regional Educational Laboratory Pacific to examine the demographic characteristics and education experiences of students who demonstrated reading proficiency by grade 3. The study focused on grade 3 students who were enrolled in CNMI public schools from 2014/15 to 2018/19. It found that female students, students who did not receive free or reduced-priced lunch, students who were older at the time of kindergarten entry, Filipino students, and students who did not change schools were more likely to demonstrate reading proficiency in grade 3 than other students. There was no difference in grade 3 reading proficiency between students who had enrolled in Head Start and students who had not. [For the Study Snapshot, see ED614908. For the Study Brief, see ED614907. For the appendixes, see ED614910.]
Factors Associated with Grade 3 Reading Outcomes of Students in the Commonwealth of the Northern Mariana Islands Public School System. Study Brief. REL 2021-116
Author: Grindal, T.
Date: 2021-09-00
Type: Reports - Research
Subjects: Elementary School Students,Reading Achievement,Reading Skills,Grade 3,Public Schools,Gender Differences,Socioeconomic Status,Age Differences,School Entrance Age,Ethnicity,Student Mobility,Disadvantaged Youth,Preschool Education,Correlation,Probability

Few elementary students in the Commonwealth of the Northern Mariana Islands (CNMI) are scoring at grade level or higher on the ACT Aspire reading assessment. To better understand factors associated with the reading proficiency of CNMI grade 3 students, stakeholders there asked the Regional Educational Laboratory Pacific to examine the demographic characteristics and education experiences of students who demonstrated reading proficiency by grade 3. The study focused on grade 3 students who were enrolled in CNMI public schools from 2014/15 to 2018/19. It found that female students, students who did not receive free or reduced-priced lunch, students who were older at the time of kindergarten entry, Filipino students, and students who did not change schools were more likely to demonstrate reading proficiency in grade 3 than other students. There was no difference in grade 3 reading proficiency between students who had enrolled in Head Start and students who had not. This study brief to the full report presents: (1) Why this study was conducted; (2) What was studied and how; (3) Findings; and (4) Implications. [For the full report, see ED614905. For the Study Snapshot, see ED614908. For the appendixes, see ED614910.]
Factors Associated with Grade 3 Reading Outcomes of Students in the Commonwealth of the Northern Mariana Islands Public School System. Study Snapshot. REL 2021-116
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Reading Achievement,Reading Skills,Grade 3,Public Schools,Gender Differences,Socioeconomic Status,Age Differences,School Entrance Age,Ethnicity,Student Mobility,Disadvantaged Youth,Preschool Education,Correlation,Probability

Few elementary students in the Commonwealth of the Northern Mariana Islands (CNMI) are scoring at grade level or higher on the ACT Aspire reading assessment. This study examined data on students who enrolled in grade 3 in a CNMI public school from 2014/15 to 2018/19 to understand their grade 3 reading performance. The study used administrative data from the CNMI Public School System, including students' gender, free or reduced-price lunch receipt (a proxy for family income), age at kindergarten entry, ethnicity, enrollment in Head Start, mobility, and performance on the ACT Aspire grade 3 reading assessment. This study snapshot presents key findings and implications from the full study. [For the full report, see ED614905. For the Study Brief, see ED614907. For the appendixes, see ED614910.]
Factors Associated with Grade 3 Reading Outcomes of Students in the Commonwealth of the Northern Mariana Islands Public School System. Appendixes. REL 2021-116
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Students,Reading Achievement,Reading Skills,Grade 3,Public Schools,Gender Differences,Socioeconomic Status,Age Differences,School Entrance Age,Ethnicity,Student Mobility,Disadvantaged Youth,Preschool Education,Correlation,Probability

Few elementary students on the Commonwealth of the Northern Mariana Islands (CNMI) are scoring at grade level or higher on the ACT Aspire reading assessment. To better understand factors associated with the reading proficiency of CNMI grade 3 students, stakeholders there asked the Regional Educational Laboratory Pacific to examine the demographic characteristics and education experiences of students who demonstrated reading proficiency by grade 3. The study focused on grade 3 students who were enrolled in CNMI public schools from 2014/15 to 2018/19. It found that female students, students who did not receive free or reduced-priced lunch, students who were older at the time of kindergarten entry, Filipino students, and students who did not change schools were more likely to demonstrate reading proficiency in grade 3 than other students. There was no difference in grade 3 reading proficiency between students who had enrolled in Head Start and students who had not. This document presents the following four appendixes that accompany the study: (1) About the study; (2) Methods; (3) Supporting analyses; and (4) Supplementary analyses. [For the full report, see ED614905. For the Study Snapshot, see ED614908. For the Study Brief, see ED614907.]