ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure with an Experimental Novel Measure
Author: Nese, Joseph F. T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Tests,Oral Reading,Reading Fluency,Curriculum Based Assessment,Computer Assisted Testing,Scores,Reading Comprehension,Predictor Variables,Accuracy,Test Reliability,Test Validity,Elementary School Students,Grade 2,Grade 3,Grade 4

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R[superscript 2], sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.
Teach for America: An Analysis of Placement and Impact, 2012-13. Evaluation Matters. Volume 3, Number 6
Author: Miami-Dade County Public Schools, Office of Assessment, Research, and Data Analysis (ARDA)
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Teacher Recruitment,Alternative Teacher Certification,Beginning Teachers,Teacher Placement,Elementary Secondary Education,Teacher Effectiveness,Outcomes of Education,Faculty Mobility

This report examines the placement of Teach for America (TFA) teachers and examines their impact on the learning gains of their students during 2012-13. TFA is an organization that recruits and trains recent college graduates/professionals to teach for two years in selected communities. Sets of eligible TFA teachers were identified in 2012-13 including all TFA teachers assigned to teach language arts and/or mathematics to students in grades 3 through 10. The comparison pool included all non-TFA teachers assigned to teach students in grades 3 through 10 in schools with TFA teachers, who did not previously participate in the TFA program. Data used in this analysis were obtained from archival records supplemented by data from the student database system and weighted student learning gains computed by the Florida Department of Education (FLDOE) and described in Florida Department of Education (2012). When the learning gains made by students of TFA teachers are compared with those made by students of their non-TFA counterparts who were assigned to similar courses, a consistent impact in senior high mathematics was found, that manifested when weighted learning gains were compared. No consistent benefit in reading was found. As weighted learning gains assign extra bonus points for growth seen among students who are already proficient, this finding supports the notion seen in that TFA teachers are more effective teaching proficient students in standard education and advanced mathematics courses. [For the 2011-12 report, see ED618698.]
Teach for America: An Analysis of Placement and Impact, 2011-12. Evaluation Matters. Volume 2, Number 6
Author: Miami-Dade County Public Schools, Office of Assessment, Research, and Data Analysis (ARDA)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Teacher Recruitment,Alternative Teacher Certification,Beginning Teachers,Teacher Placement,Elementary Secondary Education,Teacher Effectiveness,Outcomes of Education,Faculty Mobility

This report examines the placement of Teacher for America (TFA) teachers and examines their impact on the learning gains of their students during 2011-12. TFA is an organization that recruits and trains recent college graduates/professionals to teach for two years in selected communities. Sets of eligible TFA teachers were identified in 2011-12, which included all TFA teachers assigned to grades tested by the Florida Comprehensive Assessment Test (FCAT) in reading and mathematics. Separate comparison groups for reading and mathematics included all Non-TFA teachers assigned to FCAT tested grades, in schools with TFA teachers, who had course loads in which the majority of courses were the same as those taught by the TFA teachers. Data used in this analysis were obtained from archival records supplemented by data from the student database system and student learning gains data computed by the Florida Department of Education (FLDOE). When the learning gains made by students of TFA teachers are compared with those made by students of their Non-TFA counterparts who were assigned to similar courses no consistent impact was found. The fact that the strongest gains were found for TFA teachers who taught eighth grade, of whom the majority were assigned to advanced courses, may suggest that TFA teachers are more effective in advanced course assignments. The vast majority of TFA teachers do not continue teaching in the district after completing their commitments with the program, with over 80% leaving at the end of their three-year commitment.
Learner Autonomy in an Asynchronous Distance Education Environment Implemented through Frequent Instructor-Involvement
Author: Gunes, Sevim
Date: 2021-09-00
Type: Journal Articles
Subjects: Personal Autonomy,State Universities,Student Surveys,Student Attitudes,Distance Education,Asynchronous Communication,Teacher Student Relationship,Writing Instruction,Undergraduate Students,Online Courses,English Instruction,Profiles,Learning Processes,Learning Strategies

The current study aims to clarify the autonomy levels of the students taught English Composition through asynchronous distance education which refers to the separation of learners and instructors both in terms of place and time. The data collection process was conducted at a public university in Georgia, USA. 40 students taking online English Composition Course as a core class were included in this study. In order to collect data, two different online surveys were used; one of them was implemented to the instructors and the other one to the students. The aim of the survey implemented to the instructors was to clarify their profile and the details of their teaching through asynchronous distance education. On the other hand, the student survey was to reveal students' autonomy levels in an asynchronous distance education process provided through frequent instructor and student involvement. The results obtained from the student surveys revealed that most of the students were able to run their learning process in an effective way in an asynchronous distance education process.
Academic Integrity: Considerations for Accessibility, Equity, and Inclusion
Author: Pagaling, Rachel
Date: 2022-04-04
Type: Reports - Research
Subjects: Inclusion,Academic Achievement,Integrity,Cheating,Databases,Plagiarism,Students with Disabilities,Annotated Bibliographies,Access to Education,Equal Education,Special Needs Students,Academic Accommodations (Disabilities),Social Justice,Neurological Impairments,Learning Disabilities,Higher Education,College Students,Dyslexia,Autism,Pervasive Developmental Disorders,Foreign Countries

Purpose: This report summarizes existing research related to academic integrity, accessibility, equity, and inclusion, with a particular focus on individuals with learning disabilities and neurodevelopmental disabilities. It provides an overview of the literature up to and including August 2021, highlighting key issues and existing gaps. The literature review is supplemented with a discussion of key issues and recommendations for practice. Methods: Our research question (RQ) was: What does the research literature show about academic integrity and related terms (i.e., academic misconduct, academic dishonesty, and plagiarism) in students with disabilities (i.e., learning and neurodevelopmental disabilities) in post-secondary settings? To answer this question, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: We ran two searches each using different sets of key words. Although our searches proved unsuccessful, we provide a brief annotated bibliography of sources we knew to exist prior to our search. In addition, we offer a comprehensive discussion exploring why the searches failed, along with a discussion of some broader issues related to academic integrity and student accessibility. Implications: Scholarly and practitioner inquiry into the connections between academic integrity, accessibility, equity, and inclusion have been slow to develop. This presents opportunities for further inquiry, though we offer the caveat that such studies should be undertaken in the spirit of student success and supports. Most often discussion of the academic integrity and students with disability focus on the legitimacy of the academic accommodations. As more stakeholders become aware of the need to understand the connections between academic integrity, accessibility, equity, and inclusion, there is room for further recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 82 References; 2 Tables. [Funding for this research was provided by University of Calgary, Vice Provost Teaching and Learning, and the Taylor Institute for Teaching and Learning.]
Report of the Commissioner of Education for the Year 1889-90. Volume 1: Containing Part I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1893-00-00
Type: Historical Materials
Subjects: Enrollment,Attendance,Educational Facilities,Teachers,Income,Expenditures,Educational Finance,Higher Education,International Cooperation,Conferences (Gatherings),Elementary Secondary Education,Vocational Education,Educational Administration,Moral Values,Museums,Teaching (Occupation),Intellectual Disciplines,Teaching Methods,Single Sex Schools,Languages,Science Instruction,Second Language Instruction,Social Sciences,Educational History,Foreign Countries

The Commissioner of Education offers summary statistics and discussion on state school systems' enrollment, average daily attendance, school property, teachers, revenues, and expenditures. The commissioner also includes University College School, London; Master W.H. Widgery's report on the International Educational Congresses held during the Paris Exposition in 1889. The section on the exhibition and the congresses on special studies gives statistics and addresses primary schools, training schools, secondary and technical instruction, education control, teaching morality, training colleges, and educational museums. The section on the congresses on primary and secondary education discusses German state control of education; teaching as profession; French education progress as well as the French primary education system; and the Sorbonne. The congress on secondary and higher education section covers five questions considered by the congress: secondary studies extent and sanction; international equivalence of studies and degrees; relative weight given to classics, modern languages, and science; teaching methods for modern languages and science in girls' schools; and the place of economic and social science of education. The secondary and superior education congress section covers ancient and modern languages and science secondary instruction, girls' education in living languages and sciences, and the inauguration of the new Sorbonne. Additional chapters cover the education systems and 1888-90 operations of Scotland, England, France, London, Paris, Germany, Prussia, Austria-Hungary, Norway, Denmark, and an overview of education in Europe and America. [For Volume 2, see ED618702.]
Report of the Commissioner of Education for the Year 1889-90. Volume 2: Containing Parts II and III
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1893-00-00
Type: Historical Materials
Subjects: Attendance,Teachers,Educational Facilities,Expenditures,Teacher Salaries,Public Schools,Drinking,Law Enforcement,Womens Education,Higher Education,Colleges,Institutional Characteristics,Graduate Study,Undergraduate Study,Teacher Education Programs,African American Students,Elementary Secondary Education,Vocational Education,Agricultural Education,Athletics,Civics,Teaching Methods,Training,Private Schools,Religious Schools,Supervision,Agricultural Occupations,Eskimos,Animals,Christianity

The Commissioner of Education presents comparative statistics on city and country schools, attendance, teachers, accommodations, and school property and expenditures. Teacher salaries are given for 69 U.S. cities, with detailed salary information for Baltimore, St. Louis, Boston, New Orleans, and Cincinnati for each year since their public schools were established. The report addresses scientific temperance instruction in public schools, with instruction materials and information on enforcement; women's higher education, including new institutions and the courses of study for the A.B. degree in 15 institution; colleges and universities, including enrollment, endowment, physical plant, new institutions, and new buildings; graduate schools; professional schools and teacher preparation; education of the colored race in common, secondary, and higher schools, as well as in industrial training and at Hampton Normal and Agricultural Institute. Also covered are Swedish (Ling) gymnastics, and discussion of questions around civics instruction, compulsory attendance, instructional methods, physical training, private and parochial schools, public schools, reading and literature, religion and moral training, school management and discipline, and textbooks. The report also examines education abroad, including museums in schools, national school systems, and secular Sunday schools. Discussion of Alaskan education encompasses public, contract, and other schools; statistics; teachers and salaries; supervision; Siberia; King Island; Arctic Coast schools; whaling; Eskimos; introduction of reindeer and of Christianity; and recommendations. A necrology lists notable deaths in the education field. Detailed statistical tables cover education across the sectors and institution types noted. [For Volume 1, see ED618701.]
School Life: Official Organ of the United States Bureau of Education, Department of the Interior. Volume XII. September, 1926-June, 1927
Author: Boykin, James C., Ed.
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books

This document contains the September 1926 through June 1927 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Bureau of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books.
The Use of Children&apos;s Literature in Social Studies: A Comparative Study in the USA and Turkey
Author: Simsek, Ahmet
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Childrens Literature,Teaching Methods,Cultural Differences,Textbooks,Elementary Education,Story Telling

In this study the importance of giving place to children's literature in Social Studies in the USA and Turkey has been described upon briefly. It has been observed that social studies instruction fields in the USA have highly affluent studies in regard to making use of children's literature. The new Social Studies Curriculum put into practice in Turkey in 2005 have been found to be better than the old curriculum. However, according to practices carried out it has also been observed that the use of literature materials had limited contribution during class application and in the instruction books prepared for teacher candidates. It is noticed that the importance given to the subject isn't still sufficient enough. Particularily, it was determined that the academic studies regarding the issue couldn't proceed beyond offering general ideas to teachers due to the fact that they approached the issue totally with a benefit-advantage approach.
The Influence of Web-Based Intelligent Tutoring Systems on Academic Achievement in Physics Education
Author: Erdemir, Mustafe
Date: 2015-01-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Intelligent Tutoring Systems,Distance Education,Teaching Methods,Units of Study,Energy Conservation,Science Tests,Achievement Tests,Pretests Posttests,Scores,Comparative Analysis,Science Achievement,Web Based Instruction,Instructional Effectiveness,Foreign Countries,Teacher Education Programs,Mathematics Instruction

This study aims to determine the influence of distance asynchronous teaching of Physics-I topics via intelligent tutoring systems (ITSs) on academic achievement and permanence. A Web-based learning environment was created by use of an ITS called &quot;Turkish Intelligent Tutoring System&quot; (TURKZOS) for such Physics-I units as work, energy, and conservation of energy. The experimental group of the study consisted of 26 students who had computer and Internet access and participated in the study voluntarily. The achievement test developed by the researchers was used for collecting data. This test was conducted as pre-test and post-test before and after the experimental procedure respectively. The same test was administered to measure permanence 45 days later following the performance of the post-test. The obtained data were analyzed via paired t-test. Mean pre-test score was found to be 23.88, and mean post-test score was found to be 73.80. Mean permanence test, on the other hand, was found to be 71.88. When mean pre-test and post-test scores were compared, a significant difference was identified in favor of the mean post-test score (p &lt; 0.05). In addition, a significant difference was detected between mean permanence test and pre-test scores (p &lt; 0.005). The mean permanence test score was higher than the mean pre-test score. It was concluded that intelligent learning environments created through Web-based tutoring systems have a positive influence on academic achievement and permanence in physics teaching. [This paper was presented at the International Instructional Technologies &amp; Teacher Education Symposium (ITTES2014) (2nd, Afyonkarahisar-Turkey, May 20-22, 2014).]
Engagement Considerations in Mentoring in Higher Education
Author: Robie, Shalika
Date: 2022-03-00
Type: Speeches/Meeting Papers
Subjects: Mentors,Higher Education,Learner Engagement,Student Experience,Teaching Methods,Student Evaluation of Teacher Performance,Educational Practices,Educational Change,Student Centered Learning,Educational Environment,College Students

Traditional aspects of student engagement have focused on how students feel or think about their instructor, the content being taught, the design of the course, and occasionally the institution, barely extrapolating what truly is meaningful for the student. As documented in various systematic measuring of the student experience, historically, the focus has been on pedagogical approaches, educational practices, and student evaluations of teaching practice (Bowden et al., 2021; Grebennikov &amp; Shah 2013). The traditional practices of higher education institutions must change to keep pace with the expectations of 21st-century learners and the manner they engage in learning.
Mentoring in Higher Education
Author: Sutter, Tiffany
Date: 2022-03-00
Type: Speeches/Meeting Papers
Subjects: Mentors,Higher Education,Graduate Students,Educational Benefits,Expectation,Skill Development,21st Century Skills,Role,Interpersonal Relationship,Meetings,Best Practices

Mentoring fosters an enduring personal relationship between people to cultivate career knowledge, self-identity and transformation, and social and emotional support among other topics in order to help support a future colleague. It is a process embedded into higher education in order to &quot;enhance the academic development (including development of research skills and a disciplinary identity), professional (career) development, and personal (psychosocial) development of graduate students&quot; (Lunsford et al., 2017, p. 323). This growth can benefit both parties involved in mentoring when it is done purposefully. One reason to encourage mentorship is because of the mutual benefits provided by the relationship. Mentors are needed in order to help students recognize the different expectations of higher education. For example, undergraduate students will usually learn and apply proficiency within a discipline whereas graduate students are expected to challenge and contribute to the knowledge base within the field.
American Association for Adult and Continuing Education: 2021 Conference Proceedings (Miramar Beach, FL, October 5-8, 2021)
Author: Hunter-Johnson, Yvonne, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Adult Education,Continuing Education,Lifelong Learning,Religious Schools,Masters Programs,Teacher Education,Transfer of Training,Social Justice,Cultural Awareness,COVID-19,Pandemics,Study Abroad,Educational Technology,Technology Uses in Education,International Cooperation,Ethics,Human Resources,Labor Force Development,Asynchronous Communication,Active Learning,Student Projects,Minority Group Students,Teaching Methods,At Risk Students,Informal Education,College Faculty,Telecommunications,Handheld Devices,Addictive Behavior,Life Style,Values,Art Education,Access to Education,Online Courses,Indigenous Populations,Canada Natives,Foreign Countries,Asian Culture,African Culture,Immigrants,Racial Bias,Change Strategies,Experience,Nontraditional Students,Self Concept,Self Actualization,Access to Computers,Information Literacy,Inclusion,Employees,Professional Development,Undergraduate Students,Video Games,Severe Disabilities,Animals,Therapy,Leadership,Outreach Programs,Females,School Holding Power,Barriers,Leadership Training

The American Association for Adult and Continuing Education (AAACE) was founded in 1982 as the result of a merger between the National Association for Public and Continuing Adult Education (NAPCAE) and the Adult Education Association (AEA). This prestigious association is dedicated to the belief that lifelong learning contributes to human fulfillment and positive social change. The mission of AAACE is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives. This second annual conference proceedings provide an opportunity for presenters at the general conference to showcase a myriad of empirical research and practical application within the field of adult and continuing education. [For the 2020 proceedings, see ED611534.]