ethanporcaro/eric-fulltext-meta huggingface dataset:
Bilingual &amp; English as a Second Language Program Evaluation, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-09-26
Type: Reports - Research
Subjects: Program Evaluation,Bilingual Education,English (Second Language),English Language Learners,Bilingual Students,Academic Achievement,Student Improvement,Student Characteristics,Enrollment Trends,Reading Tests,Educational Indicators,Educational Attainment,Language Proficiency,Mathematics Achievement,Reading Achievement,Faculty Development,Graduation Rate,Elementary Secondary Education,Spanish,Racial Differences,Ethnicity,Language Usage

The Houston Independent School District (HISD) currently offers three bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs are intended to facilitate ELLs' integration into the regular school curriculum and to ensure access to equal educational opportunities. This evaluation report summarizes the performance of students who participated in the district's bilingual and ESL programs during the 2015-2016 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as ELL, demographic characteristics of students served by these programs, and a count of how many students exited ELL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs. [For the 2014-2015 program evaluation, see ED581793.]
Special Education Program: Identification, Placement, and Assessment Report, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-09-13
Type: Reports - Research
Subjects: Special Education,School Districts,Urban Schools,Students with Disabilities,Disability Identification,Student Placement,Student Evaluation,Dyslexia,Inclusion,Mainstreaming,Learning Disabilities,Autism,Pervasive Developmental Disorders,African American Students,Hispanic American Students,Disproportionate Representation,Achievement Tests,Testing Accommodations,Intellectual Disability,Emotional Disturbances,Speech Impairments,Elementary Secondary Education,White Students,Visual Impairments,Hearing Impairments,Head Injuries,Neurological Impairments,Physical Disabilities,Limited English Speaking,Standardized Tests

The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while maximizing opportunities for students to fully participate in their natural environment. An Admission, Review and Dismissal/Individualized Education Program (ARD/IEP) committee makes decisions about students' eligibility for special education services. The purpose of this report is to address specific questions regarding identification, placement, and assessment among various groups of students with disabilities. This report also provides a comprehensive analysis of students with autism. The report is organized in the following sections: (1) Identification: Identification trends for African American, Hispanic, and Limited English Proficient (LEP) Hispanic students in the special education program in 2013 compared to 2010; and Identification trends for students with dyslexia in 2013 compared to 2010; (2) Placement: Percent of students with disabilities placed in mainstream instructional settings in 2013 compared to 2010; (3) Assessment: Percent of students identified with a learning disability administered modified versions of the State of Texas Assessment of Academic Readiness (STAAR) in 2013; and Performance of students with disabilities who were mainstream versus non-mainstream on the Stanford 10 in 2013 compared to 2010; and (4) Students with Autism: Demographic profile of students with autism from 2011 to 2013; and Academic performance of students with autism in 2013 compared to 2012.
The Effect of the New Digital Energy Game on Students&apos; Interest, Attitude, and Science Achievement Using Propensity Score Matching, 2014-2015. Research Educational Program Report
Author: Holmes, Venita
Date: 2015-08-00
Type: Reports - Research
Subjects: Educational Games,Elementary School Students,Middle School Students,High School Students,Student Interests,Student Attitudes,Scientific Attitudes,Science Interests,Science Achievement,Instructional Effectiveness,Science Instruction,Game Based Learning

During the 2014-2015 academic year, 1,148 students registered and 820 elementary, middle, and high-school students played the New Digital Energy Game (NDE) game in the Houston Independent School District (HISD). The NDE game was designed to enrich students' science experiences in order to stimulate their interests and attitudes to pursue science careers. The game was funded by Chevron Corporation and developed by Tietronix, Inc. Paired t-test analysis of a student sample yielded a statistically significant increase in students' overall interest rating in science from pre- to post survey, and a decrease in their overall attitude rating over the same time period. Propensity score, nearest neighbor matching yielded a higher percent of items correct on the mid-year District Level Assessment (DLA) in science for NDE students compared to students who did not participate in the program. The difference between the groups was statistically significant, suggesting that the NDE program had a positive effect on students' DLA science performance. Notable highly statistically significant intercorrelations were as students' post-interest and post-attitude ratings increased, their science DLA results increased.
The Effect of the Writer&apos;s Workshop on the Expository Writing Performance of the Houston Independent School District&apos;s Fourth-Grade Students, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-01-30
Type: Reports - Research
Subjects: School Districts,Writing Skills,Expository Writing,Grade 4,Elementary School Students,Writing Workshops,Teaching Methods,Writing Instruction,Faculty Development,Elementary School Teachers,Teacher Effectiveness,Program Effectiveness

The Writer's Workshop is an approach to writing instruction using a workshop model. It is being implemented in kindergarten to fourth-grade in the Houston Independent School District. The Writer's Workshop sought to improve students' writing through teacher preparation by accommodating weaker students in research-based approaches that treat writing as a process rather than a product. Teachers were exposed to four days and/or 12 hours of training in the writing process in preparation for instructing students using Writer's Workshop. Writing is seen as essential to effective communication, learning, and self-expression. The purpose of this evaluation was to determine the effects of the Writer's Workshop on teachers' preparation for writing instruction, their writing instruction, and on students' expository writing practices and performance. The effect of the workshop on students' writing performance was determined using the State of Texas Assessments of Academic Readiness (STAAR) writing scale and raw scores and the percentage of students who met the state's writing standards, a teacher survey, and classroom observations. After the evaluation, the authors recommended the following: (1) Teacher completion of the professional development designed to enhance preparation for effective delivery of the Writer's Workshop needs to be encouraged; (2) Teachers may require additional resources to effectively teach writing at the elementary school level; and (3) Future evaluations should focus on observing the delivery of the Writer's Workshop, particularly before the testing period, and possibly multiple times during the school year to assess teachers' actual writing instructional practices.
Special Education Program: Identification, Placement, and Assessment Report, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-09-28
Type: Reports - Research
Subjects: Special Education,School Districts,Urban Schools,Students with Disabilities,Disability Identification,Student Placement,Student Evaluation,English Language Learners,Dyslexia,Inclusion,Mainstreaming,Learning Disabilities,Autism,Pervasive Developmental Disorders,African American Students,Hispanic American Students,Disproportionate Representation,Achievement Tests,Testing Accommodations,Intellectual Disability,Emotional Disturbances,Speech Impairments,Elementary Secondary Education,White Students,Visual Impairments,Hearing Impairments,Head Injuries,Neurological Impairments,Physical Disabilities

The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while maximizing opportunities for students to fully participate in their natural environment. An Admission, Review, and Dismissal/Individualized Education Program (ARD/IEP) committee makes decisions about students' eligibility for special education services. The purpose of this report is to address specific questions regarding identification, placement, and assessment among various groups of students with disabilities. This report also provides a comprehensive analysis of students with autism. Section I identifies trends for: (1) African American, Hispanic, and Hispanic English Language Learners (ELLs) students in the special education program; and (2) students with dyslexia. Section II focuses on percentages of students with disabilities placed in integrated instructional settings. Section III highlights the percentages of students identified with a learning disability administered the various versions of the State of Texas Assessment of Academic Readiness (STAAR). The final section provides a demographic profile of students with autism and examines academic performance of students with autism. [For the 2014-2015 report, see ED596641.]
Bilingual &amp; English as a Second Language Program Evaluation Report, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-11
Type: Reports - Research
Subjects: Program Evaluation,Bilingual Education,English (Second Language),English Language Learners,Bilingual Students,Academic Achievement,Student Improvement,Student Characteristics,Enrollment Trends,Reading Tests,Educational Indicators,Educational Attainment,Language Proficiency,Mathematics Achievement,Reading Achievement,Faculty Development,Graduation Rate,Elementary Secondary Education,Spanish,Racial Differences,Ethnicity,Language Usage

The Houston Independent School District (HISD) currently offers three bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs facilitate ELLs' integration into the regular school curriculum and ensure access to equal educational opportunities. This evaluation report summarizes the performance of students who participated in the district's bilingual and ESL programs during the 2016-2017 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL), demographic characteristics of students served by these programs, and a count of how many students exited ELL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs. [For the 2015-2016 program evaluation, see ED596650.]
To Educate All Children (TEACH): Building Effective Teacher Classroom Management Strategies in HISD Schools, 2016-2017. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2017-00-00
Type: Reports - Research
Subjects: Faculty Development,Classroom Techniques,School Districts,Conflict Resolution,Nonverbal Communication,Self Esteem,Leadership,Training,Coaching (Performance),Program Effectiveness,Classroom Environment,Attendance,Elementary School Students,Suspension,Student Behavior,Discipline,Conferences (Gatherings),Behavior Modification,Group Counseling

To Educate All Children (TEACH) is a teacher professional development model that is designed to improve classroom culture by focusing on deescalation, conflict resolution, nonverbal communication, and building student's self-confidence. The TEACH model consists of four key components: (1) Leadership Support, (2) Training for Staff, (3) Follow-up Coaching, and (4) Tuesday Tips. Notable findings included a statistically significant increase in students' overall favorable rating of the classroom environment from fall 2016 to spring 2017. Student attendance was found to be about 97% at pre- and post-test, which is above the district mean of about 95.6%. This finding should be viewed with caution, given the high proportion of TEACH elementary schools in the sample. Out of 787 students, the number of in-school suspensions increased for only one student, which suggests no notable change from pre-test to post-test. There was a substantial decrease in the number of out-of-school suspensions. Due to TEACH, an increase in &quot;other&quot; disciplinary actions, such as student or parent conference, detention, behavior/conduct contract, and referral to a counseling group, may be indicative of schools resorting to alternative, less punitive means to manage student conflict rather than suspend students. The study also found that among the best predictors of students' post-disciplinary actions and attendance were their previous year's disciplinary actions and attendance. Implications for TEACH are to continue working with educators on classroom management strategies, and building relationships between students and teachers. [For the 2015-2016 TEACH Research Educational Program Report, see ED596636.]
The Intertextualist: Future Teachers, Past Pedagogy, and Dedifferentiation in Multicultural Education
Author: Dennis, Jeremy
Date: 2018-00-00
Type: Journal Articles
Subjects: Multicultural Education,Equal Education,Learning Theories,Relationship,Instruction,Preservice Teacher Education

Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.
(Un)Disciplining Interdisciplinarity: Root Metaphors, Matrices, and the Limits of Psychology in Postmodern Education
Author: Dennis, Jeremy
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Interdisciplinary Approach,Figurative Language,Psychology,Postmodernism,Definitions,Social Theories,Educational Theories,Philosophy,Teaching Methods

In interdisciplinary education, metaphors often provide the epistemological clarity that is lacking in our definitions and theories of interdisciplinarity. The problem is that ineffective and unsubstantiated metaphors proliferate. We lack a root metaphor or shared world view of interdisciplinarity. Is it time that we move away from thinking in terms of metaphors? Some instrumentalists in interdisciplinary studies argue yes and propose a pragmatic constructionist approach for interdisciplinary education. This theoretical study determines that this proposal is incomplete. It reveals that an intertextual view of interdisciplinarity is not only more appropriate, but it integrates the competing theoretical and pedagogical approaches in the field. This article also identifies &quot;the matrix&quot; as the metaphor best positioned to sustain this integration and to bridge the widening gap between disciplines.
Student Satisfaction with Using Independent Study Logs as Part of English Classes
Author: Litzler, Mary Frances
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,Independent Study,Second Language Learning,English (Second Language),Student Journals,Diaries,Journal Writing,Reflection,College Students,Student Motivation,Learning Strategies,Feedback (Response)

Journals and diaries have been used in many different kinds of courses in a variety of disciplines so that students can reflect on their learning experience and make it more personal. This paper involves a modified version of diaries in which students briefly record the work they have done using English as a foreign language or coming into contact with the language along with their reactions to the experience, so that the teacher can give them individual feedback with a view towards helping them to become more autonomous in their learning. It describes the results of a questionnaire given to students upon completion of their English courses to determine their impressions about doing study logs in two different class settings, both at the university level. The results for one of the groups reveal that the learners were highly satisfied with the experience, while the other group had mixed reactions. The nature of the two groups and the procedure followed in the two cases suggest that varying approaches to different kinds of groups might improve the experience for the students involved.
Independent Study Logs: Guiding and Encouraging Students in the Process of Language Learning
Author: Litzler, Mary Frances
Date: 2014-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Feedback (Response),Foreign Countries,English (Second Language),Diaries,Independent Study,Teaching Methods,Learning Activities,Learning Strategies,Student Attitudes,Teacher Attitudes,Language Teachers,Course Descriptions,Difficulty Level,Learning Processes,Employment Opportunities,Teacher Education,Secondary School Teachers

Many people in Spain are studying English in order to find jobs in this country or to migrate as a result of the economic crisis. Language classes, however, are limited in duration and are often not enough to enable students to progress as much as they would like to. Language learners have to spend a considerable amount of time out of class studying and using English in order to get the most out of their class and to continue learning when classes are not in session. This article explains the use of independent study logs to guide and encourage learners in their language learning process during the period in which they attend class with a view towards their becoming more autonomous afterwards. The learners record the activities they do outside the classroom to learn and practice English along with any reactions they have in doing so and, in this way, the instructor can provide weekly or bimonthly feedback on their language learning strategies so that the experience can be more positive and more productive. This paper discusses the process followed along with student and instructor reactions to it, many of which are positive, as well as further applications for the use of independent study logs.
Cognition as Predictor of Willingness to Teach in the Mother Tongue and the Mother Tongue as a Subject among Prospective Language Teachers
Author: Alieto, Ericson Olario
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Schemata (Cognition),Native Language Instruction,Language Attitudes,Case Studies,Student Attitudes,Language Teachers,Reliability,Language of Instruction,Correlation,Teacher Education Programs,Foreign Countries

This descriptive-quantitative-correlational investigation involving a total of 1080 pre-service teachers primarily aimed to determine the cognition of the would-be teachers towards the mother tongue. In addition, it intended to also identify the willingness of the respondents to teach using the mother tongue and to teach the mother tongue as a subject. This cross-sectional investigation gathered data through a developed and validated survey-questionnaire. The research tool yielded reliability characterized as 'excellent' (Cronbach's Alpha = 0.94). Analysis of the data revealed that the respondents are 'positive' in terms of their held cognition or belief towards the MT. Moreover, the respondents are found to be willing to teach using the MT as a medium of instruction and to teach MT as a subject. Furthermore, a high positive significant correlation was established between the variables cognition and willingness to teach in the MT and cognition and willingness to the MT.
Mathematics Anxiety among Young Filipino Learners: Investigating the Influence of Gender and Socio-Economic Status
Author: Delgado, Karl Daverick D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Junior High School Students,Gender Differences,Socioeconomic Status,Mathematics Achievement,Secondary School Mathematics

The quantitative study explored the mathematics anxiety of the five hundred sixteen (516) junior high school students with age ranging from eleven (11) to seventeen (17). Data collection was realized through the administration of an adopted research questionnaire with declared reliability of 0.85. The analysis of the data revealed that the anxiety of the respondents towards Maths is characterized as 'moderate anxiety'. In addition, there is a gender difference in the MA of the respondents with females having a higher one. However, the established difference is not statistically significant. Lastly, the result also exposed that the socio-economic status of the respondents does not impact significant difference in the students' mathematics anxiety.
The Needle Is Moving in California K-8 Science: Integration with English Language Arts, Integration of the Sciences, and Returning Science as a K-8 Core Subject. Evaluation Report #1
Author: Tyler, Burr
Date: 2016-10-00
Type: Reports - Research
Subjects: Elementary Schools,Middle Schools,Science Instruction,Interdisciplinary Approach,Language Arts,Teaching Methods,Academic Standards,Common Core State Standards,Program Implementation,Faculty Development,Teacher Attitudes,National Standards

This first Early Implementers Initiative evaluation publication discusses one of the major shifts required by the Next Generation Science Standards (NGSS), namely the shift to integrated instruction. The integration of science and English language arts (ELA) is the focus of the first main section, and the integration of the science disciplines (i.e., earth and space, life, and physical) inherent in the middle school integrated model is the focus of the second. Also discussed in the third and final section, as well as throughout this publication, is another fundamental shift: the need to teach science in the first place. In order for any of the targeted shifts of the NGSS to take place, K-8 teachers must devote time to teaching science on a regular basis. Findings presented throughout the report are based on data from the eight public school districts supported by the S. D. Bechtel Jr., Foundation.