ethanporcaro/eric-fulltext-meta huggingface dataset:
ELLA Research Agenda 2012-2016
Author: Regional Educational Laboratory Northeast & Islands (ED)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Agenda Setting,Research Needs,Student Characteristics,Program Design,Faculty Development,Teacher Characteristics

The goal of the English Language Learners Research Alliance (ELLA) is to collaborate with states, districts, and schools on the use of data to identify and understand the diversity of their English Language Learner (ELL) population along a range of demographic factors, such as educational background, cultural and linguistic characteristics, socio-economic status, and special education designation and their equally diverse learning needs. In 2012, the ELLA Core Planning Group (CPG) engaged in a research agenda setting workshop designed to craft a five-year program of work to achieve the goal described above. This program of work was intended to provide direction for current and future projects that would build a body of related research focusing on quality education for the diverse ELL populations in our region. Over the past two years, the research agenda has evolved to focus on two key topics that are presented and described in this report: (1) Student Characteristics and Implications for the Design of Programs and Services; and (2) ELL-Related Professional Development for Educators.
Bilingual and English as a Second Language (ESL) Services for Limited English Proficient (LEP)/English Language Learners (ELLs) Who Are Students with Disabilities
Author: Cort, Rebecca H.
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Bilingualism,Language Proficiency,English (Second Language),Second Language Learning,Disabilities,Limited English Speaking,Academic Support Services,State Departments of Education,School Districts,Standards,State Policy,Special Education,Second Language Instruction,Bilingual Education,Individualized Education Programs,Educational Legislation,Equal Education,Federal Legislation

The purpose of this memorandum is to clarify State policy regarding English as a Second Language (ESL) services for LEP/ELL students who are also identified as having disabilities. Part 154 of the Regulations of the Commissioner of Education establishes the State's requirements for services for students with limited English proficiency. The purpose of Part 154 is to ensure that all LEP/ELL students are provided opportunities to achieve the same educational goals and standards as the general student population. Each school district, in its comprehensive plan developed pursuant to section 154.3 of the Regulations of the Commissioner of Education, must provide assurances that each LEP/ELL student, including a student with a disability, has access to receive appropriate instructional and support services.
English Learners Program Guide. Revised
Author: Oregon Department of Education
Date: 2013-08-00
Type: Guides - Non-Classroom
Subjects: Program Guides,English Language Learners,Educational Objectives,Vocabulary,Program Administration,School Districts,Educational Responsibility,Program Development,Models,Bilingual Education Programs,Immersion Programs,Eligibility,Data Collection,Data Analysis,Equal Education,Access to Education,Private Schools,School Involvement,Language Proficiency,State Standards,Behavioral Objectives,Language Tests,Special Needs Students,Charter Schools,Nontraditional Education,Basic Skills,Educational Resources,State Policy,State Regulation,Court Litigation,Civil Rights Legislation,Federal Legislation,Educational Legislation,Elementary Secondary Education,Disabilities

This guide is designed as a reference for District and School personnel working with English learners (ELs). The content of the guide represents a compilation of information, examples, and resources. This guide is a living document and subject to frequent updates. It is recommended to review the document online rather than printing a hard copy.
The Linking Study--First Year Results. A Report of the First Year Effects of an Experimental Study of the Impact of Feedback to Teachers on Teaching and Learning
Author: Supovitz, Jonathan
Date: 2012-00-00
Type: Reports - Research
Subjects: Experimental Programs,Feedback (Response),Intervention,Management Information Systems,Student Records,Teacher Surveys,Pretests Posttests,Interviews,Communities of Practice,Teaching Experience,Control Groups,Experimental Groups,Data Analysis,Information Utilization,Elementary School Teachers,Faculty Development,Instructional Improvement,Participant Satisfaction,Observation

Districts expend a considerable amount of time, effort, and resources providing student performance data to teachers to inform instruction, and examining those data for organizational decision-making. Yet rarely, if ever, are these outcome data connected to what goes on in classrooms. In this experimental study, the author reports on the first-year effects of an intervention designed to provide teachers with feedback on their teaching in conjunction with data on the learning of their students. The effects on subsequent teaching and student learning are examined in comparison to teachers who received feedback only on the learning of their students. This study examined the impacts of different data conditions on teachers' perspectives of value, their instructional practice, and the learning of their students. The promising results reported in this paper present the first analysis of the impacts of the intervention that links data on teaching and learning for teachers. The results indicated that providing feedback to teachers on their teaching, in conjunction with data on the learning of their students, has more impact on subsequent teaching and student performance than providing data to teachers on student learning alone. Appended to the study are: (1) Exit Slip Scales and Contributing Items; and (2) IQA Rubric for Mathematics. [This paper was presented at the American Educational Research Association (AERA) Conference, Vancouver, British Columbia, Canada, April 2012.]
Science &amp; Engineering Indicators. National Science Board. NSB 14-01
Author: National Science Foundation, National Science Board
Date: 2014-00-00
Type: Reports - Research
Subjects: Sciences,Engineering,Elementary Secondary Education,Mathematics Education,Science Education,Higher Education,Engineering Education,Labor Force,Research and Development,Trend Analysis,Knowledge Economy,Global Approach,Innovation,Science and Society,Public Opinion,Scientific Attitudes,Technological Advancement,Competition,STEM Education,Statistical Data,Foreign Countries

The &quot;Science and Engineering Indicators&quot; series was designed to provide a broad base of quantitative information about U.S. science, engineering, and technology for use by policymakers, researchers, and the general public. &quot;Science and Engineering Indicators 2014&quot; contains analyses of key aspects of the scope, quality, and vitality of the Nation's science and engineering enterprise in the context of global science and technology. The report presents information on science, technology, engineering, and mathematics education at all levels; the scientific and engineering workforce; U.S. and international research and development performance; U.S. competitiveness in high technology; and public attitudes and understanding of science and engineering. A chapter on state-level science and engineering enables state comparisons on selected indicators. An Overview chapter (Robert Bell, Michael Reksulak), synthesizes selected key themes emerging from the report. Chapter titles and authors are presented as follows: (1) Elementary and Secondary Mathematics and Science Education (Xianglei Chen, Robin R. Henke, Susan L. Rotermund); (2) Higher Education in Science and Engineering (Jaquelina C. Falkenheim); (3) Science and Engineering Labor Force (Beethika Khan); (4) Research and Development: National Trends and International Comparisons (Mark Boroush, Francisco A. Moris); (5) Academic Research and Development (Michael Gibbons, Katherine Hale, Derek Hill, NCSES; Kim Hamilton); (6) Industry, Technology, and the Global Marketplace (Derek Hill); (7) Science and Technology: Public Attitudes and Understanding (John Besley); and (8) State Indicators (Nirmala Kannankutty, Christina Freyman, Paula C. Dunnigan). Each chapter consists of contents and lists of sidebars, text tables, and figures; highlights; introduction (chapter overview and chapter organization); a narrative synthesis of data and related contextual information; conclusion; notes; glossary; and references. The appendix provides the Methodology and Statistics, and a list of appendix tables. An index is also included.
Utah Guidance and Toolkit for Student Learning Objectives: Instructions and Materials. Utah SLOs. Updated
Author: Utah State Office of Education
Date: 2014-09-00
Type: Tests/Questionnaires
Subjects: Behavioral Objectives,Growth Models,Academic Achievement,Achievement Gains,Teacher Effectiveness,Nongraded Instructional Grouping,Teacher Evaluation,Program Implementation,Program Development,Elementary Secondary Education

This document is intended to help teachers understand and create Student Learning Objectives (SLOs). This resource is a practical guide intended to provide clarity to a complex but worthwhile task. This resource may also be used by administrators for professional learning. As Utah moves toward providing a &quot;Model for Measuring Educator Effectiveness,&quot; there is a need to ensure that all teachers have appropriate ways to demonstrate their contributions to student growth and learning. The &quot;Utah Student Growth Model&quot; differentiates between teachers of non-tested subjects and grades and teachers of tested subjects and grades. Non-tested subject and grades (NTSG) are teachers who teach courses, subjects, or grades that do not have student achievement data collected from Utah's standardized achievement tests (SAGE). More specifically, these teachers may instruct in such areas as: social studies, physical education, health, science K-3, dance, visual arts, music, theatre, computer, CTE, early childhood, and other courses not measured by state standardized testing. In order to support all teachers, especially NTSG teachers, as they continue to improve their instructional practice, Utah is recommending the implementation and use of &quot;Student Learning Objectives&quot; as a means to positively impact student achievement. Student Learning Objectives are especially powerful when teachers are able to collaborate together to create the quality common assessments needed to measure all students within a grade level, department, or content area.
Accommodations: Assisting Students with Disabilities. Third Edition
Author: Beech, Marty
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Academic Accommodations (Disabilities),Disabilities,Testing Accommodations,State Standards,Academic Standards,Accountability,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Individualized Education Programs,State Legislation,Eligibility,Student Characteristics,English Language Learners,Decision Making,Guidelines,Access to Education,Access to Information,Instructional Materials,Classroom Environment,Hearing Impairments,Mathematics Instruction,Reading Difficulties,Scheduling,Time Factors (Learning),Visual Impairments,Learning Disabilities,Tactile Adaptation,Visual Aids,Sign Language,Adaptive Testing,Assistive Technology,Braille,Positive Behavior Supports,Time Management,Student Evaluation

This document updates &quot;Accommodations: Assisting Students with Disabilities. A Guide for Educators,&quot; published by the Florida Department of Education (FDOE) in 2003. This document is written to assist school district personnel and parents when making decisions about the use of accommodations by students with disabilities in instructional situations. The first section includes information about the importance of providing access to the Next Generation Sunshine State Standards for students with disabilities. This section also describes legal requirements and eligibility considerations, along with a framework for making decisions about accommodations. The second section presents an explanation of four categories of accommodations and related student characteristics. As appropriate, accommodations allowed on the Florida Comprehensive Assessment Test® (FCAT), the Florida Comprehensive Assessment Test® 2.0 (FCAT 2.0), and the Florida Alternate Assessment (FAA) are noted. The last section deals with implementing and monitoring the effects of using accommodations. The Appendix includes a quick reference guide to instructional accommodations.
English Language Learners with Disabilities in Massachusetts: Current Status and Next Steps for Identification and Instruction. A Report to the Massachusetts Department of Elementary and Secondary Education
Author: Parker, Caroline E.
Date: 2012-11-00
Type: Reports - Research
Subjects: English Language Learners,Disabilities,Disability Identification,Special Education,Bilingual Education,Online Surveys,Administrator Surveys,Interviews,Student Needs,School Districts,Faculty Development,Principals,Special Education Teachers,Bilingual Teachers,Administrators,Elementary Secondary Education,Educational Practices

While the overall student population in Massachusetts has dropped slightly in the last 10 years, the number of English language learners (ELLs) has increased by more than 50 percent. In April 2012, the Massachusetts Department of Elementary and Secondary Education (MA DESE) contracted with researchers at Education Development Center, Inc. (EDC), to study current practices in identifying disabilities among ELLs and in meeting their instructional needs in schools and districts across the state. The study included an online survey sent to all directors of special education and directors and coordinators of English learner education programs in districts with ELLs, as well as in-depth qualitative interviews of district directors from five school districts, and principals and teachers from four schools. The survey was completed by special education and bilingual education leaders from 64 percent of Massachusetts' districts, which serve 94 percent of ELLs across the state. At the school level, administrators and teachers met with researchers. While everyone interviewed described facing many challenges in both identifying disabilities among ELLs and in meeting the instructional needs of ELLs with disabilities, almost all individuals also described concrete ways in which they are addressing the challenges, including both systems solutions and teaching strategies. The overall findings suggest that, although Massachusetts schools and districts face challenges in meeting the instructional needs of ELLs with disabilities--challenges that include articulating the role and fidelity of implementation of a tiered system of support for ELLs and improving the integration of ELL teachers and administrators in school and district collaborative structures--there are also many practices and processes led by highly committed individuals with extensive expertise, and they are using that expertise to meet the needs of these students. The following appendices are included: (1) Interview Protocols; (2) Online Survey; and (3) Glossary of Assessment Terms. [This document was written with the assistance of Maria Paz Avery, Diana Baker, Shai Fuxman, Anna Lingan, Claudia Rinaldi, Maria Teresa Sanchez, and Michelle Schamberg.]
WIDA Assessment and Accommodations for English Language Learners with Disabilities. 2014-2015 Test Administration
Author: Indiana Department of Education
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Testing Accommodations,Disabilities,Language Proficiency,Language Tests,Special Education,Alternative Assessment,Educational Policy,Educational Practices,Guidelines

On a case-by-case basis where appropriate documentation exists, students with disabilities may require accommodations in order to access the W-APT and/or ACCESS for English Language Learners (ELLs). The information in this document replaces accommodations information in the appendices of the W-APT and ACCESS for ELLs test administration manuals provided by the WIDA Consortium. This information must be used as the primary reference for the accommodations information regarding the administration of these English language proficiency tests, and must be used in conjunction with all official testing materials in the administration of the ACCESS for ELLs. It contains English language proficiency testing policy and procedures to ensure the valid administration of the ACCESS for ELLs assessment in Indiana. Corporation Testing Coordinators, EL/Title III Directors, and administrators of the ACCESS for ELLs must read this document carefully in conjunction with all secure and non-secure test materials. Please refer to the &quot;2014-2015 Indiana Assessment Program Manual--Appendix C&quot; (&quot;Accessibility and Accommodations Guidance&quot;) (http://www.doe.in.gov/assessment) for detailed descriptions of each accommodation listed in this document. [This guidance document has been produced by the Indiana Department of Education, Office of Student Assessment and Office of English Learning and Migrant Education.]
Is There a Magnet School Effect? Using Meta-Analysis to Explore Variation in Magnet School Success. CRESST Report 843
Author: Wang, Jia
Date: 2014-12-00
Type: Reports - Research
Subjects: Meta Analysis,Success,School Effectiveness,Magnet Schools,Academic Achievement,Comparative Analysis,Matched Groups,School Choice,Research Needs,Quasiexperimental Design,Student Characteristics,Predictor Variables,Program Implementation,Demography,Scores,Effect Size,Mathematics Achievement,Reading Achievement,Hierarchical Linear Modeling

Magnet schools are one of the largest sectors of choice schools in the United States. In this study, we explored whether there is heterogeneity in magnet school effects on student achievement by examining the effectiveness of 24 recently funded magnet schools in 5 school districts across 4 states. We used a two-step analysis: First, separate magnet school effects were estimated using a propensity score matched regression approach to address selection bias. Second, the magnet effects were synthesized across schools using a multi-level random-effects meta-analytic framework. Results indicated that there is significant variation in magnet school effects on student outcomes, with some magnet schools showing positive effects, and others showing negative effects. This variation can be explained by program implementation and magnet support. Demographic Statistics for Matched Samples by District is appended.
Teaching Strategies and Class Practices of the Teachers Who Teach Turkish as a Foreign Language (A Qualitative Research)
Author: Göçer, Ali
Date: 2008-00-00
Type: Journal Articles
Subjects: Qualitative Research,Turkish,Second Language Instruction,Teaching Methods,Educational Strategies,Classroom Techniques,Educational Practices,Interviews,Teacher Surveys,Teacher Attitudes,Knowledge Base for Teaching,Class Activities,Foreign Countries,Observation,Statistical Analysis

Problem statement: In the globalizing world, second language/foreign language has gained a great importance. The importance of the foreign language teaching has increased in our time in which knowing a foreign language has deviated from being a specialty and become a feature that everyone must have. For that purpose, teachers must know the characteristics of the learners very well and must enrich the learning environment with different techniques and materials in accordance with the environment facilities. Approach: In this study, it has been aimed to determine the language teaching strategies and class practices of the teachers who taught students of foreign origin in Turkey Turkish as a foreign language. To that end, interview and observation forms have been prepared. The content analysis of the data obtained with interview and observation forms has been conducted in the scope of qualitative research approach. Results: Teachers are not capable of giving an adequate language education due to such reasons as they did not receive a special education with the purpose of teaching Turkish as a foreign language and they preferred traditional methods instead of modern strategy and methods. Conclusions/Recommendations: In order to conduct language education in Turkey in accordance with the international norms, importance must be attached to the training of qualified language teachers, the significance of teaching Turkish as a foreign language must be discussed in academic environments and researches must be carried out.
Improving Teaching Quality and Problem Solving Ability through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach
Author: Khotimah, Rita Pramujiyanti
Date: 2016-01-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Problem Solving,Teacher Improvement,Student Improvement,College Faculty,College Students,College Mathematics,Discovery Learning,Relevance (Education),Foreign Countries,Faculty Development,Teacher Collaboration,Action Research

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers' abilities in implementing CTL, and to improve students' problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process. A bibliography is included.
An Important Stage of Life-Long Learning: Adult Literacy and Benefits (Sampling of Kayseri in Turkey)
Author: Göçer, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Adult Literacy,Educational Benefits,Mixed Methods Research,Interviews,Observation,Documentation,Quality of Life,Interpersonal Competence,Adult Education,Trainers,Educational Quality,Efficiency,Data Analysis,Phenomenology,Content Analysis,Expectation,Trainees

The purpose of this research is to provide an overview of adult literacy within the framework of lifelong learning in Turkey. Triangulation technique is applied with the approach of qualitative research, and within this framework, document review, interviews and observations were made. The research was carried out in a workgroup. These working groups were composed of teachers and trainees in the course of adult literacy organized by the General Directorate Lifelong Learning within Ministry of Education in Turkey. The course is regulated by means of the Directorate of Public Education Center within Melikgazi district of Kayseri. Analysis of the data content analysis technique was used. According to the results, trainees show an intense interest in the courses with different purposes. According to the trainees, this kind of activity brings significant changes in their social lives. Adults underline the importance of these courses in terms of active citizenship.