ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Struggling Readers: A Teacher Resource Guide. We the People: The Citizen &amp; the Constitution, Level 3
Author: Herczog, Michelle M.
Date: 2010-00-00
Type: Books
Subjects: Reading Difficulties,Reading Processes,Vocabulary Development,Reading Strategies,Teaching Methods,Instructional Materials,Social Studies,Reading Comprehension,Citizenship Education,Decoding (Reading),Constitutional Law,Citizenship Responsibility,Civics,Politics,Teaching Guides,Resource Materials,Prior Learning,High School Teachers,High School Students,Literacy Education,Democracy,Standards,United States History,Simulation

The democratic aim of American education is to provide &quot;all&quot; students with the knowledge, skills, and dispositions to become informed, effective, and responsible citizens. Like civic education itself, literacy education can be embraced by all teachers across all disciplines. There are strategies that all teachers can use to help address the challenges faced by struggling readers. The purpose of this guide is to provide Level 3 (high school) teachers using the We the People program with strategies to help their struggling readers. An examination of the challenges of struggling readers, an explanation of the reading process, and a number of teacher-tested, practical strategies that teachers can use to help their students understand the ideas in the We the People program are included. A variety of ready-to-use handouts also are provided to accompany the strategies. [For &quot;Strategies for Struggling Readers: A Teacher Resource Guide. We the People: The Citizen &amp; the Constitution, Level 2,&quot; see ED596262.]
The Appalachian Region: A Data Overview from the 2013-2017 American Community Survey. Chartbook
Author: Pollard, Kelvin
Date: 2019-05-00
Type: Reports - Research
Subjects: Geographic Regions,Community Surveys,Population Trends,Population Distribution,Age Differences,Racial Differences,Ethnicity,Employment Patterns,Unemployment,Income,Poverty,Health Insurance,Disabilities,Migration Patterns,Veterans,Educational Attainment,Regional Characteristics,Housing,Labor Force,Family Structure,Transportation

This study examines state- and county-level data for the 13 Appalachian states from the 2013-2017 American Community Survey (ACS) and from U.S. Census Bureau population estimates on topics including population, age, race and ethnicity, housing occupancy and tenure, education, labor force, employment and unemployment, income and poverty, health insurance coverage, disability status, migration patterns, and veteran status. Additionally, data are provided on types of housing units, homeownership, types of living arrangements, travel time to work and location of work, and income-to-poverty ratio. New to the study this year is information on computer device ownership, internet access, and household vehicle availability. Information is summarized for five Appalachian subregions and five metro designations. The report also compares data from two recent non-overlapping time periods, allowing the study of trends. [For the 2012-2016 Chartbook, see ED585953.]
Inflection Point: Transforming America&apos;s Colleges and Universities. 2018 Annual Report
Author: American Council of Trustees and Alumni
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Trustees,Higher Education,Professional Associations,Educational Finance,Costs,Accountability,Educational Quality,Academic Freedom,Freedom of Speech,Expenditures,Governance,News Reporting,Periodicals,Access to Education,Accreditation (Institutions)

The good news is that America is awake to the urgent need for transformative change in higher education. We are at a turning point: ACTA's admonitions to make a college education affordable and indisputably valuable for students and our nation are being heeded as never before. And more good news: We are a nation of problem solvers, and our colleges and universities can once more become the unquestioned envy of the world.The steadily increasing receptivity of higher education leadership, the media, and the public to ACTA's common sense solutions tell us that at this inflection point, American higher education will move to a higher level of quality and productivity. ACTA will continue its untiring efforts on behalf of higher education and our nation. [To view the 2017 report, see ED585790.]
Don&apos;t Just Do It, Explain It: A 5th Grade Worked Examples Curriculum Supports Transfer to Algebra Content
Author: Hallinen, Nicole R.
Date: 2018-06-00
Type: Reports - Research
Subjects: Grade 5,Transfer of Training,Algebra,Elementary School Students,Problem Solving,Mathematics Skills,Elementary School Science,Instructional Effectiveness,Misconceptions,Mathematical Concepts,Error Patterns,Demonstrations (Educational),Accuracy,Concept Formation

5th graders (n=527) were randomly assigned to self-explain worked examples (WE) or solve problems during a yearlong study. WE students learned more algebra skills when given algebra worked examples on an end-of-year transfer measure. Comparing attempts, conceptual, and mechanical correctness by condition, results demonstrated that the condition difference in accuracy was attributable to better understanding of conceptual ideas in the WE condition, not to greater willingness to try or fewer mechanical errors. [This paper was published in: J. Kay and R. Luckin (Eds.) &quot;Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS),&quot; London, UK.]
Moral Intelligence for More Diverse and Democratic World
Author: Altan, Mustafa Zülküf
Date: 2017-00-00
Type: Journal Articles
Subjects: Moral Values,Multiple Intelligences,Social Justice,Democracy,Integrated Curriculum,21st Century Skills,Performance Based Assessment,Educational Practices

One of the most important tasks facing individuals in 21st century is not just to bring various intelligences (MI) together and use them properly, but figure out how intelligence and morality can work together to create a world in which people can live peacefully in a diverse democratic society. Although some courses under different names have been included in both teacher education programs and in general, education curriculum, they all failed to prepare both teachers and citizens believing in diverse democratic ideals. This paper advocates that instead of placing courses under various names (democracy and human rights, civic rights, social justice and democracy, etc.) into curricula, integrating and practicing moral intelligence activities into each and every lesson of any subject matter would serve better to prepare both more democratic citizens and more skilled and committed teachers in social justice and for a better and more democratic future.
Exploring &quot;Intercultural Sensitivity&quot; Level at a &quot;Study-at-Home Context&quot;
Author: Demirkol, Tuba
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cultural Pluralism,Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Cultural Differences,Comparative Analysis,Foreign Nationals,Teacher Characteristics,Student Attitudes,Native Language,Teaching Methods,Empathy,Preferences,Language Proficiency,Language Usage,Turkish

Development of intercultural competence is a term that is mostly researched about learners who have experience in study-abroad contexts. Considering that we are living in a globalized world where trade, mass-media, the Internet, and various exchange programs have allowed people to interact with culturally-others without going abroad, we assume that intercultural sensitivity is worth investigating also for learners who have solely studied at their home countries. It is certain that in addition to consumption of foreign products such as movies, songs, and books, university learners have also wide options of enjoying cultural diversity through international teachers, exchange students on campus, or via social media, all of which are channels linked to intercultural sensitivity development. In this study, we questioned the influence of interacting with foreigners on study-home university students by investigating the intercultural sensitivity level of a group of Turkish EFL learners who have never studied abroad. Moreover, in order to research if international teachers make a significant difference in the intercultural sensitivity level of language learners, we compared two groups: one group of students who studied English with only Turkish EFL teachers and another group who studied English with international teachers more than 7 hours weekly. As the data collection tool, both groups were given a questionnaire consisted of two parts: the Intercultural Sensitivity Scale by Chen &amp; Starosta (2000) and study-specific posed open-ended &amp; multiple choice questions. The results showed that both groups achieved high levels of intercultural sensitivity though the participants who have been regularly taught by international instructors achieved higher scores in several subscales of the questionnaire.
The Effect of Using Some Kinesthetic Activities on Developing EFL Language Performance for the Primary Governmental Language Stage Students
Author: Abd El kader, Shireen Mostafa Ahmed
Date: 2018-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Kinesthetic Perception,Kinesthetic Methods,Second Language Instruction,Second Language Learning,English (Second Language),Oral Language,Learning Activities,Decoding (Reading),Feedback (Response),Language Fluency,Accuracy,Vocabulary Development,Pronunciation,Problem Solving,Nonverbal Communication,Personality,Extraversion Introversion,Pragmatics,Active Learning,Constructivism (Learning),Role Playing,Simulation

The present study aimed at investigating the effect of using some proposed kinesthetic activities on developing EFL oral language performance for the primary governmental language students. Participants of the study were 33 students in primary six from Hassan Abu Bakr governmental language school in the academic year 2016-2017. The researcher's instruments included an oral language performance checklist, a rating scoring rubric and a pre/post oral language performance test. The students received learning their lessons contents through using some proposed kinesthetic activities designed by the researcher that included sports, gallery walks, action songs, acting, miming and take 10 program. Students' scores on the pre and posttest were statistically analyzed using T-test. The researcher also used a qualitative analysis of the students' oral performance. Results of the study revealed the positive effect of using kinesthetic activities on developing the students' oral language performance.
What Pre-Service Science Teachers Say but What They Really Mean Regarding the Theory of Biological Evolution
Author: Ilkorucu, Sirin
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Education,Biology,Evolution,Student Attitudes,Scientific Attitudes,Foreign Countries,Preservice Teacher Education

The aim of the present study was to find out whether the pre-service teachers' perception of biological evolution theory is affected after attending an evolution course that specifically addresses the perceptions and acceptance of the theory. The study was designed as a qualitative phenomenological study. Data were obtained from document analyses from self-report questionnaires. Ten descriptive categories were outlined, namely &quot;evolution is related to change and development,&quot; &quot;evolution is related to the diversity of life,&quot; &quot;evolution is related to the process of life coming into being,&quot; &quot;evolution is based on scientific data,&quot; &quot;evolution has not been proven,&quot; &quot;evolution has been proven,&quot; &quot;evolution is independent of religious belief,&quot; &quot;evolution is related to religious belief&quot; and &quot;there is no evolution.&quot; It was seen that knowledge of evolution changed after participating in a course, but perceptions on evolution did not change.
Perception of Distance Education of Their Involvement in Assessment Decisions in Ghana
Author: Quanash, Frank
Date: 2017-00-00
Type: Journal Articles
Subjects: Distance Education,College Students,Student Attitudes,Decision Making,Student Participation,Case Studies,Universities,Evaluation Methods,Feedback (Response),Foreign Countries,Tests,Student Evaluation,Teaching Methods

Students' involvement in assessment decisions is considered as a critical to effective teaching and learning. This study examined students' perception of their involvement in assessment decisions in the University of Cape Coast Distance Education. The study employed a cross-sectional survey design with a quantitative approach. Through multi-stage sampling technique, 618 distance education students were sampled from centres in three regions in Ghana. The study adapted a scale from Fisher et al. (2005) with 9-items which were measured on 4-point Likert scale. It was found that students were clear about the assessment types being used and details were given on how assessment tasks are scored. It was found that how each assessment type was used was explained to students. Although students reported that they received feedback from assessment, it was stated that the feedback was not quick. It was recommended that management of College of Distance Education should provide prompt feedback for students concerning their assessment.
Is the University Next Door the Way to Upward Mobility?
Author: Klor de Alva, Jorge
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Social Mobility,Undergraduate Students,Public Colleges,Low Income Students,Selective Admission,Institutional Characteristics,Graduation Rate,Educational Finance,Expenditure per Student,Student Characteristics,First Generation College Students,African American Students,Hispanic American Students,School Location,Intellectual Disciplines,Federal Aid,Grants

Most of the nation's bachelor's students attend what are often called &quot;comprehensive universities,&quot; public institutions that primarily enroll students who live near the school and educate their students chiefly for jobs in the local economy. Relatively little research focuses on these institutions as a group, and therefore not much is known about these campuses, especially regarding their role in promoting social mobility. Using data released in 2017 by the Equality of Opportunity Project, the author shows that over half of the low-income students enrolled at the 307 comprehensive universities in his sample reached the two highest quintiles by their early 30s. However, he documents great variation in the rate of upward mobility across these institutions, even after controlling for selectivity, funding levels, and the student body's academic qualifications. Most comprehensive universities are classified by &quot;Barron's Profiles of American Colleges&quot; as &quot;competitive,&quot; accepting between 75 percent and 85 percent of their applicants. Within that category, the percentage of students who achieve upward mobility ranges from around 30 percent to over 70 percent. For &quot;less selective&quot; comprehensive universities, as classified by &quot;Barron's,&quot; the range is equally large (from 30 percent to 68 percent). This report investigates factors that might explain such variation in mobility rates. It finds that the factor most closely associated with higher mobility rates is college graduation. The report concludes with a discussion of several ideas to potentially increase graduation rates at comprehensive universities.
Extent of Principals&apos; Support Services for Teachers&apos; Job Commitment in Public and Private Secondary Schools in Anambra State
Author: Ifediorah Okeke, Nonye
Date: 2019-04-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Principals,Public Schools,Private Schools,Secondary School Teachers,Teaching Conditions,Work Attitudes,Foreign Countries,Teacher Morale,Teacher Motivation,Faculty Development,Incentives,Teacher Empowerment,Educational Environment,Teacher Collaboration,School Administration,Administrator Effectiveness

This study was conducted in secondary schools in Anambra State. One research question and one hypothesis guided the study. The descriptive survey research design was adopted. The population of the study consists of 3395 teachers in the six education zones in the state. The sample for the study comprised 1,733 teachers in public and 1,662 teachers in private secondary schools in Anambra State respectively. The sample consisted 30% of the entire population. The instrument for data collection was researchers-developed questionnaire titled &quot;Support Services for Teachers' Job Commitment Questionnaire&quot; (SSTJCQ). The face and content validity of the instruments was established by three experts and the reliability of the instrument was determined using the split-half method. Cronbach's alpha method was used to obtain correlation co-efficient of 0.85 for the instrument. The researchers collected the data from the respondents. The research questions were answered using mean ratings and the t- test statistic was used to test the hypotheses at.05 level of significance. Findings indicate that the teacher support services in both the public secondary schools and private schools in Anambra State were limited in order to impact on teachers' job commitment in schools. Also, in the private secondary schools, teacher support services impacting teachers' job commitment were not prevailing. It was recommended among others that the State government should set up policies and programmes that will improve the working conditions of teachers, likewise give room for adequate teacher support services and empowerment for both public and private schools.
MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?
Author: Kloos, Heidi
Date: 2019-07-10
Type: Journal Articles
Subjects: Reading Instruction,Reading Skills,Teaching Methods,Online Courses,Educational Technology,Technology Uses in Education,Reading Programs,Skill Development,Mastery Learning,Reading Motivation,Program Effectiveness,Elementary Schools,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Conventional Instruction,Phonics,Vocabulary,Listening Skills,Intervention

Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy of an online reading program. The chosen reading program, referred to as MindPlay Virtual Reading Coach (MVRC), emphasizes the mastery of basic reading skills to support the development of reading fluency. Its focus on basic skills diverges from the goal of increasing reading motivation. And its focus on reading fluency, vs. broad literacy achievement, offers an alternative to already existing reading enrichment. In order to test the efficacy of MVRC, we recruited three school districts. One district provided data from elementary schools that used the MVRC program in Grades 2 to 6 (N = 2,531 total). The other two districts participated in a quasi-experimental design: Six 2nd-grade classrooms and nine 4th-grade classrooms were randomly assigned to one of three conditions: (1) instruction as usual, (2) instruction with an alternative online reading program, and (3) instruction with MVRC. Complete data sets were available from 142 2nd-graders and 172 4th-graders. Three assessments from the MVRC screener were used: They assessed reading fluency, phonic skills, and listening vocabulary at two time points: before and after the intervention. Results show a clear advantage of MVRC on reading fluency, more so than on phonics or listening vocabulary. At the same time, teachers reported concerns with MVRC, highlighting the challenge with reading programs that emphasize basic-skills mastery over programs that seek to encourage reading.
Ministry of Education 2010/11 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Grade 4,Grade 7,Grade 10,Grade 12,Language Arts,Reading Skills,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences

This report outlines the Ministry of Education's achievements during the fiscal year ending March 31, 2011. It reflects the Ministry's progress over the past year; in particular their efforts to expand early learning programs, introduce flexibility in their education system through personalized learning, and inspire life-long learning for British Columbia families. This Annual Service Plan Report provides data and discusses the results related to the measures in the Ministry of Education &quot;2010/11-2012/13 Service Plan.&quot;
Ministry of Education 2011/12 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Grade 4,Grade 7,Grade 10,Grade 12,Language Arts,Reading Skills,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences,Government Role,Job Skills,Special Education,Educational Finance

The Ministry of Education &quot;2011/2012 Annual Service Plan Report&quot; outlines achievements during the fiscal year ending March 31, 2012. This report reflects the Ministry's progress over the past year, including the launch of British Columbia's Education Plan, the expansion of StrongStart BC early learning programs, the full implementation of full day kindergarten, new funding to support students with special needs as well as their most vulnerable students and investments in Neighbourhood Learning Centres, school upgrades and new schools. This &quot;Annual Service Plan Report&quot; compares the actual results to the expected results identified in the Ministry's &quot;Revised 2011/12-2013/14 Service Plan.&quot;