ethanporcaro/eric-fulltext-meta huggingface dataset:
Civil Rights and the Changing Admissions Policy at a Mid-Western University: The Impact of Two Cases
Author: Bayar, Adem
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Civil Rights,College Admission,Admission Criteria,Constitutional Law,Federal Legislation,Equal Education,Educational History

Due to the value of personal rights and freedoms, along with the associated questions and continuing problems, the issue of &quot;civil rights&quot; continues to be relevant in the twenty-first century. In the United States, the civil rights of disenfranchised people are adversely affected by various social, regional, and federal policies. Historically speaking,the 14th Amendment of the United States Constitution provided much needed legal relief, as it defined citizenship and its benefits through birth or naturalization. While the 14th Amendment provided legal relief, in the mid­twentieth century, the status quo of a particular mid-­western state and associated university had to be formally challenged for meaningful change to occur, for the benefit of non-white citizens. This paper presents two important cases that helped reshape the admission policies of the University of Missouri. Lloyd Gaines and Lucille Bluford both applied to this university in 1936 and 1939, respectively. Lloyd Gaines successfully appealed his case to the United States Supreme Court. Lucille Bluford appealed her case, but the legal process stalled as the university suspended its journalism program during the Second World War. Following these and other cases, admission policies changed from the prevailing &quot;separate but equal,&quot; to admission for scholastically qualified applicants. This paper's historical analysis is relevant since civil rights discourse persists at United States universities today and American society's disenfranchised groups continue to seek educational opportunities.
The Metaphors That Elementary School Students Use to Describe the Term &quot;Teacher&quot;
Author: Karadag, Ruhan
Date: 2012-04-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Figurative Language,Grade 5,Grade 8,Questionnaires,Qualitative Research,Statistical Analysis,Gender Differences,Age Differences,Elementary School Teachers,Student Characteristics

The aim of this study is to investigate metaphors that elementary school 5th and 8th grade students (N = 567) use in order to describe the term &quot;teacher&quot;. The data were collected using a questionnaire consisting of open-ended questions, and analyzed using qualitative and quantitative analysis techniques. Content analysis technique was used in the analysis of qualitative data, and chi square was used in quantitative data analysis. According to the results of the study, it was found out that 83 valid metaphors were produced by 429 elementary school students. These metaphors were collected under 6 conceptual headings according to their common features. It was observed that the conceptual categories formed related to the metaphors that elementary school students use have no significant difference according to gender and school levels, but have significant differences related to their classroom levels.
Effects of Differentiated Instruction on Students' Attitudes Towards Turkish Courses: An Action Research
Author: Karadag, Ruhan
Date: 2010-00-00
Type: Reports - Research
Subjects: Foreign Countries,Individualized Instruction,Student Attitudes,Action Research,Elementary School Students,Grade 5,Rating Scales,Semi Structured Interviews,Qualitative Research,Computer Software,Statistical Analysis,Turkish

The aim of this study is to determine the effects of differentiated instruction approach on students' attitudes in Turkish course. The study was carried out through an action research approach and conducted with the 5th grade students in Turkey. Data of the study were collected through Turkish Course Attitude Scale and semi-structured interviews. The qualitative data collected were analyzed through &quot;NVivo 8&quot; program, and the quantitative data were analyzed with SPSS program. The results of this study revealed that differentiated instruction approach influenced the students' attitudes toward Turkish course positively.
Primary School Teacher Candidates' Views towards Critical Reading Skills and Perceptions of Their Competence
Author: Karadag, Ruhan
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Semi Structured Interviews,Reading Strategies,Critical Reading,Teacher Education,Qualitative Research,Literacy,Validity,Reliability,Elementary Education

The aim of this study to explore primary school teachers' views towards critical reading skills and their perceptions of competence. The participants are 25 teacher candidates who are fourth year students studying in the Department of Primary School Education at the Education Faculty of Adiyaman University. Adopting a qualitative data approach, the data of the study is collected via semi-structured interviews and descriptive statistics is used to analyze it. The results of the study reveal that the primary school teacher candidates do not consider themselves critically literate and they are not aware of critical reading strategies. Moreover, the results show that primary school teachers find the information they have received throughout their teacher education insufficient. The teacher canditates are also found to believe that they lack the skills that critical literacy requires and thus they need more training on this issue.
Revealing Relationships: First Graders Share Personal Literature
Author: Weih, Timothy G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 1,Beginning Reading,Reading Interests,Reading Material Selection,Reading Motivation,Multiple Literacies,Reader Text Relationship,Public Schools,Rural Schools,Elementary School Teachers,Reading Teachers,Student Attitudes,Reading Attitudes

Literature holds the potential to significantly influence the lives of readers, but what is the nature of this influence for very young readers? This study investigated the question: What are the relationships between beginning readers and their personal literature? A first grade class of 18 students individually assembled a collection of personal literature, i.e., literature that they chose to read for their own purposes, and shared their literature during presentations to the class. Data collection included observational field notes, multiple forms of literature, audio recordings, and photographs. The data were analyzed using the constant comparative method. The findings indicated four main outcomes: students' personal literature is a reflection of who they are as a child within a family structure, students' personal literature brings them comfort, students' personal literature is a reflection of their inner desires, and students' personal literature is selected for their entertainment. The theoretical and practical implications of the study are discussed.
Internalizing Narrative Text Structure Impacts Student Writing
Author: Weih, Timothy G.
Date: 2005-00-00
Type: Journal Articles
Subjects: Story Telling,Writing (Composition),Grade 7,American Indian Literature,Folk Culture,Qualitative Research,Grounded Theory,Text Structure,Reader Response,Student Reaction,Writing Processes,Discussion (Teaching Technique),Group Activities,Middle School Students,Instructional Effectiveness

This article describes an investigation with a class of seventh graders to determine what impact the study of traditional literature would have on their narrative writing. The classroom teacher emphasized the narrative structure of the traditional literature genre by prompting his students to respond both orally and in writing with their thoughts about the settings, characters, plot development, and themes inherent in Native American Folktales. Following literature discussions, the seventh graders developed outlines for their individualized narrative stories representing Native American folklore using story maps. After the students developed four story maps each, they selected the one they liked the best and developed it into a complete narrative story. Qualitative data analysis employing the constant comparative method was employed to determine the study outcomes. The study findings and implications for literacy instruction are discussed.
The Attitudes of Primary School Pre-Service Teachers towards Cursive Handwriting
Author: Karadag, Ruhan
Date: 2014-04-01
Type: Journal Articles
Subjects: Student Teacher Attitudes,Preservice Teachers,Handwriting,Gender Differences,Social Class,Social Differences,Surveys,Statistical Analysis,Elementary School Teachers,Elementary Education,Institutional Characteristics,Foreign Countries,Attitude Measures,Likert Scales,Factor Analysis

The aim of this study is to determine the primary school pre-service teachers' attitude toward cursive handwriting and to determine whether a significant difference exists among those pre-service teachers' attitude with respect to gender, class and their universities. In order to collect data &quot;Scale for Attitude towards Cursive Handwriting&quot; developed by the researcher was administered. In the study, descriptive statistics was used. The research sample included sophomore, junior and senior students who study primary school teaching at education faculties of four different universities and who took the handwriting techniques class (n = 705). In the analysis of the study, one way ANOVA, Independent Samples t-test, and Kruskal Wallis H tests were conducted. The results of the study revealed that the attitudes of the pre-service teachers towards cursive handwriting did not significantly differ in relation to gender and the university they study; on the other hand, the results indicated that their attitudes were significantly correlated to their year of study at university.
How Color Coding Formulaic Writing Enhances Organization: A Qualitative Approach for Measuring Student Affect
Author: Geigle, Bryce A.
Date: 2014-06-00
Type: Dissertations/Theses - Masters Theses
Subjects: Color,Coding,Writing (Composition),Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Learner Engagement,Secondary School Students,Writing Instruction,Literacy Education,Academic Standards,State Standards,Writing Skills,Writing Strategies,Teaching Methods,Affective Behavior,Adolescents,Qualitative Research,Interviews,Focus Groups,English Teachers

The aim of this thesis is to investigate and present the status of student synthesis with color coded formula writing for grade level six through twelve, and to make recommendations for educators to teach writing structure through a color coded formula system in order to increase classroom engagement and lower students' affect. The thesis first examines the struggles American secondary students face with literacy and writing pedagogy. The evidence displays there is a growing demand for a writing system that can groom students to meet the expectations and rigor that the federal Common Core State Standards demand, but at the present time many educators are not successful when giving students guidance in writing proficiently. The thesis then identifies the history of color coded writing, further outlining the symbolism of colors in cultures and society. In a detailed central section of the thesis, it provides evidence and reasoning with the effects of how a color coded formulaic writing system will build the confidence of students writing in the classroom, while creating engagement in the writing process. Here, the thesis draws on a number of sources from other celebrated researchers to expand on theory of color coding. On the basis of the results of this research, it can be concluded a student's affect does decrease when provided a color coded writing formula, while revealing some colors negatively affect a student's confidence when writing. In conclusion, color coding writing allows for success in the classroom, which is the first step towards progressing towards mastery in writing. The author recommends further research opportunities to explore the phenomena of color affect among adolescent writers. The following are appended: (1) Qualitative Interview Questions--Student Focus Group; (2) Qualitative Interview Questions--Educator Focus Group; (3) Informed Consent for Student Interviews; and (4) Informed Consent for Student Interviews.
The Perceptions of Primary School Teachers and Teacher Candidates towards the Use of Mass Media in Teaching Turkish Language
Author: Karadag, Ruhan
Date: 2014-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Mass Media,Teaching Methods,Preservice Teachers,Student Attitudes,Teacher Education,Semi Structured Interviews,Qualitative Research,Foreign Countries,Questionnaires,Validity,Reliability,Teaching Experience,Turkish

The aim of the study is to explore the perceptions of primary school teachers and teacher candidates of the use of mass media in teaching Turkish in primary education. The data for this descriptive study is collected via semi-structured interviews--one of the qualitative data analysis methods and the collected data is analyzed by employing descriptive analysis techniques. The participants of the study consist of 20 primary school teachers and 20 teacher candidates. The results of the study reveal that the majority of the primary school teachers and teacher candidates feel incompetent in using mass media. One of the important findings of the study is that teacher candidates find the practices regarding the use of mass media in teacher education insufficient. [This article was also presented at the 5th International Conference on New Trends in Education and Their Implications--ICONTE (Antalya, Turkey, Apr 24-26 2014).]
The Positive Effects of Technology on Teaching and Student Learning
Author: Costley, Kevin C.
Date: 2014-10-30
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Technology Integration,Instructional Effectiveness,Student Motivation,Learner Engagement,Experiential Learning,Cooperative Learning,Elementary Secondary Education,Technological Literacy

Technology is such a big part of the world of which we live. Many of the jobs that did not require technology use in years past do require the use of technology today. Many more homes have computers than in years past and increasing numbers of people know how to use them. Technology is being used by children and adults on a daily basis by way of web surfing, texting, social networking, interactive games, and in more ways. We are an evolving technological society and in many ways have become dependent on its use. Thus, the use of technology and teaching students have to use it has become a high priority in the public schools.The evidence in this paper shows that technology has a positive effect on student learning expectations and outcomes. Evidence also shows that technology integration is becoming more common in public and private schools. Technology integration is shown to be effective in all age groups and is also shown to be helpful for students with special learning needs. To reiterate, technology integration has the benefits: 1) increased student motivation; 2) increased student engagement; 3) increased student collaboration; 4, increased hands-on learning opportunities; 5) allows for learning at all levels; 6) increased confidence in students, and 6) increased technology skills.
Future Scenarios Regarding Tablet Computer Usage in Education and Writing
Author: Karadag, Ruhan
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Information Technology,Handwriting,Visual Stimuli,Memory,Elementary School Students

Today, one of the most important sources forcing the educational institutions to alteration is the developments in informatics and communication technologies. Among these alterations, the internet and the tablet computers, which may cause a vital transformation in the history of education, are of importance. Making assumptions, based on today, concerning possible situations in the future and evaluating the reflections of the tablet computers, which have recently left a mark on the education process, on the elementary education process have gained importance. In this study, putting forth the future reflections of the tablet computers on the elementary education process is aimed by means of scenarios and predictions. In the study, how using the tablet computers in educational environment will affect the elementary education and to which extends it will, are focused on and predictions regarding the future was made. Suggestions were given to educators in the light of the findings presented as a result of the study.
Developing International Research Collaborations among Postdoctoral Fellows: Key Findings from the Evaluation of NSF&apos;s International Research Fellowship Program. GS-10F-0086K
Author: Martinez, Alina
Date: 2012-06-05
Type: Reports - Evaluative
Subjects: Fellowships,Postdoctoral Education,International Programs,Scientific Research,Program Evaluation,Cooperation,Program Effectiveness,Engineering,Researchers,Financial Support,Study Abroad,STEM Education,Goal Orientation,Public Agencies,Global Approach

Over a decade ago, the National Science Board (NSB) highlighted the importance of international collaboration in its call for increased government commitment to promoting international science and engineering (S&amp;E) research and education. The NSB also identified the National Science Foundation (NSF) as having an important leadership role in international S&amp;E research and education activities. Among NSF&apos;s postdoctoral programs, the International Research Fellowship Program (IRFP) is unique in its emphasis on providing postdoctoral fellows with international research experiences. Established in 1992, IRFP provides financial support to postdoctoral scientists for a research experience abroad lasting from 9 to 24 months; there is no restriction on the geographical location of the hosting institution. NSF contracted with Abt Associates to conduct an evaluation of IRFP, to gather evidence about whether the IRFP program has achieved its goal of furthering the collaborative activities and international partnerships of early career STEM researchers. The evaluation found evidence that the IRFP program is meeting its goals. This report summarizes the findings from the evaluation of the International Research Fellowship Program (IRFP), which was designed to investigate the characteristics of IRFP applicants and their motivations for participation, the host researchers&apos; motivations for participating in the program, participants&apos; experiences in and perceptions of the program, and outcomes of the program. Findings from the evaluation of IRFP revealed important benefits of the program, on both an individual and a collective basis.
A Review of the Literature on Rural and Remote Pre-Service Teacher Preparation with a Focus on Blended and E-Learning Models
Author: Eaton, Sarah Elaine
Date: 2015-02-00
Type: Information Analyses
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Rural Areas,Blended Learning,Electronic Learning,Literature Reviews,Technology Uses in Education,Technology Integration,Online Courses

Purpose: To review a broad array of current literature related to pre-service teacher education offered in blended and e-learning formats, with a focus on rural and remote teacher education. Results: The range of literature that we have surveyed is broad. We have consulted peer-reviewed academic journals, books, conference proceedings, government reports, reports from non-profit organizations and online materials. Conclusions: While there is a healthy debate around the credibility of online and blended teacher education programs, they remain a viable option for teacher education candidates who live in rural and remote areas. Recommendations: Engaging policy makers and hiring managers in the development of online and blended teacher education programs may be one way to strengthen such programs.
Graduation Requirements for Students with Disabilities: Ensuring Meaningful Diplomas for All Students
Author: Achieve, Inc.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Graduation Requirements,Disabilities,Career Readiness,College Readiness,State Policy,Educational Policy,Student Characteristics,Exit Examinations,High School Students,Outcomes of Education,Educational Assessment,Difficulty Level

The call to ensure that every student, including students with disabilities, graduates from high school well prepared for college and careers is acknowledged by policymakers, professionals and business leaders. This policy brief was developed to provide guidance to state education policy leaders to support the goal of ensuring that students with disabilities leave school with meaningful diplomas. First, it provides background to clarify the diverse characteristics of students with disabilities and present information on the high school and postsecondary attainment of these students. It then explores the policy landscape across states, looking at how diploma options, course requirements and exit exams affect students with disabilities. It concludes with recommendations to states about how to improve current approaches to high school graduation requirements for students with disabilities and promote the successful completion of these students with the knowledge and skills to be college and career ready.
State College- and Career-Ready High School Graduation Requirements. Updated
Author: Achieve, Inc.
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Career Readiness,College Readiness,Graduation Requirements,High Schools,Mathematics Achievement,Algebra,Geometry,Statistics,Data,Probability,Curriculum Design,Academic Achievement,Science Achievement,Social Studies,English Instruction,State Standards,Academic Standards

Research by Achieve, ACT, and others suggests that for high school graduates to be prepared for success in a wide range of postsecondary settings, they need to take four years of challenging mathematics--covering Advanced Algebra; Geometry; and data, probability, and statistics content--and four years of rigorous English aligned with college- and career-ready standards (which include the CCSS). While readiness depends on more than knowledge and skills in English and math, these core disciplines undergird other academic and technical courses and are considered essential by employers and colleges alike. For students to truly graduate ready for college and careers, however, they need to complete a rigorous, robust and well-rounded curriculum that exposes them to a wide range of academic and technical knowledge and skills to ensure all doors are left open for them when they leave high school. Today, 19 states--Alabama, Arizona, Arkansas, Delaware, Georgia, Hawaii, Indiana, Kentucky, Michigan, Minnesota, Mississippi, Nebraska, New Mexico, North Carolina, Ohio, Oklahoma, South Dakota, Tennessee and Utah--and the District of Columbia, have elevated their high school diploma requirements to the college- and career-ready level. This paper offers a comparison table of graduation requirements in these 19 states.