ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Literacy Screener Risk Selection between English Proficient Students and English Learners
Author: Cummings, Kelli D.
Date: 2021-05-00
Type: Journal Articles
Subjects: Emergent Literacy,Reading Difficulties,Learning Disabilities,Screening Tests,Curriculum Based Assessment,Accuracy,Language Proficiency,English Language Learners,At Risk Students,Elementary School Students,Young Children,Kindergarten,Decision Making,Reading Tests,Reading Fluency,Disability Identification

Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain an accurate picture of school performance. It is therefore surprising that few evaluations of screening systems have focused on English language measures and their use with English learners. In this article, we aim to evaluate common screening thresholds, 54 across Grades k-3, to determine the extent to which they may differ between English learners and English proficient students. Results indicate that many thresholds are consistent between groups with some exceptions in kindergarten. We discuss implications for screening assessment and decision making but suggest that similar cut scores across groups do not imply similar intervention strategies.
An Investigation of Student Enrollment Trends and De Facto Segregation in Louisiana K-12 Public Education
Author: Bourdier, Whitney Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Enrollment Trends,School Segregation,Public Schools,African American Students,Desegregation Litigation,School Desegregation,Secondary School Students,Comparative Analysis,Urban Schools,Rural Areas,Socioeconomic Status,White Students,Minority Group Students,Educational Policy,Educational Planning,Diversity,School Districts,Asian American Students,American Indian Students,Hispanic American Students

Per the Brown V. Board decision (1954), segregation in the American educational system is &quot;unconstitutional&quot;, &quot;has no place&quot;, and is &quot;inherently unequal&quot;. Although American schools have been de jure desegregated for decades, issues of White flight, segregation academies, and poor academic preparation in public schools continues to raise concerns among parents, stakeholders, and students. This article seeks to advance previous research related to identifying issues of segregation by investigating the possible existence of de facto segregation in Louisiana secondary education. In looking at enrollment data from the 2018-2019 school year and using comparative analysis methodology, the findings of this study suggest the existence of de facto segregation throughout the state of Louisiana to be minimally existent in public schools. While the majority population in public schools consistently was Black students, the findings suggest that White, Native American, Latinx, and Asian students mostly attend public schools in both urban and rural areas. The findings also suggest there to be an emerging form of neo de facto segregation or segregation based on socioeconomic status among Black and White students and other minorities. These findings can aid educational leaders and policymakers in effectively planning for facilitating growth and the maintenance of diversity by providing insight on the current state of integration and the proper measures needed for ensuring equal and equitable leadership in schools.
Committed and Engaged: A Mixed Method Phenomenological Study of the Perceived Roles, Responsibilities, and Contributions of Professional Support Personnel in Higher Education
Author: Rush, Jami S.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Personnel,Professional Personnel,Higher Education,Staff Role,Responsibility,Employee Attitudes,Work Attitudes

This mixed methods phenomenological study explored experiences and perceptions of professional support personnel in higher education regarding roles, responsibilities, and contributions to their institutions. Professional support personnel are the largest population of nonfaculty staff in higher education institutions, and they serve an integral role in the day-to-day functions to advance the mission of the institution. The overarching question guiding this study was, &quot;What are perceptions of professional support personnel in higher education regarding their roles, responsibilities, and contributions within their institutions?&quot; Quantitative surveys and qualitative interviews of professional support personnel were used to examine their job demands, job resources available, level of work engagement, and participation in organizational citizenship behaviors. The major study findings show professional support personnel are highly engaged in their jobs and perceive their contributions to their institutions as positive. They describe their roles as student-centered, revenue generating, supporting faculty, partnering with the community, and overall supporting the institution. While professional support personnel indicated participation in organizational citizenship behaviors, further analysis showed the roles and responsibilities of professional support personnel in higher education are inherently comprised of organizational citizenship behaviors and thus are in-role behaviors. In contradiction to existing research, professional support staff described &quot;other duties as assigned&quot; as fun and a welcomed opportunity for professional development and networking.
Nurturing Creativity: Louisiana Second Grade Teachers&apos; Perspectives and Practices
Author: Austin, Stacie
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Creative Development,Creative Activities,Classroom Techniques,Barriers,Teacher Attitudes,Elementary School Teachers,Grade 2,Value Judgment,Public Schools,Social Studies,Elementary School Science,State Standards,Teacher Role

The researcher constructed this descriptive case study with the intention of determining second grade educators' perceptions of creativity, and to provide insight into how creativity is nurtured in general education classrooms while identifying barriers to nurturing creativity. Using Eisner's (2017) framework of educational connoisseurship and criticism, the researcher provided a rich description, interpretation, and evaluation of experiences among eight teacher participants from two school sites in the same Louisiana district. Data collection included interviews, observations, and teacher-created artifacts. Evidence from the observations showed varied levels of nurturing creativity among teacher participants. Although all of the teachers in the study claimed to value creativity, they did not all practice pedagogy that specifically nurtured creativity. The findings were similar to other studies where teachers believed creativity to be highly valuable (Andiliou &amp; Murphy, 2010, Kampylis, 2010), but discrepancies were reported between teachers' assertions and actual classroom practices (Cho, Pemberton, &amp; Ray, 2017). Barriers to nurturing creativity within the classroom were similar to the findings of the literature review: high-stakes testing, timeconstraints, compartmentalization, and primarily associating creativity with the arts (Beghetto, 2015; Cho et al., 2017; Craft, 2005; Eisner, 2002; Muirhead, 2011). Evidence seemed to support the statement that curriculum did not dictate whether creativity was nurtured in the classrooms and that the teacher plays a significant role in determining whether creativity is fostered in the classroom. The researcher suggests building teacher knowledge about the creative process, with methodology for action, to support creative pedagogy in all subjects.
Triggering Students&apos; Learning Autonomy Using the Combination of M-Learning and Gamification: A Case Study at Nguyen Tat Thanh University
Author: Pham, Linh Le Nhat
Date: 2021-04-00
Type: Journal Articles
Subjects: Personal Autonomy,Electronic Learning,Handheld Devices,Computer Games,Game Based Learning,Undergraduate Students,Late Adolescents,Student Interests,Learning Motivation,Performance Factors,Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Technology Integration,Independent Study,Foreign Countries

M-learning is usually thought of as based on videos, digital materials, and high technology. Nonetheless, it is not a complete perspective of this new educational trend. Mobile devices with many functions can be an effective tool to support learning. Furthermore, learners nowadays, who were born in the 4.0 movement, are more familiar with mobile devices than notebooks. They spend much time on their mobile phones interacting on social media and playing mobile games. Hence, if educators can integrate those interests into traditional lesson plans, added value would appear for learners' academic performance and learner autonomy. This paper proposes the idea of combining m-learning, gamification, and other factors influencing learning motivation into a mobile application to reinforce students' learner autonomy. With a case study at Nguyen Tat Thanh University, we take a closer look at the effectiveness of the application on students' language acquisition and a detailed description of how to best use the application along with lessons at schools. Using experimental methods with surveys and tests, this paper draws a bonding connection between students' personal interest in the subject and their performance. The study provides thoughtful insights into utilizing m-learning and gamification to improve students' learner autonomy and modernize language learning classrooms in this technological context.
Tense Marking in the Kindergarten Population: Testing the Bimodal Distribution Hypothesis
Author: Weiler, Brian
Date: 2021-02-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Morphemes,Language Impairments,Screening Tests,Language Tests,Scores,Grammar,Speech Evaluation

Purpose: The purpose of this study was to explore whether evidence for a bimodal distribution of tense marking, previously documented in clinically referred samples, exists in a population-based sample of kindergarten children from a rural county in Tennessee. Method: A measure of tense marking, the Test of Early Grammatical Impairment (TEGI) Screening Test, was individually administered to consented kindergarten students (N = 153) across three elementary schools in a single school district. The consented children constituted 73% of kindergartners in the district. Cluster analysis was used to evaluate the number and composition of latent classes that best fit the distribution of the TEGI Screening Test scores. Results: Analysis of the scores revealed a distribution that deviated significantly from normality. Cluster analyses (Ward's, k-means, single linkage) revealed a two-cluster solution as the best fitting model. The very large effect-size difference in mean TEGI Screening Test score between the two clusters (d = 4.77) provides validation of an identifiable boundary delineating typical from atypical tense marking in this sample of kindergartners. The difference in tense marking across the two clusters was not attributable to child chronological age. The percentage of the sample comprising the low-performing cluster aligns with specific language impairment and developmental language disorder prevalence estimates. Conclusion: Additional demonstrations of a bimodal distribution of tense marking in future studies with carefully defined samples could strengthen the clinical marker evidence and utility of this linguistic feature.
Teaching from a Social Distance: Teacher Experiences in the Age of COVID-19
Author: Varela, Daniella G.
Date: 2021-01-00
Type: Journal Articles
Subjects: Teaching Experience,COVID-19,Pandemics,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Distance Education,Teacher Attitudes,Web Based Instruction,Teacher Student Relationship,Parent Participation,Teacher Collaboration,Academic Achievement,Persistence

This study explores the experiences of current Pre-K through 12 teachers in South Texas school districts and their immediate need to transition from a traditional classroom setting to virtual instruction as a result of the worldwide health crisis response to the COVID-19 pandemic. Using naturalistic inquiry, this qualitative study transcribed and coded participant interviews to reveal several themes: teachers work hard and adapt, teachers need students, parents, each other, and our trust and confidence, teachers worry, and yet, teachers persevere. The findings of this study tell of teachers' impressive tenacity to persist in the face of multiple adversities. As a result the findings provide additional insight for education stakeholders as to the intricacies of the teaching profession and its added complexities in times of crisis.
Theoretical Model for Applying Agency and Resource Dependency to Public Higher Education
Author: Bennett, Cassandra
Date: 2020-01-00
Type: Journal Articles
Subjects: Public Education,Higher Education,Models,Theories,Government School Relationship,Public Colleges,Educational Finance,State Aid,Tuition,Student Costs,Educational Quality

The purpose of this study was to provide a theoretical model for public higher education. Significant financial challenges are affecting the future of the public higher education sector of the United States. With a decline in enrollments in conjunction with minimal increases in state funding sources, many have speculated what the future holds for these institutions. The agency theory and resource dependency theories can be utilized to research these topics. Agency theory describes a relationship between a principal, in this case the individual states across the U.S., and an agent, the public higher educational institutions, whereby the agent performs duties on the principal's behalf. The institutions provide educational opportunities for the citizens of the respective state for appropriate funding allocations from the state's budget. The resource dependency theory describes the behavioral implications on organizational processes of being dependent on a limited number of resources. For public higher education systems, they are dependent upon two major sources of income: state appropriations and student tuition. The balance between these income sources can impact the principal/agent relationship between the state and their respective higher education institutions.
Year Two: Effect of Procrastination on Academic Performance of Undergraduate Online Students
Author: Jones, Irma S.
Date: 2021-01-00
Type: Journal Articles
Subjects: Time Management,Academic Achievement,Undergraduate Students,Assignments,Online Courses

Procrastination presents problems not only for undergraduate students, but also for undergraduate faculty, and the effects of student procrastination on academic performance is a joint concern. This two-year follow up study seeks to better understand the relationship between academic performance and the actual time of submission of assignments relative to the deadline imposed on those submissions. The authors investigated the effect of academic assignment submission time and the academic grades earned before, on, and after the assignment submission deadline. These results continue to suggest that the earlier assignments are submitted, the higher the grades tend to be. Therefore, online faculty need to encourage undergraduate online students to develop a better understanding of the potential benefits of adopting the habit of earlier submission of assignments.
Improving English Vocabulary Learning through Kahoot!: A Quasi-Experimental High School Experience
Author: Quiroz, Martín Flores
Date: 2021-04-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Educational Technology,Game Based Learning,Computer Games,High School Students,Grade 9,Females,Public Schools,Foreign Countries,Language Proficiency

This research investigates the effects of the use of Kahoot! to improve English vocabulary learning in an EFL context using a quasi-experimental post-test design. An experimental and a control group from two 9th grade classes participated in the study. A pre- and post-test were applied to both groups and the scores of both groups were compared to determine whether there was any variation. The interventions in each group consisted of two lessons a week for four weeks. In particular, the results of the experimental treatment indicated an improvement regarding English vocabulary knowledge using the Kahoot! app, with a significant variation and a medium effect size. In general, this suggests the necessity of implementing new strategies with the available ICTs at hand to enhance the learning of English in Chilean classrooms.
The Flipped Classroom as an Instructional Model
Author: Veres, Sanda
Date: 2021-02-00
Type: Journal Articles
Subjects: Flipped Classroom,Instructional Effectiveness,Foreign Countries,Electronic Learning,Educational History,Class Activities

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.
The Use of the Educational Animated Film in Primary Education in Romania. Literature Review
Author: Vere?, Sanda
Date: 2020-08-00
Type: Journal Articles
Subjects: Animation,Instructional Films,Instructional Effectiveness,Teaching Methods,Primary Education,Environmental Education,Educational Research,Foreign Countries

This study aims to review, analyse and synthesize the literature, which refers to the use of educational film in education in Romania and which deepens aspects related to the use of animated film in primary education. The aim was to review the literature on: classification of animated films in the category of educational means; the functions of animated films; types and sources of animated films; teacher preparation for the use of film for educational purposes; integrating the film into the lesson; how to use animated films in primary education and the results of their use. Existing information in papers in the field of education sciences from the last three decades was analysed. Regarding the use of animation films in primary education, five studies were analysed in depth.
Sentiment Analysis for Distance Education Course Materials: A Machine Learning Approach
Author: Osmanoglu, Usame Omer
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Student Attitudes,Distance Education,Instructional Materials,Artificial Intelligence,Psychological Patterns,Foreign Countries,College Students,Integrated Learning Systems,Online Courses

Nowadays many companies and institutions are interested in learning what do people think and want. Many studies are conducted to answer these questions. That's why, emotions of people are significant in terms of instructional design. However, processing and analysis of many people's ideas and emotions is a challenging task. That is where the 'sentiment analysis' through machine learning techniques steps in. Recently a fast digitalization process is witnessed. Anadolu university, that serves 1 million distant students, is trying to find its place in this digital era. A learning management system (LMS) that distant students of the Open Education Faculty (Açikögretim Fakültesi) is developed at the Anadolu University. Interaction with students is the clear advantage of LMS's when compared to the hard copy materials. Book, audio book (mp3), video and interactive tests are examples of these materials. 6059 feedbacks for those online materials was scaled using the triple Likert method and using machine learning techniques sentiment analysis was performed in this study. 0.775 correctness ratio was achieved via the Logistic regression algorithm. The research concludes that machine learning techniques can be used to better understand learners and how they feel.
Successful Implementation of E-Learning in Self-Financed Higher Education: Experience from Hong Kong
Author: Ng, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Higher Education,Computer Simulation,Aviation Education,Allied Health Occupations Education,Program Implementation,Systems Approach,Organizational Culture,Role Models,Educational Change,Resistance to Change

Digital technologies can reinvent the higher education in 21st century. E-learning introduces change to both the people and the organization on any scale. To keep abreast of the times and making learning fun, one of the self-financed Higher Education Sector in Hong Kong introduced Virtual Reality (VR) and online learning for aviation and healthcare courses. This paper explores the successful implementation of E-learning in a Higher Education sector in Hong Kong. The paper investigates the constraints which affect the successful implementation of E-learning in the sector. It also provides some strategies for academicians in development and implementation of E-learning. Educational leaders can strategically promote and enable E-learning at organizational and individual levels by using Peter Senge's Five Disciplines of Learning Organization (1990). The keys to achieve a learning organization are personal mastery, mental model, shared vision, team learning and system thinking. These five disciplines support and sharpen one another, integrated by systems thinking.
Need Analysis of Audio-Visual Media Development to Teach Science Materials for Young Learners
Author: Nurhayati, Suci
Date: 2020-00-00
Type: Journal Articles
Subjects: Needs Assessment,Audiovisual Aids,Audiovisual Instruction,Material Development,Science Instruction,Junior High Schools,Foreign Countries,Multimedia Materials

This qualitative study aims to obtain an overview of the current situation of instructional media use, and learning media needs formulation in science teaching process in junior high school by understanding their accessibility potential by knowledge, types of media used, and to state their perceptions to adopt media in science teaching on the static electricity and digestive system materials. The participants are 20 teachers and students in three junior high schools around Surakarta. The data were collected through two parts of electronic questionnaire during the odd semester of 2019/2020 academic year. The results indicated that 1) the current instructional media use in the science learning process has not been carried out optimally since they have the convenience of choosing and using variations of media. 2) There are challenges in the material delivery of abstract, conceptual, and procedural materials since the teacher needs a media to visualize the process and explain it correctly in and so that students have detail conceptions about the process. 3) There is a need for learning media to be developed in science learning, especially in form of audiovisual media. This result can be a consideration in developing science learning media for junior high school.