ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Relationship between the Secondary School Students&apos; Attitudes towards the Educational Computer Games, and Their Reflective Thinking Skills
Author: Kahyaoglu, Mustafa
Date: 2016-11-00
Type: Journal Articles
Subjects: Correlation,Secondary School Students,Student Attitudes,Educational Technology,Computer Games,Reflection,Thinking Skills,Foreign Countries,Educational Games,Problem Solving,Grade 5,Grade 6,Grade 7,Grade 8

The aim of this study is to reveal the relationship between the secondary school students' attitudes towards the educational computer games, and their reflective thinking skills. As the model of the research, it's utilized from the correlational research model. The target population of the study consists of secondary school students that receive education in city center of Siirt. And the sample that is composed of 653 students in total, being as 262 girls and 391 boys, is determined according to the appropriate sampling method among the selective sampling methods. A personal information form which includes variables like gender, class, computer and internet ownership status of the students who participated to the research; the &quot;The Educational Computer Games Attitude&quot; scale developed by Çankaya and Karamete (2008), and the &quot;Reflective Thinking Skills Towards Problem Solving&quot; scale developed by Kizilkaya and Askar (2010) were used as the data collection tools. In the analysis of data, in order to determine the students' attitudes towards the educational computer games and reflective thinking skill levels, the descriptive statistics; to determine the relationship between the variables, the correlation analysis; and to determine the predictive power, the linear regression analysis are used. At the end of the research, it's determined that there is a significant relationship positively and in an intermediate level between attitudes towards the educational computer games' and reflective thinking skills' levels. Also, it's observed that attitude towards the educational computer games is a significant predictor of the students' reflective thinking skill levels.
Participation in the Egyptian Pre-University Education Sector: International Organizations&apos; Perspectives
Author: Rizk, Ayman
Date: 2019-00-00
Type: Journal Articles
Subjects: International Organizations,Foreign Countries,Governing Boards,Nongovernmental Organizations,Stakeholders,Community Involvement,Participative Decision Making,Governance,Educational Improvement,Elementary Secondary Education,Community Schools,Barriers,Poverty,Motivation,Trust (Psychology),School Administration,Government Role

This paper discusses participation in the pre-university education sector by reviewing three stakeholders: Local communities, the Boards of Trustees (BOTs) and Non-Governmental Organizations (NGOs), their contributions to the sector, and their main challenges that prevent them from realizing more significant impacts from the perspectives of international organizations' officials. The paper adopts a qualitative method and builds on data gathered from semi-structured interviews with twelve international organizations' officials. This paper suggests that the lack of community participation has a lot of interactive factors within a very complex, complicated and demotivating context. It concludes with a set of recommendations that may be considered by the government of Egypt and the ministry of education for enhancing participation within the pre-university education sector.
The Investigation of Goal Commitment and Personality Traits of the Students in the Field of Sport Sciences
Author: Ekici, Sümmani
Date: 2019-00-00
Type: Journal Articles
Subjects: Personality Traits,Goal Orientation,Athletics,Correlation,Gender Differences,Measures (Individuals),Physical Education,Athletic Coaches,Recreation,College Students,Foreign Countries

Of the sport sciences students, 400 students were voluntarily recruited to respond to goal commitment scale and personality trait inventory. Totally 387 data including 262 males and 125 females were taken in analyses process. The relationship between personality traits and goal commitment was examined for the study. Data were analyzed in SPSS (version 16.0). The differences between the two variables were analyzed with an independent t-test. The differences between departments were analyzed with one-way ANOVA. The significance level was accepted as 0.05. The age mean was found to be 20.93±2.58. Of the participants, 34.6% were reported to be living in the county while 32.4% reported being living in the metropole. There were significant differences between genders in terms of goal commitment and personality traits (t=3.112, p&lt;0.05). A positive correlation was found between goal commitment and extraversion (r=0.156, p&lt;0.01) while negative correlation was found with openness to experiences (r=-0.114, p&lt;0.05). Consequently, goal commitment and personality traits differed according to gender.
Governance in the Charter School Sector: Time for a Reboot
Author: Emerson, Adam
Date: 2013-03-20
Type: Reports - Descriptive
Subjects: Governance,Charter Schools,Institutional Autonomy,Educational Change,Educational Development,Governing Boards,Accountability,Virtual Classrooms,School Administration

When charter schools first emerged more than two decades ago, they presented an innovation in public school governance. No longer would school districts enjoy the &quot;exclusive franchise&quot; to own and operate public schools, as chartering pioneer and advocate Ted Kolderie explained. Charters wouldn't gain all of the independence of private schools--they would still report to a publicly accountable body, or authorizer--but they would be largely freed from the micromanagement of school boards, district bureaucracies, and union contracts. Autonomy, in exchange for accountability, would reign supreme. Over the course of its twenty-year history, however, American education and its charter school sector have evolved in important ways. One of the significant ways is school governance--not a topic that gets a lot of attention but, as it turns out, a crucial one that is overdue for an overhaul (and not just in the charter sector). The growth of nonprofit charter networks (CMOs), the ubiquity of for-profit school-management companies (EMOs), and the emergence of &quot;virtual&quot; charter schools have all upended the notion that charters would mostly be freestanding &quot;community-based&quot; schools of the &quot;one-off&quot; variety. Yet the public policies and practices that characterize charter governance haven't kept pace with these real-world changes. To examine this mismatch more closely and consider how it might be set right, we interviewed nearly two dozen analysts, authorizers, board members, and practitioners with interest in and knowledge of charter schools. Not one of them felt that the inherited assumptions and regulations about governance in the charter sector are truly well suited to present-day realities. This brief explores several ways that charter governance might be rebooted.
Rating the Ratings: An Analysis of the 51 ESSA Accountability Plans
Author: Wright, Brandon L.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Achievement Rating,School Effectiveness,Educational Objectives,Evaluation Methods,Educational Assessment

The Every Student Succeeds Act grants states more authority over their accountability systems than did No Child Left Behind, but have they seized the opportunity to develop school ratings that are clearer and fairer than those in the past? This new analysis examines the plans submitted by all fifty states and the District of Columbia, and whether they are strong or weak (or in-between) in achieving three objectives: (1) Assigning annual ratings to schools that are clear and intuitive for parents, educators, and the public; (2) Encouraging schools to focus on all students, not just their low performers; and (3) Fairly measuring and judging all schools, including those with high rates of poverty. Among the key findings are: (1) Thirty-five states--69 percent--received a &quot;strong&quot; grade for using clear and intuitive ratings such as A-F grades, five-star ratings, or user-friendly numerical systems. These labels immediately convey to all observers how well a given school is performing, and is a major improvement over the often Orwellian school ratings of the NCLB era; (2) The country is also doing much better in signaling that every child is important, not just the &quot;bubble kids&quot; near the proficiency cut-off. Twenty-three states earned strong grades on this objective, and another fourteen earned medium marks; and (3) There is somewhat less progress when it comes to making accountability systems fair to high-poverty schools. Only eighteen states are strong here. But twenty-four others earn a medium grade, which is still an improvement over NCLB.
Grade Inflation in High Schools (2005-2016)
Author: Gershenson, Seth
Date: 2018-09-00
Type: Reports - Research
Subjects: Grade Inflation,High School Students,Grades (Scholastic),Report Cards,Standardized Tests,Scores,Grade Point Average,Attendance,Correlation,College Entrance Examinations,Public Schools,Algebra,Mathematics Achievement,Parent Attitudes,Academic Standards

Although the vast majority of American parents believe their child is performing at or above grade level, in reality two-thirds of U.S. teenagers are ill-prepared for college when they leave high school. Why this enormous disconnect? Could it be that test scores signaling that kids are &quot;less than proficient&quot; don't register with parents because they conflict with the grades on their child's report card? Authored by American University's Seth Gershenson, this study examines how easy or hard it is to get a good grade in high school today and how that's changed over time. It answers three key questions: (1) How frequent and large are discrepancies between report-card grades and state test scores? Do they vary by school demographics?; (2) To what extent do high school test scores, course grades, GPAs, and attendance align with student performance on college entrance exams?; and (3) How have such alignments and discrepancies changed in recent years? Utilizing student-level data for all public school students taking Algebra I in North Carolina from 2004-05 through 2015-16 (including course transcripts, state end-of-course exam scores, and ACT scores), the study yielded three key findings: (1) Although many students get good grades, few earn top marks on the statewide end-of-course exams for those classes; (2) Algebra I end-of-course exam scores predict math ACT scores much better than do class grades; and (3) During the decade studied, grade inflation was more severe in schools attended by affluent students than in those attended by lower-income pupils. These alarming findings carry several implications. Course grades and test scores each have their place. Both grades and test scores provide valuable information because they measure different aspects of student performance and potential. Yet parents don't seem to value both equally. When there's a big difference between what the two measures communicate, parents tend to take test scores less seriously--especially if the scores are low. Although external exams convey valuable information, educating teachers about high expectations is key. Educators can't hold students to a high bar if they don't have a clear vision of what excellence looks like. Unfortunately, it's getting harder and harder to assume that an A truly represents excellence. And that's a real problem for the future of individual kids and the nation they live in. Are we ready to do something about it? [Foreword and Executive Summary written by Amber M. Northern and Michael J. Petrilli.]
Reading and Writing Instruction in America&apos;s Schools
Author: Griffith, David
Date: 2018-07-00
Type: Reports - Research
Subjects: Reading Instruction,Writing Instruction,Common Core State Standards,Educational Change,Teacher Attitudes,Academic Language,Readability,Readability Formulas,Difficulty Level,Vocabulary,Reading Material Selection,Language Arts,Elementary Secondary Education,Reading Difficulties,Writing (Composition),Grammar,Evidence Based Practice,Program Implementation

The Common Core State Standards for English Language Arts and Literacy (CCSS-ELA) were adopted by approximately forty states (though in some cases, with significant revisions). However, researchers are still trying to understand how teachers are implementing the CCSS-ELA at the ground level--that is, in actual ELA classrooms. The CCSS-ELA call for three big &quot;instructional shifts&quot; that are intended to address widely recognized and longstanding weaknesses in ELA instruction: First, they challenge teachers to engage students in &quot;regular practice with complex texts and their academic language.&quot; Second, they urge them to sharpen their focus on &quot;reading, writing, and speaking grounded in evidence from texts, both literary and informational.&quot; Finally, they encourage teachers to devote more attention to &quot;building knowledge through content-rich curriculum.&quot; These are major changes to deep-seated and widespread practices, so nobody should assume that their implementation will be easy or automatic. This report seeks answers to three questions: (1) How are teachers interpreting the instructional shifts? (2) Are these shifts actually occurring? and (3) Where do teachers need more support to implement the shifts faithfully? [Written with Ann M. Duffett. Foreword and executive summary by Amber M. Northern and Michael J. Petrilli.]
Building a Foundation for School Discipline Reform: Action Steps for States to Improve the Collection and Use of School Discipline Data. Policy Brief
Author: Stern, Alexis
Date: 2019-00-00
Type: Reports - Research
Subjects: Public Agencies,Discipline Policy,Equal Education,Referral,Agency Role,School Districts,Racial Discrimination,Social Discrimination,Law Enforcement,Suspension,Expulsion,Outcomes of Education,Educational Change,State Policy,Data Collection,Accountability,Teacher Characteristics,Elementary Secondary Education,Capacity Building,State Legislation,Data Analysis,School Policy,Cooperation

State education agencies (SEAs) are federally mandated to address discrimination in schools, including discrimination in school discipline practices, and SEAs can play an important role in helping schools and districts develop and implement more equitable, data-driven approaches to student discipline. SEAs' ability to identify challenges and offer this support is largely dependent on their access to high-quality data on school discipline. To reduce disparities in school discipline practices, it is important for schools, districts, and SEAs to be able to answer key questions about how discipline is working in their schools and in their states. Important questions for schools, districts, and SEAs seeking to reduce disparities in school discipline practices might include the following: (1) How many students are suspended, expelled, placed in seclusion, or restrained each year? (2) How many students are arrested at school or referred by their school to law enforcement? (3) How many days of instruction are lost to school disciplinary or aversive control actions? (4) How often do schools employ disciplinary or control actions with their students? (5) For which types of offenses are students most often disciplined, and how? (6) Where and when are student offenses most likely to occur? (7) Which teachers refer students for discipline most often, and for which offenses? (8) Which students are at highest risk for being subjected to disciplinary or control measures, or for referral to law enforcement? and (9) What is the impact of school discipline practices on student outcomes?
Central Perspectives of the School-Based Reform Program in Egypt: An Evaluative Study
Author: Rizk, Ayman
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Strategic Planning,Educational Policy,Program Evaluation,Administrator Attitudes,Institutional Autonomy,Elementary Secondary Education,Administrative Organization,Foreign Countries,Policy Formation,Policy Analysis,School Administration,Instructional Leadership,Barriers,Futures (of Society),Educational Improvement,Human Resources,Faculty Development,Partnerships in Education

This study focused on evaluating the School-based Reform (SBR) program, introduced by the Egyptian ministry of education in its national strategic plan 2007/2008-2011/2012, by exploring the perspectives of policy-officials at the central ministry. The study adopted an evaluative qualitative analysis approach with the aim of evaluating and reviewing the SBR program, identifying its strengths and weaknesses, and realizing some strategies that can be considered by policy-makers and key-players to enhance the future implementation of the SBR program in Egypt. It was built mainly on data gathered using semi-structured interviews with five policy-officials at the central level who are aware of the major current and future initiatives of the ministry, particularly those aimed at empowering schools and enhancing their autonomy. The study targeted the Egyptian pre-university education system, which is the largest in the Middle East and North Africa region (MENA) and among the largest in the world. The study addresses the issue of decentralization, described as one of the most important recent phenomena in education, under the SBR program.
Rating the Ratings: Analyzing the First 17 ESSA Accountability Plans
Author: Wright, Brandon L.
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Institutional Evaluation,Educational Improvement,Educational Planning,Statewide Planning,Evaluation Methods

The federal Every Student Succeeds Act (ESSA) grants states more authority over their school accountability systems than did No Child Left Behind (NCLB). Hence, states have an opportunity to design improved school rating systems. Three of the most important improvements that states can make are to ensure that their accountability systems: (1) Assign annual ratings to schools that are clear and intuitive for parents, educators, and the public; (2) Encourage schools to focus on all students, not just their low performers; and (3) Fairly measure and judge all schools, including those with high rates of poverty. States must describe their proposed accountability systems in &quot;consolidated state plans&quot; that they submit to the U.S. Department of Education for review. The first deadline was in April 2017, when sixteen states and the District of Columbia submitted their plans. The remaining thirty-four states, plus the territories, will submit theirs by the second deadline in September 2017. This report examines how well the first seventeen plans fulfill the three objectives. The data in this report reflect information that was publicly available as of July 16, 2017, compiled from state plans as published on the U.S. Department of Education website.
How Common Core Lives: Successes and Challenges of the &quot;New&quot; College- and Career-Readiness Standards
Author: Edgerton, Adam K.
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,College Readiness,Career Readiness,Educational Policy,Educational Trends,Academic Standards,Program Implementation,State Policy,Accountability,School District Autonomy,Curriculum Development,Faculty Development,Adoption (Ideas),English Language Learners,Students with Disabilities,Special Education Teachers

Is the Common Core really &quot;dead&quot;? Though no longer called the Common Core in our three study states, the &quot;new&quot; college-and-career readiness standards still guide much of education policy in Texas, Ohio, and Kentucky. In our new feature article in &quot;Educational Researcher,&quot; lead author Dr. Laura Desimone, along with other faculty and doctoral students at the Center on Standards, Alignment, Instruction, and Learning (C-SAIL), reveals seven trends guiding standards implementation today. [This brief is derived from &quot;Successes and Challenges of the 'New' College- and Career-Ready Standards: Seven Implementation Trends&quot; (EJ1212759).]
Common Challenges to Implementing College- and Career-Readiness Standards
Author: Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Date: 2019-04-00
Type: Reports - Research
Subjects: Program Implementation,College Readiness,Career Readiness,Academic Standards,Barriers,Educational Change,Teacher Attitudes,Academic Ability,Academic Achievement,Parent Attitudes,Resistance (Psychology),Teaching Conditions,Attendance Patterns

While many in the field of teaching grapple with the revisions that come with a growing decentralization of standards-based reform, teacher learning and understanding of college- and career-readiness (CCR) standards and revisions is critical to successful implementation. Even when fully supported and focused on implementing standards in the classroom, teachers often face challenging work conditions that stymie their best efforts to implement standards-based reform. Based on select questions from a spring 2016 survey administered to a representative sample consisting of district administrators, principals, and teachers in Kentucky, Ohio, and Texas, the Center on Standards, Alignment, Instruction, and Learning (C-SAIL) uncovered some common challenges facing teachers, principals, and districts. To measure these challenges, C-SAIL provided a list of 10 school, classroom, and student challenges and asked respondents to rate them as either not a challenge, a minor challenge, a moderate challenge, or a major challenge. This brief report describes the top five reported challenges among teachers.
Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors&apos; Employment Status Influence Student Success? CCRC Working Paper No. 112
Author: Ran, Florence Xiaotao
Date: 2019-09-00
Type: Reports - Research
Subjects: Community Colleges,College Faculty,Part Time Faculty,Employment Level,Two Year College Students,Teacher Influence,Enrollment,Knowledge Level,Academic Support Services,Student Personnel Services,Grades (Scholastic),Teaching Conditions,Teacher Competencies,Student Characteristics,Teacher Characteristics

More than half of community college courses are taught by part-time faculty, and the reliance on part-time faculty to teach developmental education courses and gateway math and English courses is even more prevalent. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students' current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. While students with part-time instructors have better outcomes in their current course and similar pass rates in the next course in the sequence, they are 3 to 5 percentage points less likely to enroll in that subsequent course. The negative effects on subsequent enrollment are driven by results in math courses. Notably, the estimated effects do not change substantially after controlling for instructors' demographic characteristics and degree attainment, but the size of the estimated effects is reduced by up to 40% when the analytic model accounts for course scheduling. Results of a survey on faculty professional experiences at the six colleges in the study suggest that part-time faculty had less institutional knowledge than full-time faculty did about both academic and nonacademic services. Given that part-time faculty did not have negative effects on the pass rates of students who did enroll in subsequent courses, it appears more likely that inferior working conditions for part-time faculty, rather than inferior instructional practices, are driving the negative effects on students' subsequent course enrollment.