ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand
Author: Whankhom, Prawit
Date: 2016-03-10
Type: Journal Articles
Subjects: Physical Education,Memory,Foreign Countries,Reading Strategies,English (Second Language),Second Language Learning,Action Research,Semi Structured Interviews,Questionnaires,Instructional Effectiveness,Sports Medicine,Interviews,Student Attitudes,Metacognition,Feedback (Response),Teaching Methods,Undergraduate Students,Statistical Analysis

The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control and 32 sophomore sport science students as an experimental were administered. The study used the 4-research instruments which were composed of the questionnaires on implementation of reading strategy, semi-structured interviews, reading comprehension achievement, and the 5-lesson plans. Statistically significant with the descriptive data were analyzed. According to the results of current implementation of reading strategies, average score of total reading strategy used was moderate practice. Sample group employed slightly more indirect strategy to direct strategy, among six categories of reading strategies, the most to the least current implementation of reading strategies were compensation strategies, social strategies, affective strategies, memory strategies, cognitive strategies and meta-cognitive strategies, respectively. The developing instructional model comprised of informs, model and practice. Transfer of concluding step to sum up the results and problems for practicing implementation of reading strategy, evaluate, reflect, giving feedback, and reinforcement of the implementation of reading strategy were found effective.
Linking Organizational Health in Jeddah Secondary Schools to Students' Academic Achievement
Author: Alqarni, Saleh Ali Y.
Date: 2016-04-10
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Academic Achievement,Secondary Schools,Organizational Climate,Comparative Analysis,Achievement Tests,Institutional Characteristics,Private Schools,Public Schools,High Achievement,Low Achievement,Secondary School Teachers,Principals

This study aimed to assess organizational health (OH) in secondary schools in Jeddah district in Saudi Arabia. A second aim of the study was to compare the organizational health of these schools according to their rankings on student achievement tests, school type and the nature of the respondents' work. The Organizational Health Inventory (OHI), developed by Hoy and Feldman (1987), was used to examine OH in the subject schools. The (138) secondary schools in Jeddah district were classified into three main categories (high, average, low) based on their students' results on the achievement test for science colleges, which is given annually across the nation by the National Center for Assessment in Higher Education (NCAHE). With the school and not the respondent selected as the unit of research, 20 random schools from each category were compared using the ratings of &quot;high&quot;-achieving, &quot;average&quot;- achieving and &quot;low&quot;-achieving schools, as measured by the NCAHE, on the 7 dimensions of the OHI. All the principals and teachers working in the three selected representative school categories were approached in the process of data collection. The secondary schools' OH scores were found relatively high. The high-achieving schools had higher OH scores than the schools in other two categories. Moreover, the average-achieving schools outperformed the low-achieving schools on overall OH scores. Findings also showed that the private schools had healthier climates than the public schools. Schools can help improve their student learning process and academic attainment by improving the health of their organizational environment.
Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey
Author: Elaldi, Senel
Date: 2016-03-23
Type: Journal Articles
Subjects: Anxiety,Communication (Thought Transfer),English (Second Language),Second Language Learning,Foreign Countries,Measures (Individuals),Likert Scales,Literature,College Students,Gender Differences,Student Attitudes,Second Language Instruction,Statistical Analysis

A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when they were in fourth grade. Furthermore, it was aimed to examine whether gender factor was effective on foreign language anxiety of students. The research was carried out on 98 students (57 female) continuing from preparatory class to fourth grade and taking part in the first and second phases of the study voluntarily. Research data were collected through Foreign Language Classroom Anxiety Scale. Although foreign language anxiety levels of the students were found at moderate level both in preparatory class and in fourth grade, students had slightly higher anxiety level in fourth grade than they had in preparatory class. However, foreign language anxiety among males was found higher than females.
Using Menelaus' Theorem and Dynamic Mathematics Software to Convey the Meanings of Indeterminate Forms to Students
Author: Çekmez, Erdem
Date: 2016-03-23
Type: Journal Articles
Subjects: Mathematical Logic,Computer Software,Mathematics Instruction,Instructional Effectiveness,Undergraduate Students,Preservice Teachers,Elementary Education,Learning Activities,Student Experience,Homework,Geometric Concepts,Calculus,College Mathematics,Geometry

This study investigates the effectiveness of a teaching activity that aimed to convey the meaning of indeterminate forms to a group of undergraduate students who were enrolled in an elementary mathematics education programme. The study reports the implementation sequence of the activity and students' experiences in the classroom. To assess the effectiveness of the adopted approach, an individual homework assignment, in which students were asked to generate examples for indeterminate forms as geometrical constructions, was applied. The findings revealed that the students had various misunderstandings about the meanings of indeterminate forms prior to the study. Moreover, the use of the term &quot;indeterminate&quot; to designate these limit forms was found to be inappropriate because of its connotation. In light of the results, some suggestions are made to improve the teaching of indeterminate forms.
Investigation of Global Citizenship Levels of Pre-Service Physical Education Teachers
Author: Kayisoglu, Numan Bahadir
Date: 2016-03-23
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education Teachers,Citizenship,Global Approach,Undergraduate Students,Student Surveys,Statistical Analysis,Foreign Countries,Gender Differences,Family Income,Internet,Language Proficiency,Second Languages,Universities,Friendship,Athletes,Likert Scales

The purpose of the present research is to define global citizenship levels of pre-service physical education teachers and investigate whether their global citizenship levels vary by various variables. A total of 485 pre-service teachers, studying at 3rd and 4th grades of undergraduate programs of physical education teaching at thirteen different universities participated in the present research. The research is a descriptive study in survey model. In order to collect data, Global Citizenship Attitude Scale, developed by Sahin and Çermik was utilized. Obtained data were analysed through descriptive statistics (Mean, standard deviation), t-test, ANOVA test, and finally Tukey test for multiple comparisons. According to the findings obtained in the present research, global citizenship of preservice physical education teachers is medium level and can be developed; additionally global citizenship level does not vary by gender and YGS (The Transition to Higher Education Examination) scores; while increase in total family income, daily Internet use and foreign language proficiency increased global citizenship level, but not at a statistically significant level. An interesting finding of the present research is that, the university, the number of foreign friends, and having athlete licence variables are effective on global citizenship level.
Facebook Connection Styles among Physical Education Teacher Candidates
Author: Erdogdu, Murat
Date: 2016-03-23
Type: Journal Articles
Subjects: Social Media,Physical Education,Preservice Teachers,Physical Education Teachers,Foreign Countries,Measures (Individuals),Gender Differences,Statistical Analysis,Likert Scales

The purpose of this study is to determine the Facebook connection styles of physical education (PE) teacher candidates. The participants were composed of 626 (age = 21.21 ± 2.024) physical education teacher candidates from the departments of Physical Education and Sports. They teach in five different universities. It was done in 2014-2015 academic year. Research data were collected using Facebook Connection Styles Scale (FCSS). The mean scores obtained from the subscales and the total scale indicated that PE teacher candidates achieved the highest mean score on the subscale of &quot;initiating&quot;. It was also discovered that Facebook connection styles of PE teacher candidates differed in terms of gender, frequency of connection, the number of people in the friend list and whether the people in the friend list exist in the social circle.
An Evaluation of the Empathy Levels of Pre-Service Social Studies Teachers
Author: Kaya, Baris
Date: 2016-03-23
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Empathy,Age Differences,Gender Differences,Clubs,Student Surveys,Foreign Countries,Likert Scales

This study was conducted to determine the factors that affect the empathy levels of pre-service teachers studying in the Department of Social Studies Teaching. The research questions developed in this context aimed to determine the roles of gender, age and being a member of a school club in the empathy levels of pre-service teachers. The study group consisted of pre-service social studies teachers (n = 149), including 87 females and 62 males, studying in a faculty of education in the Black Sea region. The independent sample t-test was used to determine whether the empathy levels of pre-service teachers varied by age, gender and being a member of a school club. The analyses found that the preservice teachers' scores on the emotional reactivity sub-dimension of empathy levels varied by age and gender variables.
The Use of Personalized Texts for Teaching Turkish as a Second Language
Author: Kardas, Demet
Date: 2016-03-23
Type: Journal Articles
Subjects: Control Groups,Turkish,Second Language Learning,Second Language Instruction,Foreign Countries,Grammar,Experimental Groups,Textbooks,Instructional Materials,Pretests Posttests,Teaching Methods,Instructional Effectiveness

This study attempted to identify the advantages of using personalized texts for teaching Turkish grammar rules to foreigners. The sample comprised two homogenous groups, one experimental and one control, who studied at TÖMER (Turkish Language Learning Research and Application Center) at Gazi University. The students in the experimental group were taught grammar classes using personalized texts based on information obtained from a student-completed personal information form (including their age; the names of their parents; their birthday and marital status; the names of their children, if any; and their occupation, country, and address). Similarly, the pre- and post-tests contained questions that were specifically designed for them. On the other hand, the students in the control group were taught grammar classes using the examples included in the grammar textbook. The results showed that those in the experimental group exhibited higher achievement in the grammar classes and were quicker to make progress in using the language.
School Nurses Make a Difference
Author: Kitchell, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: School Nurses,Personal Narratives,School Health Services,Role,Child Health,Mental Health,Physical Health,Unions

Susan Kitchell decided to become a school-based healthcare provider after working for more than twenty years in pediatrics and pediatric critical care at Roosevelt Hospital in New York City. She needed a position with daytime hours within her field of expertise that allowed her time to spend with her family. She began working as a school nurse in the San Francisco Unified School District in 1997, and has since been working in elementary and secondary schools, serving students, faculty, and staff. In this article, Susan Kitchell describes the services that school nurses provide, the funding and staffing challenges that schools nurses encounter, and the role that union support has played in her career as a school nurse in California. A section titled &quot;Facts about School Nursing&quot; is included.
Pedagogical Implementation of 21st Century Skills
Author: Jacobson-Lundeberg, Vera
Date: 2016-03-00
Type: Journal Articles
Subjects: Student Attitudes,Skill Development,Student Development,Interpersonal Competence,Interaction,Global Approach,Common Core State Standards,Communication Skills,Listening Skills,Language Skills,Program Effectiveness,Cooperative Learning,College Students,Qualitative Research,High School Students,After School Programs,Entrepreneurship,Tutoring,College Readiness,Interviews,Student Empowerment

This paper examines students' perceptions of how intentionally taught 21st century skills have transformed their lives. Personal development education (PDE) encompasses interpersonal and interaction skills that are required for students to function and succeed in global-oriented 21st century colleges and careers. The Common Core State Standards (CCSS) is a reform movement bringing 21st century skills into the mainstream. Embedding 21st century skills such as communication and collaboration is necessary and timely, meeting the requirements of the CCSS English-language art's listening and speaking standards. This paper explores students' perceptions of how PDE influenced their ability to communicate more effectively and work collaboratively with a range of peers and others. Therefore, as the value of this education is recognized, this paper also offers practical implementation and application strategies for core curriculum.
Keeping Our Eyes on the Prize: The Role of Fieldwork in Preparing Social Justice School Leaders in a Public University Program
Author: Reis, Noni Mendoza
Date: 2016-03-00
Type: Journal Articles
Subjects: Role,Social Justice,Field Experience Programs,Public Schools,Experiential Learning,Leadership Training,Instructional Leadership,Educational Improvement,Educational Administration,Administrator Education,Portfolios (Background Materials),Higher Education

This article provides a discussion of how fieldwork can enhance the preparation of school leaders, and how this emphasis on practical, experiential learning can expose students to the wide array of challenges facing public schools. We discuss ways to transform traditional and procedural fieldwork objectives of our students to those that address social justice leadership.
&quot;Racing to the Top&quot; to Prepare Turnaround Principals in North Carolina: Homegrown Regional Leadership Academies
Author: Brown, Kathleen M.
Date: 2016-03-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Federal Aid,Federal Programs,Educational Change,School Turnaround,Principals,Models,Licensing Examinations (Professions),Program Evaluation,Leadership Training,Certification,Administrator Surveys,Interviews,Professional Development,Recruitment,Personnel Selection,Curriculum Development,Placement,Cost Effectiveness,Observation,Focus Groups,Surveys

North Carolina's Race to the Top (RttT) grant earmarked approximately $17.5 million to &quot;increase the number of principals qualified to lead transformational change in low-performing schools in both rural and urban areas&quot; (NCDPI, 2010, p.10). To accomplish this, the state established three Regional Leadership Academies (RLAs) &quot;approved for certifying principals [and] designed to . . . provide a new model for the preparation, early career support, and continuous professional development of school leaders&quot; (NCDPI, 2010, p.10). This article describes the independent evaluation of this initiative including the recruitment, selection, training, placement, and expenditure processes associated with each RLA. [NOTE: Page 103 was removed from the attached PDF because it was a blank page.]
The Preparation of Inclusive Social Justice Education Leaders
Author: Celoria, Davide
Date: 2016-03-00
Type: Journal Articles
Subjects: Social Justice,Administrator Education,Administrator Responsibility,Principals,Social Change,Social Bias,Administrator Attitudes,Praxis,Critical Theory,Race

This article is intended to spark dialogue and debate related to the preparation of inclusive social justice education leaders in a time of colorblindness. Drawing attention to the reductionist construction of the professional standards for educational leaders when it comes to preparing educational leaders who are ready to address and eliminate racism, inequalities, and injustices. And calls for the preparation of education leaders and aspiring principals who understand that all isms are endemic and engrained in the fiber of our society and are prepared to address and abolish marginalization in schools and promote places of learning that are inclusive and diverse through the use of three existing frameworks.
Modernism in School Reform: Promoting Private over Public Good
Author: Nordgren, R. D.
Date: 2016-03-00
Type: Journal Articles
Subjects: Philosophy,Educational Change,Accountability,Privatization,Standardized Tests,Role of Education,Foreign Countries,Business,Models,World Views,Global Approach

School reform in the past several decades has taken a &quot;modernist&quot; bent in that it has focused on quantitatively based accountability systems modeled after business (Ravitch, 2013; Tienken &amp; Orlich, 2013). The author uses a model devised by a Finnish scholar to demonstrate that 1) these reforms are indeed modernist, and 2) the private good is being promoted over the public good, and 3) that privatization and standardized tests are the primary tactics used to force schools to comply with this vision for schooling.
Various Assessments Utilized in California Preliminary Administrative Services Preparation Programs
Author: Erickson, Deborah E.
Date: 2016-03-00
Type: Journal Articles
Subjects: Administrator Education,Annual Reports,Testing Programs,Credentials,Program Effectiveness,Minimum Competencies,Educational History,Teacher Education Programs,Check Lists,College Programs

Every two years, institutions sponsoring credentialing programs in California are required to submit a detailed biennial report, which includes data on at least four key assessments showing 1) candidate competence and/or 2) program efficacy. This article reports the types of assessments used from 25 institutions that completed biennial reports for the Preliminary Administrative Services Credential between 2008 through 2011. Included are data from independent, California State University, and University of California institutes of higher education.
Neoliberalism in Historical Light: How Business Models Displaced Science Education Goals in Two Eras
Author: Hayes, Kathryn N.
Date: 2016-03-00
Type: Journal Articles
Subjects: Neoliberalism,Business,Models,Science Education,Educational Change,Equal Education,Public Education,Educational History,Educational Objectives,Mixed Methods Research,Accountability,Elementary School Science,Case Studies,Semi Structured Interviews

Although a growing body of work addresses the current role of neoliberalism in displacing democratic equality as a goal of public education, attempts to parse such impacts rarely draw from historical accounts. At least one tenet of neoliberalism--the application of business models to public institutions--was also pervasive at the turn of the 20th century. A comparison between the two eras sheds needed light on the mechanisms by which business models displace educational goals. Using science education as a context, this paper draws from historical, theoretical and empirical studies to demonstrate how business paradigms disrupt science education goals related to preparation for democratic participation and equity. As evidence, this paper draw upon historical accounts, as well as findings from a mixed-methods study of how accountability and related institutionalization of business models impacts equity in elementary science education. Institutional theory provides a framework for interpreting the mechanisms of disruption in both eras.
Exploring the School Climate--Student Achievement Connection: Making Sense of Why the First Precedes the Second
Author: Jones, Albert
Date: 2016-03-00
Type: Journal Articles
Subjects: Educational Environment,Academic Achievement,High Stakes Tests,Correlation,Urban Schools,Public Schools,Surveys,Student Attitudes,Teacher Attitudes,Parent Attitudes,Sample Size,Focus Groups,Scores,Educational Quality,Attribution Theory,Achievement Gains,Ethnic Groups,Socioeconomic Status,Institutional Characteristics,Student Diversity,Locus of Control,Alienation,Psychology,Predictor Variables

Many educators view school climate and student achievement as separate considerations. For some, the idea of promoting a high quality climate can seem like a luxury in the face of the current high stakes assessment climate in which student achievement gains are the paramount consideration. However, the results of this study suggest that climate and student achievement are related. In fact, the quality of the climate appears to be the single most predictive factor in any school's capacity to promote student achievement. The purpose of this study was to explore the relationship between student academic achievement and various elements within the domain of school climate, and to examine the nature and potential causality of that relationship. The paper also seeks to derive implications for practice including a possible fundamental conceptual framework for climate quality and function and an operational roadmap for moving from a less functional to more functional climate. The study examined school climate and achievement at 30 urban public schools. The sample of schools was drawn from a large geographical area and reflected schools from diverse ethnic and socio-economic communities. Each school assessment team administered the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI). The team at each school incorporated a standard protocol and surveyed a minimum number of participants (N = 30+ students, 10+ teachers as well as 10+ staff and parents, with most sample sizes being larger). Focus group data were also collected. California State Academic Performance Index (API) and Similar School Rating (SIM) scores (published by the state), were used to measure student achievement at each school. The results of the study confirmed a strong relationship between the quality of school climate and academic achievement levels. While the direction of the causality between the two variables is not entirely indicated by the data, the substantial relationship between climate and SIM rating suggest that a conclusion can be drawn that, to a good degree, better climates led to achievement, and were not simply a byproduct.