ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?
Author: Kim, Young-Suk Grace
Date: 2016-00-00
Type: Reports - Research
Subjects: Listening Comprehension,Listening Skills,Vocabulary,Reading Comprehension,Oral Language,Writing Skills,Reading Skills,Grammar,Short Term Memory,Attention,Knowledge Level,Cognitive Ability,Language Skills,Foreign Countries,Kindergarten,Grade 1,Teaching Methods,Emergent Literacy

One's ability to listen and comprehend spoken language of multiple utterances (i.e., listening comprehension) is one of the necessary component skills in reading and writing development. In this chapter, we review theoretical frameworks and empirical evidence of listening comprehension development and improvement, and propose a direct and mediated model of listening comprehension. A review of correlational and intervention studies indicates that many language and cognitive skills contribute to listening comprehension, including working memory, attention, vocabulary, syntactic knowledge, inferencing, theory of mind, and comprehension monitoring. Although limited in number, studies indicate that these skills are malleable. We conclude that listening comprehension instruction should be an integral part of reading and writing instruction, incorporating these multiple language and cognitive skills. Instruction on these components can be incorporated into existing instruction such as bookreading or reading comprehension instruction. [This chapter was published in R. Schiff and M. Joshi (Eds.), &quot;Handbook of Interventions in Learning Disabilities&quot; (p159-174). New York, NY: Springer.]
International Students--Tuition Revenue--and Inequity--Continues to Grow. BCTF Research Report
Author: Kuehn, Larry
Date: 2019-01-00
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,Tuition,Public Schools,Income,School Districts,Elementary Secondary Education,Educational Finance,Educational Equity (Finance)

The amount of tuition paid by international students to British Columbia (BC) public school districts in the 2017-18 school year reached $256,829,094. That is an increase by nearly $15 million compared to last year. This represents about 5% of total district revenues provincially, but the bulk of gains are concentrated in just 10 districts in Metro Vancouver and Greater Victoria. K-12 International student tuition charges are $14,000 to $15,000 a year, depending on school district. The number of international students attending BC public schools, as reported by the BC Ministry of Education was 16,412 in 2017-18. The financial inequalities between school districts created by international tuition are produced because most of the non-resident students end up in districts in the Metro Vancouver area and Southern Vancouver Island. The influx of these additional funds combined with provincial funding allows some school districts to offer more services to their students than others.
Visiting Students: A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education
Author: British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Date: 2015-03-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Student Mobility,College Transfer Students,School Policy,Transfer Policy,College Admission,Admissions Officers,Attitudes,Registrars (School),Universities,Two Year Colleges

A visiting student is a student who moves from their home institution where he or she is registered usually in a degree program, to take a specified number of courses or credits at another institution. Students may or may not hold a letter of permission. Most of these students later return to the home institution and request transfer credit for the courses taken elsewhere. The rationale for the study involves gaining an enhanced picture of student mobility and credit transfer. Visiting students often fall into the same general category as those who are assessed in studies of student mobility or credit transfer; they are a smaller group, and less easily identifiable. Providing models for policy and/or practice can assist all institutions in identifying trends and efficiencies across the British Columbia (BC) post-secondary system, thus helping students as well as administrators and faculty. This report describes various policies and practices related to visiting students at post-secondary institutions in BC and at key institutions across Canada. The report focuses on Canada and on BC in particular. The study analyzes policies and practices at different types of institutions: research-intensive universities, teaching-intensive universities, institutes, and colleges. Both public and private BC institutions were included in the study. [This report was prepared by I.S. Education Consulting.]
Stepping Out: A Look at the Mid-Program Transfer Patterns of BC Post-Secondary Students
Author: British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Date: 2020-01-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Student Mobility,College Transfer Students,Public Colleges,College Credits,Foreign Students,Gender Differences,Institutional Characteristics,Student Characteristics,Intellectual Disciplines,Enrollment

This project focuses on the student practice of &quot;stepping out&quot; to earn transfer credits at a second or additional (&quot;host&quot;) institution, while continuing in a program at their first (&quot;home&quot;) institution. It is based on data from a cohort of students who graduated in 2015/2016 from any of the 21 public institutions in British Columbia that report to the British Columbia Central Data Warehouse (CDW). Since there is limited research on visiting students in a domestic context, this report aimed to understand both general themes and a variety of research questions related to the following areas: (1) Volume of transfer credits being imported to the home institution, generally, as well as by course and student disciplines; (2) The number and type of host institutions at which the imported credits were earned; (3) The level of credits being transferred; (4) Domestic/international status of students requesting credit; (5) Identifiable patterns to the courses transferred, such as semester of enrollment, number of semesters that transfer courses are taken in, and common disciplines resulting in assigned or unassigned transfer credit; and (6) Whether the student attended the host institution, either previously or in the future. This project follows up on a previous report on the policies and practices related to visiting students at British Columbia (BC) post-secondary institutions. [For the earlier report, &quot;Visiting Students: A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education,&quot; see ED602776. This report was prepared by Plaid Consulting.]
Hispanic Student Access to Advanced Placement Courses
Author: Borg, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Access to Education,Advanced Placement Programs,Suburban Schools,Work Ethic,Student Placement,Interpersonal Relationship,High School Seniors,Track System (Education),Student Attitudes,Social Capital

This qualitative, collective case study describes the perceptions of academically successful Hispanic students regarding their access to Advanced Placement (AP) courses in 4 suburban Texas high schools. A multistage, purposeful sampling scheme was used to select 28 participants for 4 focus groups. Six participants from the focus groups participated in interviews. The conceptual framework focused on Coleman's (1988) theory of social capital. Classical content analysis revealed 4 major themes: (a) future, (b) course placement, (c) educational work ethic, and (d) relationships. The theme of relationships varied the most with discussion of the value of relationships with counselors, peers, parents, teachers, and other family members. Participants had both positive and negative experiences with two subcategories, counselors and teachers, who influenced their opinions about their placement in courses. Implications for researchers and practitioners are provided.
Evaluating the Effect of Formative Assessment Based Learning on Students&apos; Understanding Regarding Basic Astronomical Concepts
Author: Yilmaz, Gul
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Student Evaluation,Formative Evaluation,Knowledge Level,Scientific Concepts,Astronomy,Misconceptions,Science Process Skills,Foreign Countries,Science Activities

The aim of this study is to determine the effect of formative assessment based learning on students' conceptual understanding levels regarding basic astronomical concepts. The study was conducted in a public primary school with 24 5th graders. The study group was applied a 3 phased teaching process based on formative assessment for the duration of 4 lesson periods. The conceptual understanding levels of students were specified by using 4 formative assessment probes prior to and after the process. Findings were presented and assessed in forms of percentage and frequency together with sample student answers. Prior to the teaching process it was determined that conceptual understanding levels of students regarding basic astronomy were rather low and students had developed various misconceptions. The reason for formation of day and night &quot;is the exchange of location of the Sun and the Moon,&quot; the reason for lunar phases &quot;is the Moon being a light source and radiating light from its different parts in different periods,&quot; the reason for different seasons to emerge &quot;is the distance change of Earth from the Sun, in terms of coming closer and moving away&quot; were some frequently observed misconceptions. After the activities the conceptual understanding levels of students showed increase. It was, nevertheless, challenging for them to explain their correct answers. This indicates the necessity of more studies to be conducted in order to develop scientific reasoning skills of students. This study recommends teachers to use formative assessment based education, which proved to be effective in teaching basic astronomical concepts, in science classes actively.
Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention
Author: O'Brennan, Lindsey
Date: 2020-00-00
Type: Reports - Research
Subjects: Stress Variables,Stress Management,Acceleration (Education),Intervention,High School Freshmen,Grade 8,Grade 9,Advanced Placement Programs,Teaching Methods,Student Motivation,Student Evaluation,Planning,Program Effectiveness,Student Needs,Social Development,Emotional Development,School Personnel,Training,Coaching (Performance),Peer Evaluation,Coping,Learner Engagement,Parenting Styles,Family Environment

High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational interviewing and designed to evoke behavior change following one to two individual meetings with a coach. This study used a multimethod, multisource approach to evaluate the applicability and acceptability of MAP as a Tier 2 support for 9th-grade students completing AP/IB coursework. Quantitative and qualitative acceptability data from 49 AP/IB students, 7 coaches, and 3 potential end-users of MAP were examined. Results indicate MAP was perceived as an acceptable intervention for addressing the social-emotional needs of high-achieving students taking AP/IB classes. Findings and directions for further research of MAP are discussed. [This paper was published in &quot;Gifted Child Quarterly&quot; v64 n1 p19-40 2020 (EJ1237739).]
Predictors of Success among High School Students in Advanced Placement and International Baccalaureate Programs
Author: Suldo, Shannon M.
Date: 2018-00-00
Type: Reports - Research
Subjects: High School Students,Advanced Placement Programs,Stress Variables,Correlation,Predictor Variables,Coping,Learner Engagement,Stress Management,Family Influence,School Role,Mental Health,Grade Point Average,Tests,Scores,Achievement,Motivation,Parent Child Relationship,Parenting Styles,Resilience (Psychology),Peer Influence

Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students' academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2379 students (grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent-child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success. [This paper was published in &quot;Gifted Child Quarterly&quot; v62 n4 p350-373 2018 (EJ1190983).]
Predictors of Adaptive Help Seeking across Ninth Grade Students Enrolled in Advanced Placement and International Baccalaureate Courses
Author: Parker, Janise S.
Date: 2019-00-00
Type: Reports - Research
Subjects: Help Seeking,Self Efficacy,Personality Traits,Student Attitudes,Teacher Role,Grade 9,Advanced Placement Programs,Correlation,Standards,Program Effectiveness,Gender Differences,Academic Achievement,Learner Engagement,Student Characteristics,Goal Orientation,Context Effect,High School Students

This study explored how adaptive help seeking was related to academic self-efficacy, perfectionism (maladaptive and adaptive), attitudes towards help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help-seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared to girls. Furthermore, gender moderated the association between perceived benefits and adaptive help-seeking; perceived benefits were particularly highly associated with boys' adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research. [This paper was published in &quot;Psychology in the Schools&quot; v56 n5 p652-669 2019 (EJ1211093).]
Looking Ahead toward Equity: The College Promise Success Initiative
Author: Lepe, Marco
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Low Income Students,Access to Education,Socioeconomic Influences,College Attendance,At Risk Students,Intervention,Student Needs,Stakeholders,Equal Education,Student Financial Aid,Educational Finance

From 2017 to 2019, MDRC's College Promise Success Initiative (CPSI) worked with College Promise programs nationwide, helping transform perceptions about college affordability and access while aiming to increase rates of enrollment and completion. Staff from the programs in CPSI met at the end of 2019 and shared insights on effectively designing College Promise programs that make equity a central principle in serving students. These lessons for policymakers and practitioners are captured in this Issue Focus.
School Architecture: Its Effects on Students and Teachers
Author: Dilworth, Jacqueline Marthe-Claire
Date: 2009-07-00
Type: Dissertations/Theses
Subjects: Educational Facilities Design,School Buildings,Educational Environment,Secondary School Teachers,Teacher Attitudes,Work Environment,Classroom Techniques,Charter Schools,Foreign Countries,Educational History,Student Attitudes,Elementary Schools,Secondary Schools

This action research project examines the design and architecture of schools historically through the present, asking the question if classroom and school environments change the way students and teachers work. A survey was given to students Secondary Charter School in Northern Nevada and a focus group of teachers was asked how their classes and school affected them and gave suggestions to improve them. Both students and teachers are not as affected by their classes as they are by other students and teachers themselves. This action research project demonstrated that while class and school environment is important, teachers and how they teach as well as their classroom management, affects the learning environment more.
Confirmatory Factor Analysis and Reliability of the Barriers to Seeking Psychological Help Scale among Turkish Adults
Author: Topkaya, Nursel
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Help Seeking,Barriers,Mental Health,Health Services,Test Validity,Test Reliability,Social Influences,Trust (Psychology),Self Disclosure (Individuals),Social Bias,Knowledge Level

The Barriers to Seeking Psychological Help Scale (BSPHS) was originally developed to measure factors that kept college students from seeking mental health assistance. However, the underutilization of mental health services among adults is also common, and understanding the factors that inhibit adults from seeking help for mental health issues is necessary. One important first step to increasing the use of mental health services among this population is to identify the barriers preventing them from using such services through valid and reliable scales. However, no validated and reliable scale currently exists in the Turkish language to measure the barriers to seeking psychological help among adults. Thus, the purpose of this cross-sectional study was to examine the underlying factor structure and reliability of the BSPHS among Turkish adults. A convenience sample of 208 (134 female, 74 male, M=35.58) Turkish adults completed the BSPHS and a demographic information form. Confirmatory factor analyses were performed to test the underlying factor structure of the BSPHS using three competing models. Reliability analysis was also used to examine mean inter-item correlation and item-total correlations, as well as to estimate Cronbach alpha reliability. The results of this study suggest that the BSPHS has a similar five-factor structure as suggested by Topkaya, Sahin, and Meydan (2017). Reliability analyses also suggested that all subscales of the BSPHS had adequate mean inter-item correlation, item-total correlations, as well as Cronbach alpha reliability. Therefore, the BSPHS can be used to measure the factors that inhibit Turkish adults from seeking psychological help. Future studies can examine convergent, divergent, and predictive validity and test-retest reliability of the BSPHS among Turkish adults.
Negative Effects of Barriers to Seeking Psychological Help and Their Association with Depression, Anxiety, Stress, and Self-Efficacy among College Students
Author: Topkaya, Nursel
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Help Seeking,Mental Health,Barriers,Depression (Psychology),Anxiety Disorders,Stress Variables,Self Efficacy,Measures (Individuals),Self Concept Measures,Scores

Research has consistently shown that barriers to seeking psychological help are multidimensional and negatively associated with formal help-seeking. However, studies examining the negative effects of barriers to seeking psychological help among diverse samples are scarce. Thus, the purpose of this study is to examine the negative effects of barriers to seeking psychological help among Turkish college students, in particular investigating the association between such barriers and depression, anxiety, stress, and self-efficacy. Participants included 529 college students (M=21.48, 63% female) recruited from various faculties in a university in the Central Black Sea Region of Turkey. They completed the Depression Anxiety Stress Scale-21, the General Self-Efficacy Scale, the Barriers to Seeking Psychological Help Scale, and a personal information form. One-way multivariate analyses of variance (MANOVA) and hierarchical multiple regression analyses were performed. One-way ANOVA results showed that students who had previously sought psychological help had significantly higher depression, anxiety, and stress scores than other students and male participants had higher general self-efficacy scores than female participants. Hierarchical multiple regression analyses also revealed that the dimensions of barriers to seeking psychological help were positively correlated with depression, anxiety, and stress and negatively correlated with general self-efficacy after controlling for gender and previous help-seeking experience. Reducing barriers related to seeking formal psychological help may help to foster psychological well-being among Turkish college students.