ethanporcaro/eric-fulltext-meta huggingface dataset:
New Developments in ESP Teaching and Learning Research
Author: Sarré, Cédric, Ed.
Date: 2017-00-00
Type: Books
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Needs Assessment,French,Undergraduate Students,Music,Instructional Design,Higher Education,Video Technology,Case Studies,Student Motivation,Teaching Methods,Nouns,Active Learning,Semantics,Story Telling,Academic Discourse,Graduate Students,Computational Linguistics,Foreign Countries,Social Work,Medical School Faculty,Student Needs,Accuracy

This volume intends to address key issues related to research in English for Specific Purposes (ESP) teaching and learning by bringing together current research at the intersection of the theoretical and practical dimensions of ESP. Readers will discover a treasury of information they will find useful to their own understanding of research into ESP teaching and learning. This volume encourages ESP practitioners to &quot;look across&quot; ESP contexts for insights into their own situations. Following a Foreword (Dan Douglas) and Introduction to new developments in ESP teaching and learning research (Shona Whyte and Cédric Sarré), the following contents sections and papers are included: Section 1: Laying the groundwork: needs analysis, programme design, and course development: (1) Using video materials in English for technical sciences: a case study (Danica Milosevic); (2) Dynamic and complex system approach to needs analysis, course development and evaluation of LANSOD courses in a French musicology undergraduate programme (Aude Labetoulle); and (3) Designing and implementing ESP courses in French higher education: a case study (Susan Birch-Bécaas and Laüra Hoskins). Section 2: Building confidence: addressing particular difficulties: (4) Towards a dynamic approach to analysing student motivation in ESP courses (Daniel Schug and Gwen Le Cor); (5) Teaching compound nouns in ESP: insights from cognitive semantics (Marie-Hélène Fries); and (6) When storytelling meets active learning: an academic reading experiment with French MA students (Pauline Beaupoil-Hourdel, Hélène Josse, Loulou Kosmala, Katy Masuga, and Aliyah Morgenstern). Section 3: Moving ahead: towards new practices: (7) The SocWoC corpus: compiling and exploiting ESP material for undergraduate social workers (Jane Helen Johnson); (8) Identifying and responding to learner needs at the medical faculty: the use of audio-visual specialised fiction (FASP) (Rebecca Franklin-Landi); and (9) The effect of form-focussed pre-task activities on accuracy in L2 production in an ESP course in French higher education (Rebecca Starkey-Perret, Sophie Belan, Thi Phuong Lê Ngo, and Guillaume Rialland). An author index is included. (Individual papers contain references.)
Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2014. Monitoring the Future Occasional Paper Series. Paper 83
Author: Johnston, Lloyd D.
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Secondary School Students,Grade 8,Grade 10,Grade 12,Drug Abuse,Incidence,Behavior,Age Differences,Beliefs,Social Influences,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Racial Differences,Ethnicity,Questionnaires,Geographic Regions,Population Trends,Parent Background,Educational Attainment,College Bound Students,Socioeconomic Status,Attention Deficit Hyperactivity Disorder,Drug Therapy,College Attendance,Risk,National Surveys,Cocaine,Inhalants,Lysergic Acid Diethylamide

This occasional paper presents national demographic subgroup data for the 1975-2014 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants. The study covers all major classes of illicit and licit drugs for an array of population subgroups. The 2014 subgroup data presented here accompany the &quot;Monitoring the Future National Survey Results on Drug Use: 1975-2014: Overview, Key Findings on Adolescent Drug Use&quot; and the &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2014: Volume I, Secondary School Students.&quot; Since 2013, the MTF subgroup definitions and data have been presented in a series of occasional paper, such as this, as tables and figures to facilitate the examination and interpretation of trend data. &quot;Volume I&quot; contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds--licit and illicit--and a number of related factors, such as attitudes and beliefs about drugs, age of initiation, noncontinuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section below. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students,&quot; see ED578369. For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2014: Overview, Key Findings on Adolescent Drug Use,&quot; see ED578603.]
Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2014. Monitoring the Future Occasional Paper Series. Paper 85
Author: Johnston, Lloyd D.
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Drug Abuse,Incidence,Behavior,Age Differences,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Questionnaires,Geographic Regions,Population Trends,National Surveys,Cocaine,Inhalants,Lysergic Acid Diethylamide,Late Adolescents,Young Adults,High School Graduates,Urban Areas

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in &quot;Volume II&quot; of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures in this occasional paper contain clickable links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 2, College Students &amp; Adults Ages 19-55,&quot; see ED578455.]
Monitoring the Future National Survey Results on Drug Use, 1975-2014: Overview, Key Findings on Adolescent Drug Use
Author: Johnston, Lloyd D.
Date: 2015-00-00
Type: Reports - Research
Subjects: Secondary School Students,Grade 8,Grade 10,Grade 12,Drug Abuse,Incidence,Behavior,Age Differences,Trend Analysis,Narcotics,Stimulants,Experience,Marijuana,Drinking,Alcohol Abuse,Gender Differences,Smoking,Racial Differences,Ethnicity,Questionnaires,Surveys,Geographic Regions,Population Trends,Educational Attainment,College Bound Students,Socioeconomic Status,Peer Influence,Parent Attitudes,Motor Vehicles,Risk,National Surveys,Cocaine,Inhalants,Lysergic Acid Diethylamide

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adult high school graduates through age 55. It has been conducted annually by the University of Michigan's Institute for Social Research since its inception in 1975 and is supported under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse. The 2014 MTF survey encompassed about 41,600 8th-, 10th-, and 12th-grade students in 377 secondary schools nationwide. The first published results are presented in this report. Recent trends in the use of licit and illicit drugs are emphasized, as well as trends in the levels of perceived risk and personal disapproval associated with each drug. This project has shown these beliefs and attitudes to be particularly important in explaining trends in use. In addition, trends in the perceived availability of each drug are presented, which at times have proven important to explaining changes in usage levels. A synopsis of the design and methods used in the study and an overview of the key results from the 2014 survey follow this introductory section. These are in turn followed by a separate section for each individual drug class, providing figures that show trends in the overall proportions of students at each grade level (1) using the drug; (2) seeing a &quot;great risk&quot; associated with its use (perceived risk); (3) disapproving of its use (disapproval); and (4) saying it would be fairly or very easy to get if they wanted to (perceived availability). For 12th graders, annual data are available since 1975 and for 8th and 10th graders since 1991, the first year they were included in the study. The tables at the end of this report provide the statistics underlying the figures; in addition, they present data on lifetime, annual, 30-day, and (for selected drugs) daily prevalence. [For the 2013 version of this report, see ED578545. For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students,&quot; see ED578369.]
Developing the Attitude Scale for Islamic Law Lesson
Author: Ersoy, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Attitude Measures,Test Construction,Islamic Culture,Law Related Education,Factor Analysis,Theological Education,Likert Scales,Psychometrics,College Students,Test Reliability,Test Validity,Islam,Foreign Countries

This study was conducted for the purpose of developing an attitude scale in order to be able to measure the attitudes of students towards Islamic Law Lesson in a valid and reliable way. The sampling of the study consisted of 198 students who studied at 4th Grade at Cumhuriyet University, Faculty of Theology, and who answered the measurement scale. In order to determine the structural validity of the scale, the Explanatory Factor Analysis was made on the data obtained from the student group who were included in the sampling of the study. The Cronbach Alpha, which is one of the internal consistency reliability coefficients, was used for the purpose of determining the reliability of the scale. The scale consisted of one single dimension and 18 items. The Cronbach Alpha Internal Consistency Coefficient related with the reliability of the data was determined as 0,930. These values were considered as the proof showing that the scale may make valid and reliable measurements on the learning attitudes of students.
Does Teaching Geometry with Augmented Reality Affect the Technology Acceptance of Elementary School Mathematics Teacher Candidates?
Author: Önal, Nezih
Date: 2017-00-00
Type: Journal Articles
Subjects: Geometry,Teaching Methods,Technology Uses in Education,Preservice Teacher Education,Elementary School Mathematics,Pedagogical Content Knowledge,Technological Literacy,Teaching Skills,Mixed Methods Research,Pretests Posttests,Program Implementation,Semi Structured Interviews,Computer Simulation,Foreign Countries

The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were freshman students in the faculty of education of a university which located in the central Anatolian region of Turkey during the fall semester of 2016-2017 academic year. Participants in the study were given a training seminar on teaching geometry via augmented reality (AR). They were provided with the opportunity to develop teaching materials for AR. At the end of this process, their opinions on the use of these materials were taken. Both qualitative and quantitative research methods were used in the research. The quantitative data of this study were collected by the Technology Acceptance and Use Scale for Information and Communication Technologies and the qualitative data were collected through semi-structured interviews. The themes and codes related to the usefulness of geometry teaching supported by augmented reality teaching emerged by means of qualitative content analysis. The t-Test, one of the parametric tests, was used to analyze the quantitative data. The data obtained from the semi-structured interview forms were classified under 9 categories and 35 themes. As a result of data analyses, it was found that the teacher candidates' attitudes towards the effectiveness geometry instruction supported by the augmented reality technology were positive but as regards' teacher candidates' intentions to use augmented reality technology, it was observed that some of them had reservations because of technological limitations, such as recognition of signs and freezing of the augmented reality environments. Keywords: augmented reality (AR), geometry teaching, mathematics teacher candidate, technology acceptance and use
The 21st Century Skills and Job Performance of Teachers
Author: Pa-alisbo, Mark Anthony Cenas
Date: 2017-00-00
Type: Journal Articles
Subjects: Job Performance,Teacher Effectiveness,Job Skills,Teaching Skills,Teacher Competency Testing,Correlation,Questionnaires,Teacher Surveys,Teacher Characteristics,Elementary Secondary Education,Educational Change,Foreign Countries

The Philippines' Department of Education through the implementation of the Basic Education Sector Reform Agenda (BESRA) is pursuing a package of policy reforms to further improve education. One of its reforms is the K-12 Program which has opened the way to the mandated 21st Century Skills. These include Learning and Innovation; Information, Media and Technology; and Life and Career Skills. One of its progress indicators is the use of the National Competency-Based Teacher Standards (NCBTS) for assessing teachers' job performance through the self-assessment tool named as Teachers Strengths and Needs Assessment (TSNA). The study sought to identify the teachers' skills and job performance; the relationship of teachers' skills and job performance and the difference of both when teachers are grouped according to profile. It employed the descriptive-correlational research design with emphasis on survey method. The frequencies, percentages, means, Pearson r, Multivariate Analysis of Variance (MANOVA) were the statistical measures utilized. Results revealed that teachers are moderately competent in terms of the 21st century skills. Teachers have assessed themselves as very satisfactory in terms of the NCBTS. There is also a significant relationship between teachers' skills and job performance. Lastly, there is no significant difference on both when grouped according to profile. Therefore, the teachers' skills complement the NCBTS. It can be a very good tool to assess job performance for they are all anchored in the road map of the Basic Education Sector Reform Agenda (BESRA). The DepEd, with its programs, projects and initiatives goes hand and hand with the NCBTS. It is recommended that DepEd should firmly implement the triangulation method of assessing job performance of teachers by means of intensive monitoring from the highest down to the lowest ranks other than just mere self-assessment.
A Comparative Study of the Classroom Interaction in Vocational and Non Vocational Classes in the Vocational Higher Secondary Schools in Kerala
Author: Subin, K. S.
Date: 2017-01-00
Type: Journal Articles
Subjects: Comparative Analysis,Classroom Environment,Vocational High Schools,Interaction,Interaction Process Analysis,Classroom Observation Techniques,Classroom Communication,Vocational Education,General Education,Hypothesis Testing,Educational Practices,Foreign Countries

This study is an attempt to compare the classroom interaction pattern in vocational and non- vocational classes in the vocational higher secondary schools in Kerala. For this purpose a sample of 30 vocational classes and 30 non vocational classes from 3 different districts in Kerala were selected. The investigator observed these classes and analysed the classroom interaction using Flanders interaction analysis category system. Comparison of the classroom interaction in vocational and non-vocational classes in the vocational higher secondary schools revealed that better communication takes place in the non-vocational classes compared to vocational classes.
With Scale in Mind: A Continuous Improvement Model for Implementation
Author: Redding, Christopher
Date: 2017-00-00
Type: Reports - Research
Subjects: Adoption (Ideas),Alignment (Education),Capacity Building,Design,Educational Change,Educational Improvement,Educational Indicators,Educational Innovation,Educational Quality,Effective Schools Research,Integrated Activities,Integrity,Models,Program Evaluation,Program Implementation,Resource Allocation,Scaling,School Effectiveness,Stakeholders,Technical Support

The conventional approach to school implementation involves different sets of schools in designing, developing, and testing an innovation and yet another set of schools involved in implementation at scale. Decades of research suggest that this approach has yielded inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests these should activities should be integrated, although this presents challenges in how we evaluate implementation in particular schools. This paper presents a framework to conceptualize implementation when design, implementation, and scaling up are integrated activities. [This article was published in &quot;Peabody Journal of Education,&quot; v92 n5 p589-608 2017 (EJ1157621).]
2014-15 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
Author: Ginder, Scott A.
Date: 2015-07-00
Type: Reports - Research
Subjects: Postsecondary Education,Information Systems,Data Collection,School Statistics,School Surveys,Institutional Characteristics,Graduation Rate,Enrollment,Student Financial Aid,College Admission,Educational Finance,Human Resources,Academic Libraries,Statistical Analysis

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This report describes the universe, methods, and editing procedures used in the 2014-15 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students applying, number of students enrolled, number of employees, financial statistics, graduation rates, student financial aid, and academic libraries. Institutions submitted these data during three reporting periods corresponding to fall 2014, winter 2014-15, and spring 2015. Information provided in this report is applicable to the full 2014-15 IPEDS collection year; response rates and specific information on data collected during a particular collection period are included in the First Look report specific to that collection period.
Continuous Improvement in the Public School Context: Understanding Educator Responses to Plan-Do-Study-Act Cycles
Author: Tichnor-Wagner, Ariel
Date: 2017-00-00
Type: Journal Articles
Subjects: Best Practices,Capacity Building,Case Studies,Comparative Analysis,Educational Improvement,Educational Innovation,Educational Research,High School Students,Program Implementation,School Districts,Student Improvement,Urban Schools

The last 5 years have witnessed growing support amongst government institutions and educational foundations for applying continuous improvement research (CIR) in school settings. CIR responds to the challenge of implementing effective educational innovations at scale by working with practitioners in local contexts to understand ''what works, for whom, and under what conditions.'' CIR works to achieve system improvement through the use of plan-do-study-act (PDSA) cycles, which are multiple tests of small changes. This comparative case study of two urban school districts examined how innovation design teams took up PDSA in their work to improve high school student outcomes, and their perceptions of PDSA as an approach to innovation development, adaptation, and implementation. Findings revealed both possibilities and challenges for implementing PDSA. Nearly all participants reported the value in PDSA, and participants pointed to &quot;connections to previous experiences&quot; and &quot;PDSA training&quot; as helping to build capacity. However, we found mixed levels of enthusiasm for actually conducting PDSA cycles, and capacity constraints regarding time and data collection. [This article was published in &quot;Journal of Educational Change,&quot; (EJ1157388).]