ethanporcaro/eric-fulltext-meta huggingface dataset:
Practicum Experiences of Student Teachers Studying at ELT Department: An Evaluation from the Real Actors
Author: Simsek, Tugba
Date: 2017-09-00
Type: Journal Articles
Subjects: Practicums,Student Teachers,Student Teaching,Student Teacher Attitudes,Preservice Teacher Education,Language Teachers,Second Language Instruction,English (Second Language),Foreign Countries,Educational Benefits,Program Effectiveness,Student Satisfaction

Practicing teaching is one of the most important components of teacher education as student-teachers have the opportunity to integrate theory and practice in real classroom environment (Wilson, 2006). For that reason, teacher training programs (TTP) have a vital role to prepare future teachers for their profession, and accordingly, TTPs should provide student-teachers with field work tasks that give them chances of gaining insights about what teaching really is, what kind of pre-requisite skills are required, what kind of problems might arise in the classroom, what kind of solutions they can find out, etc. As they are the ones going through this process, student-teachers' perceptions of practicum experience should also be an integrated part of determining the content of teacher training programs (Korthagen and Vasalos, 2005). The aim of this study is to shed light on the perceptions of student-teachers on teacher training program they practice, and examine elaborately what they face in practicum. In addition, what possible rearrangements they suggest for the current program. In the present study, pre-service English teachers' perceptions on teacher training program of ELT Department in Cukurova University is investigated through semi-structured interviews and a focus group discussion. The students have been asked questions about their experiences in their placement schools, benefits of practicum, the problems they face, general views about teacher training program tasks, positive attributes of the program, deficiencies of it, and possible suggestions about teacher training program. In addition, a focus group discussion has also been conducted to make students share and discuss their opinions freely with their peers and researcher.
A Comparative Study of Career Motivations and Perceptions of Student Teachers
Author: Ekin, Semih
Date: 2021-02-25
Type: Journal Articles
Subjects: Career Choice,Teaching (Occupation),Motivation,Altruism,Values,Social Influences,Gender Differences,Prior Learning,College Seniors,College Freshmen,Preservice Teachers,Young Adults,Public Colleges,Predictor Variables,Job Satisfaction,Foreign Countries,Incentives

Choosing teaching as a career includes many different factors, reasons and parameters. These factors can vary in time by the changes in the culture, politics, or society. Teachers and their reasons about why they chose teaching as a career have been an important issue for researchers. Many researches have been done to understand the reasons of the student teachers to choose this profession. This study, in this sense, investigates the career motivations and career perceptions of student teachers in relation to their gender and grade. The participants were 48 first-year and 54 fourth-year students (totally 104) in a teacher preparation program at a state university, in Turkey. The study adopted a quantitative approach by using a scale. The data were collected in 2018-2019 academic year. The results suggested that both the first and the fourth-year students were mostly motivated by altruistic reasons and their prior teaching and learning experiences. Both male and female participants had no significant differences related to the motivational factors to become a teacher. The study also asserted that the satisfaction with the choice of teaching was predicted mostly by intrinsic career values, altruistic reasons and lastly task return (salary and status). The result were discussed in line with current studies in the literature.
Compilation of Information about Successful State and Institutional Efforts That Promote Timely and Affordable Completion of Postsecondary Education: An Annotated Bibliography
Author: Department of Education (ED)
Date: 2020-03-31
Type: Reference Materials - Bibliographies
Subjects: Postsecondary Education,Educational Attainment,Graduation Rate,College Credits,Transfer Rates (College),Access to Education,Dual Enrollment,At Risk Students,Educational Finance,College Transfer Students

On March 21, 2019, President Donald J. Trump issued Executive Order (EO) 13864, &quot;Improving Free Inquiry, Transparency, and Accountability at Colleges and Universities&quot; which, among other things, required the Secretary of Education to compile information about successful State and institutional efforts that promote students' timely and affordable completion of a postsecondary program of study. Additionally, the EO asked that the Secretary publish a compilation of research results that addresses: (1) how some States and institutions have better facilitated successful transfer of credits and degree completion by transfer students; (2) how States and institutions can increase access to dual enrollment programs; and (3) other strategies for increasing student success, especially among students at high risk of not completing a postsecondary program of study. This report presents an annotated bibliography of studies that have examined state efforts to improve postsecondary outcomes. This compilation includes resources on effective practices in the following areas: (1) Improving College Completion; (2) Dual Enrollment Programs; (3) Performance - Based Funding Models; and (4) Improving Transfer of Credit Opportunities. This document also includes Additional Resources and Links to Other Annotated Bibliographies produced by well-respected organizations and authors who study postsecondary education outcomes.
The Role of Anxiety in Foreign Language Classes: A Focus on Gender
Author: Simsek, Tugba
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Second Language Learning,English (Second Language),Gender Differences,Elementary School Students,Grade 4,Communication (Thought Transfer),Test Anxiety,Student Evaluation,Student Attitudes,Fear

The aim of this study is to investigate the role of anxiety in foreign language classes. It specifically focuses on students' gender in order to see if there is a significant difference between male and females in terms of foreign language classroom anxiety. Speaking skill is also under investigation as a source of foreign language classroom anxiety. The participants are 4th grade primary school students who have just been exposed to English for the first time. To collect the data, a questionnaire has been used in order to see if there is a difference between females and males regarding their anxiety levels in the class; an interview has also been conducted with highly anxious students and students with lowest anxiety level. Results show that there is not much difference between female and male students in terms of foreign language anxiety; however, males are found to be slightly more anxious than females. Communication apprehension, test anxiety and fear of negative evaluation are found to be the main reasons of foreign language classroom anxiety. In addition, speaking is found to be an anxiety provoking situation in foreign language classrooms.
Student Growth through Design-Centered Learning: Report from the Learning Studios Pilot
Author: Digital Promise Global
Date: 2017-10-00
Type: Reports - Research
Subjects: Design,STEM Education,Experiential Learning,Problem Solving,Student Centered Learning,Program Implementation,Foreign Countries,Outcomes of Education,Program Effectiveness,Perspective Taking,Empathy,Technology Uses in Education,Learner Engagement,Self Efficacy

Recent years have seen the emergence of design-thinking and maker learning initiatives across formal and informal learning environments. A variety of offerings, from museum and afterschool programs, to STEM challenges and entrepreneurship courses, create opportunities for young people to develop skills relevant to today's workplace. Design-based learning emphasizes the importance of creative problem-solving, taking perspective and empathizing, identifying problems worth solving, and iterating on solutions. Yet despite high relevance to 21st century workforce demands, opportunities for young people to engage long-term in design-based experiences remain limited. With the support of HP and Microsoft, Digital Promise Global's Learning Studios program brought enhanced design-based learning opportunities to teachers and students in 60 schools in the US and abroad. The Learning Studios program provided advanced technology, design-based learning resources, and an online teacher community to participating sites, and the first implementation spanned the 2016-17 school year. To capture and share outcomes and insights from the Learning Studio implementation project with the larger community, an exploratory research component was included as well. This report presents the key outcomes of that research, and is organized in four main sections: (1) Details on project resources and implementation; (2) How the research was organized and the ways that data were gathered and analyzed; (3) Key thematic findings across survey, interview and focus group data; and (4) Reflections on opportunities for additional research and recommendations for future implementations of Learning Studios and other design-based education programs. [For the executive summary, see ED611800.]
Student Growth through Design-Centered Learning: Report from the Learning Studios Pilot. Executive Summary
Author: Digital Promise Global
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Design,Student Centered Learning,Experiential Learning,Program Evaluation,Program Effectiveness,Technology Uses in Education,Program Implementation,Outcomes of Education,Perspective Taking,Empathy

Digital Promise Global commissioned research in order to learn more about how students and teachers made use of the technology, document areas of growth experienced by the participants, and understand the effects of implementation context on technology use and learning. The study also sought insights related to challenges and best practices that could inform the broader field. The study was conducted during the initial pilot year of the program between May 2016 and May 2017. Teachers were asked to complete a series of four surveys: baseline, mid-course, post, and follow-up. Teachers were also invited to a brief phone interview at the start of the program to ask about their implementation plans and progress to date. Students were asked to complete three surveys: baseline, post, and follow-up. Additional teacher interview and student focus groups were conducted to collect qualitative information about changes in engagement, agency, empathy and design thinking in students. This report presents a summary of key findings from the exploratory research. The first sections focus on context of implementation, including students' and teachers' familiarity with the technology and confidence as makers and designers. The subsequent sections highlight results related to the focal outcome areas of engagement, agency, collaboration, and design thinking. [For the full report, see ED611799.]
COVID-19 Education Continuation Plan
Author: Kentucky Department of Education
Date: 2020-04-20
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Teaching Methods,School Schedules,School Districts,Educational Technology,Technology Uses in Education,Distance Education,Equal Education,State Standards,Public Health,Time,State Departments of Education,Role,Elementary Secondary Education,Planning

The COVID-19 Education Continuation Plan presented in this report is designed to maximize instruction during the COVID-19 pandemic while using non-traditional instruction (NTI) to reach 1,062 hours of instruction in all Kentucky school districts prior to May 29, 2020. This plan assumes school closure for in-person classes for the remainder of the 2019-2020 academic year (through June 30, 2020). The plan facilitates districts reaching 1,062 hours as called for by SB 177 (2020); however, the plan enables districts to end the 2019-2020 school year two weeks earlier than envisioned by SB 177 (2020). The plan relies upon districts continuing to provide NTI instruction and permits each NTI day utilized during the 2019-2020 school year to count as the equivalent of seven hours of daily instruction.
Teaching and Learner Well-Being during the COVID-19 Pandemic. First Brief. KIX COVID-19 Observatory
Author: Global Partnership for Education (GPE)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Well Being,COVID-19,Pandemics,Educational Development,Foreign Countries,School Closing,Womens Education,Educational Quality,Equal Education,Elementary Secondary Education,Intervention,Educational Research,Educational Policy,Distance Education,Online Courses,Technological Literacy,Faculty Development,Gender Differences,Educational Practices

The novel coronavirus (COVID-19) disease, declared a Public Health Emergency of International Concern (PHEIC) by the World Health Organization (WHO) in January 2020, prompted a global closure of schools from mid-March 2020, affecting an estimated 1.6 billion learners worldwide according to the United Nations. In response to the negative impacts of the pandemic on educational systems in Africa, the Consortium comprised of the Association for the Development of Education in Africa (ADEA), the African Union's International Centre for Girls' and Women's Education in Africa (AU/CIEFFA), with technical support from the African Population and Health Research Centre (APHRC), and the UNESCO Institute for Statistics (UIS), has come together under the KIX COVID-19 Observatory with the goal of supporting African member states to ensure quality, equity, and well-functioning of teaching and learning; the well-being of teachers and learners at basic levels of education within African member countries, for the resilience of education systems against future crises. The KIX COVID-19 observatory collects, synthesizes, and mobilizes evidence about COVID-19 responses in primary and secondary education in 41 Global Partnership for Education (GPE) member countries in Africa, pertaining to the operation of education systems and the well-being of learners. It also tracks emerging research, including the interventions being tested and evaluated, on these topics. This brief has been developed with the intent to encourage and promote a culture of evidence sharing about policy- and practice-level education interventions in response the COVID-19 pandemic, as well as targeted recommendations. This brief focuses on two areas -- teachers and teaching and learner well-being and learning during COVID-19. [This report was co-produced by the African Union International Centre for Girls' and Women's Education in Africa (AU/CIEFFA).]
2018 Marketing and Student Recruitment Report of Effective Practices: Effective Practices for Undergraduate Recruitment at Four-Year Colleges and Universities, as Rated by Campus Officials
Author: Ruffalo Noel Levitz (RNL)
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Marketing,Student Recruitment,Undergraduate Students,Best Practices,Private Colleges,Public Colleges,Computer Mediated Communication,Advertising,Technology Uses in Education,Outreach Programs,Enrollment Management,Hispanic American Students,Social Media,Budgets,Student Financial Aid

What is the competition doing? How is technology changing things? And where are the gaps in today's outreach? To explore these questions, undergraduate officials from a broad cross-section of colleges and universities participated in a spring 2018 poll to produce this report. Data in this report reflect responses from 115 nonprofit four-year colleges and universities. Highlights from the report include: (1) Approximately one in five private respondents and four out of 10 public respondents were not using text messaging. These institutions should give students the opportunity to provide cell numbers and opt in; (2) Digital advertising was popular in 2018 for both first contact with prospective students and for follow-up contact with non-responders, but institutions still have opportunities to engage through re-targeting and digital tracking; and (3) More expensive forms of traditional media such as outdoor advertising, radio, and print advertising are still widely used despite not being rated as effectively. [For the 2017 report, see ED611890.]
Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions
Author: Hansen, Janice
Date: 2020-00-00
Type: Reports - Research
Subjects: Teaching Methods,Science Instruction,Attention Control,Executive Function,Intuition,Best Practices,Visual Aids,Preservice Teachers,Undergraduate Students,Middle School Students,Student Attitudes,Learning Processes,Scientific Concepts,Genetics,Cues,Teacher Education Programs,Preferences

Reasoning about visual representations in science requires the ability to control one's attention, inhibit attention to irrelevant or incorrect information, and hold information in mind while manipulating it actively--all aspects of the limited capacity cognitive system described as humans' Executive Functions (EFs) (see Diamond, 2002). This manuscript describes pedagogical intuitions on best practices for how to sequence visual representations among pre-service teachers, adult undergraduates, and middle school children, with learning also tested in the middle school sample. Interestingly, at all ages, most people reported beliefs about teaching others that were different from beliefs about how they would learn. Teaching beliefs were most often that others would learn better from presenting representations one at a time-serially, while learning beliefs were that they themselves would learn best from simultaneous presentations. Students did learn best from simultaneously presented representations of mitosis and meiosis, but only when paired with self-explanation prompts to discuss the relationships between the graphics. These results provide new recommendations for helping students draw connections across visual representations, particularly mitosis and meiosis, and suggest that science educators would benefit from shifting their teaching beliefs to align with beliefs about their own learning from multiple visual representations. [This paper was published in &quot;CBE - Life Sciences Education&quot; (EJ1277451).]
Training of Future Specialists in Higher Educational Institutions
Author: Melnyk, Yu. B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Specialists,Higher Education,Universities,Teaching Methods,Educational Trends,Foreign Countries,Student Attitudes,Economics Education,Management Development,Humanities,Technology Education,Enrollment Trends,Competence,Classification,Educational Change,Educational Cooperation,International Cooperation,Student Mobility,High Schools,Information Technology,Medical Education,Futures (of Society),Military Training

Background and Aim of Study: The research deals with studying issues concerning training of specialists in high school and the student's role in this process. The perspective trends of training specialists in higher educational institutions are determined. They relate to such, where the university is a configuration part of much bigger establishments and processes and where it corresponds to the social and individual demands of the youth. The aim of the study: to ascertain competences, pedagogic technologies and methods, demanded by cadets and students, as well as to forecast perspective trends of studying in higher educational institutions. Material and Methods: A set of methods is used to study issues of training specialists in high school: collection of information, systematisation, rating assessment, analysis and results interpretation. The dispersion coefficient of Kendall concordance is calculated, its significance is proved on the basis of determining Pirson's criterion for the significance level of 5% and 1%. The research was held in the academic years of 2013-2018 on the basis of National Academy of National Guard of Ukraine within the framework of the subject &quot;University Education&quot;. The average number of respondents was 535 people (35 groups), who studied at the Humanities Faculty, The Technical Faculty, the Faculty of Economics and Management. Results: It is specified that there is a tendency of decreasing number of students who want to study in higher educational institutions. The demand of the student youth is determined for competences, pedagogic technologies and methods which are mostly required in high school. It is proposed to specify competences classification and content of the notions &quot;professional competences&quot; and &quot;special competences&quot;. Conclusions: On the basis of modern scientific and technical achievements, application of educational logistics and social demand, the main tendencies and future trends of training specialists in higher educational institutions in IT-sphere, technical, military, economic, medical and educational fields are forecast.
Developing a Fidelity Measure of Early Intervention Programs for Children with Neuromotor Disorders
Author: An, Mihee
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Fidelity,Early Intervention,Children,Psychomotor Skills,Motor Development,Physical Therapy,Play,Neurological Impairments,Test Reliability,Scores,Interrater Reliability,Randomized Controlled Trials

Aim: To describe the development of an intervention-specific fidelity measure and its utilization and to determine whether the newly developed Sitting Together and Reaching to Play (START-Play) intervention was implemented as intended. Also, to quantify differences between START-Play and usual early intervention (uEI) services. Method: A fidelity measure for the START-Play intervention was developed for children with neuromotor disorders by: (1) identifying key intervention components; (2) establishing a measurement coding system; and (3) testing the reliability of instrument scores. After establishing acceptable interrater reliability, 103 intervention videos from the START-Play randomized controlled trial were coded and compared between the START-Play and uEI groups to measure five dimensions of START-Play fidelity, including adherence, dosage, quality of intervention, participant responsiveness, and program differentiation. Results: Fifteen fidelity variables out of 17 had good to excellent interrater reliability evidence with intraclass correlation coefficients (ICCs) ranging from 0.77 to 0.95. The START-Play therapists met the criteria for acceptable fidelity of the intervention (rates of START-Play key component use [greater than or equal to]0.8; quality ratings [greater than or equal to]3 [on a scale of 1-4]). The START-Play and uEI groups differed significantly in rates of START-Play key component use and quality ratings. Interpretation: The START-Play fidelity measure successfully quantified key components of the START-Play intervention, serving to differentiate START-Play from uEI.