ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Teacher Ability to Predict Student Success in Solving Specific Mathematics Problems: Procedures and Initial Findings of Accuracy, Overprediction, and Underprediction. Research Report No. 2017-03
Author: Schoen, Robert C.
Date: 2017-05-00
Type: Reports - Research
Subjects: Prediction,Success,Problem Solving,Mathematics Education,Faculty Development,Grade 1,Grade 2,Elementary School Teachers,Elementary School Students,Mathematics Teachers,Measurement,Accuracy,Test Construction

This report describes efforts to measure teachers' knowledge of their own students' abilities in mathematics and offers preliminary findings. It provides a description of the sample, a description of the study design and its realization, and descriptive statistics for teacher judgment accuracy. The work described here was completed as part of a randomized controlled trial evaluating the implementation and impact of a teacher professional-development program called Cognitively Guided Instruction (CGI). The analytic sample for the spring 2014 wave of data collection involved grade 1 and grade 2 students (n = 504) and their mathematics teachers (n = 146). The analytic sample for the 2015 wave of data collection included a larger sample of students (n = 785) and their teachers (n = 200). During each wave of data collection, teachers were shown a set of problems from the interview and were told which students would be attempting to solve the problems. For each student and item, the teachers predicted whether the student would solve the item correctly. Overall, teachers accurately predicted their students' performance about 60% of the time. Overprediction was more common than underprediction. The authors anticipate data generated with the TAPSS instrument will be used to determine the effects of the teacher professional-development program on teacher judgment accuracy and the extent to which this type of knowledge is associated with student learning. The TAPSS instrument and the sample described here represent several advancements in the field of measuring teacher judgment accuracy, including the iterative development of a new instrument available to researchers and program evaluators. The authors expect that teacher judgment accuracy will ultimately yield important insight into the elusive link between teacher knowledge and student learning.
Blended Learning for ELT
Author: Pardede, Parlindungan
Date: 2012-10-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Computer Assisted Instruction,Information Technology,Educational Change,Academic Achievement,Educational Benefits

Information and communication technology (ICT) has grown exponentially during the past three decades considerably changed many aspects in industrial and trading sectors. Currently, it is revolutionizing education. One of the most important results of the revolution is the emergent of blended learning, which combines the best of face-to-face and ICT applications. This article reviews current ideas, practices, and empirical information concerning the nature of blended learning in general and Computer-Assisted Language Learning (CALL), a version of blended learning particularly used in English Language Teaching (ELT), in particular. All of these will hopefully enrich creative ideas for implementing blended learning in ELT to enhance our student's achievement.
Elementary Mathematics Student Assessment: Measuring the Performance of Grade K, 1, and 2 Students in Counting, Word Problems, and Computation in Fall 2015. Research Report No. 2017-20
Author: Schoen, Robert C.
Date: 2017-05-00
Type: Reports - Research
Subjects: Elementary School Students,Elementary School Mathematics,Kindergarten,Grade 1,Grade 2,Computation,Word Problems (Mathematics),Mathematics Tests,Test Construction,Field Tests,Public Schools,Scoring,Test Items,Difficulty Level,Test Reliability,Predictive Validity,Item Response Theory

This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,486 participating grade K, 1, and 2 students in 67 schools located in 10 public school districts in Florida during fall 2015. Focused on counting, word problems, and computation, the student assessment was designed to serve as a baseline measure of student achievement for use as a covariate in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
Elementary Mathematics Student Assessment: Measuring the Performance of Grade K, 1, and 2 Students in Number, Operations, and Equality in Spring 2016. Research Report No. 2017-22
Author: Schoen, Robert C.
Date: 2017-05-00
Type: Reports - Research
Subjects: Elementary School Students,Elementary School Mathematics,Kindergarten,Grade 1,Grade 2,Mathematics Tests,Test Construction,Field Tests,Public Schools,Scoring,Test Items,Difficulty Level,Test Reliability,Item Response Theory,Numbers,Arithmetic,Mathematical Concepts

This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,535 participating grade K, 1, and 2 students in 66 schools located in 9 public school districts in Florida during spring 2016. Focused on number, operations, and equality, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
Teacher Beliefs about Mathematics Teaching and Learning: Identifying and Clarifying Three Constructs
Author: Schoen, Robert C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Mathematics Instruction,Mathematics Teachers,Elementary School Mathematics,Test Construction,Test Validity,Test Items,Questionnaires,Problem Solving,Teaching Methods,Word Problems (Mathematics),Mathematics Skills,Knowledge Level,Planning,Grade 1,Grade 2,Test Bias,Test Reliability,Goodness of Fit

Scholars have long argued that individuals' beliefs influence their behaviors and the decisions they make throughout their lives. Focusing on beliefs as a cognitive construct, the purpose of this study was to identify several key beliefs about mathematics teaching and learning held by practicing elementary mathematics teachers. An iterative process of literature review, item development and adaptation, expert review of items, and cognitive interviews resulted in 55 items and 5 hypothesized belief constructs. After using the items in a questionnaire completed by more than 200 practicing teachers in two waves of data collection, we modeled the response data using a multiphase process in pursuit of parsimony and a clear factor structure. The resulting 21-item questionnaire provides an alternative measure of Transmissionist beliefs about teaching and a first way to measure two new constructs in teacher beliefs research: Facts First and Fixed Instructional Plan.
Effects of the First Year of a Three-Year CGI Teacher Professional Development Program on Grades 3-5 Student Achievement: A Multisite Cluster-Randomized Trial. Research Report No. 2018-25
Author: Schoen, Robert C.
Date: 2018-00-00
Type: Reports - Research
Subjects: Mathematics Teachers,Faculty Development,Grade 3,Grade 4,Grade 5,Elementary School Students,Elementary School Teachers,Mathematics Achievement,Fractions,Multiplication,Division,Algebra,Program Effectiveness,Achievement Gains

Mathematics teacher professional-development (PD) programs based on Cognitively Guided Instruction (CGI) have been developed and implemented with tens of thousands of elementary mathematics teachers worldwide since the 1980s. Starting with a focus on addition and subtraction on whole numbers in the first CGI PD program, the content of these courses has expanded over time. In this study, we used a multisite cluster-randomized trial to estimate the impact of the first year of a three-year CGI teacher professional-development program. This CGI PD program designed for grades three, four, and five teachers. The content of the program focused on fractions concepts and operations on fractions, multiplication and division on whole numbers, and algebraic thinking. The randomized sample included 149 teachers and their students, representing 32 schools in nine public school districts in Florida. Student outcomes were measured by the Elementary Mathematics Student Assessment (EMSA). The CGI 3-5 PD program was found to significantly impact student performance on the EMSA test (p = 0.007) in the first year of the three-year program. The point estimate of the main effect of the CGI program on student achievement (g = 0.18) was greater than many of the most effective teacher professional-development programs that have been subjected to rigorous evaluation.
Assessment of Physics Teachers&apos; Attitudes towards Internet Use in Terms of Some Variables
Author: Tekerek, Mehmet
Date: 2012-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Teacher Attitudes,Internet,Educational Technology,Technology Uses in Education,Gender Differences,Teaching Experience,Institutional Characteristics,Computer Use

The widespread use of internet implies the idea that it can also be more widely used for educational purposes. In this respect, since physics teachers have a very important function in education, to determine physics teachers' attitudes towards internet use is also important. In the literature it is possible to see many studies on teacher candidates' attitude towards internet use; &quot;however studies on appointed teachers' attitude are not very common. In our study, which aims to determine the attitude of appointed teachers according to different variables, we used the Internet Use Attitude Scale. For the teachers that took part in the study the attitude towards internet use was analyzed and interpreted according to the variables of gender, years on the job, type of school at which they are teaching, and duration of their weekly internet use. It was seen that a vast majority of the teachers have personal computers, they connect to internet at home and have positive attitude towards internet use. It was also seen that female teachers have more positive attitude than male teachers in use of internet for social interaction and communication.
The Viewpoints of Educational Managers on Educational Planning in Turkey
Author: Bayram, Arslan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Planning,Administrator Attitudes,Principals,School Administration,Educational Attainment,Administrator Characteristics,Problems

The Phenomenology Design was used in the present study which aims to determine the viewpoints of educational managers on how much the educational planning processes are successful in Turkey. The Phenomenology Design is one of the Qualitative Research Methods. In recent studies that aim to investigate the relation between development and education, it has been reported that the knowledge, skills and attitudes acquired with the help of education increase the incomes of the individuals and the country. The behaviors acquired by individuals with the help of education increase the productivity in economy. Planning is defined as a design process which will take an institution or an individual to a certain goal from the present position. Educational planning may be defined as a basic roadmap to cover the needs of the society and to realize the aims of it. Educational planning is not only a topic that interests the Ministry of Education. This is a common issue of ministries responsible for planning, economy and society. The Study Group was selected with the Maximum Variety Sampling Method, which is one of the Purposeful Sampling Methods. Ten principals (n=10) working in Ankara were selected as the sample of the study. Three main themes, which were developed by the author of the study, were used in the data collection tool. These themes were Planning Concept, Planning Activities, and Application of Educational Planning. A &quot;Semi-Structured Interview Form&quot;, which consisted of the sub-themes of these main themes, was also used as the data collection tool. Detailed interviews were made with the participants to collect the study data. The interview records were analyzed by the author of the study, and were then converted into text on computer. It was determined in the study that the participants knew the planning concept, and were aware of using it as a management process. It was also determined that the participants did not have adequate knowledge on educational planning concept. However, it is also possible to claim that the managers that had postgraduate education had knowledge on educational planning as well. It was observed that educational planning was generally made in Teachers Board at schools in school management. It was determined that educational managers point out the importance of an applicable educational planning.
National Household Education Surveys Program of 2016: Restricted-Use Supplementary Geocode Files Variable Descriptions for the Parent and Family Involvement in Education, Early Childhood Program Participation, and Adult Training and Education Surveys
Author: National Center for Education Statistics (ED)
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Educational Attainment,National Surveys,Parent Participation,Family Involvement,Family School Relationship,Early Childhood Education,Adult Education,Geographic Location,Transportation,Neighborhoods,Counties,Labor Market,Municipalities,School Districts

National Household Education Surveys Program of 2016: Supplementary Restricted-Use Geocode Data for the Parent and Family Involvement in Education, Early Childhood Program Participation, and Adult Training and Education Surveys are available through an NCES restricted-use data license. Variables are drawn from administrative and survey data from NCES and other federal agencies (primarily data from the Census Bureau) to expand the analytic utility of NHES:2016 data. The supplementary data include geographic identifiers down to the census block group and identifiers for a child's assigned public school district. The files also include measures based on radii around a respondent's home for access to different education programs and schools. While additional geographic characteristic information is provided, the data support estimates of national-level characteristics and not subnational geographies like states or specific localities. The additional geocode data can be used to produce nationally representative estimates or national-level subgroup analyses such as schooling experiences of students living in low-population density areas with high employment rates across the U.S. but not schooling experiences of students in a specific rural area.
Mindfulness-Based Attention Training: Feasibility and Preliminary Outcomes of a Digital Course for High School Students
Author: Mrazek, Alissa J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,High School Students,Intervention,Public Schools,Stress Management,Emotional Response,Self Management,Attention Control,Adolescents,Student Improvement,Online Courses,Student Motivation,Self Efficacy,Life Satisfaction

Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre-post design, this feasibility study evaluated the adoption of a digital mindfulness course in a public high school. The 22-day course was delivered on laptops, tablets, or phones via a custom digital learning platform. The course included a total of 2.25 h of instruction designed to improve focus, stress management, and emotion regulation. The intervention was implemented across 11 classrooms with 9th-12th grade students. On average across all classes, students completed 80% of lessons and 77% of daily exercises. Although the one-group design precludes definitive conclusions about the intervention's effects, paired t-tests from pretest to post-test (N = 190) revealed improved emotional regulation and stress management despite students experiencing significantly increased life demands toward the end of the academic term. Results suggest that students also adopted a stronger growth mindset about their ability to focus, and they felt more motivated and confident to train this ability. A total of 64% of students indicated that the course improved their focus. Among the 81.6% of students who reported at baseline that they paid attention in class less than they should, focus during class increased significantly. This investigation supports the feasibility of digital mindfulness training for high schools and highlights strategies for increasing fidelity of implementation of digital interventions in school settings. [This article was published in &quot;Education Sciences&quot; (EJ1231064).]
Accelerated Study in Associate Programs (ASAP). Intervention Report. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Associate Degrees,College Programs,Program Effectiveness,Enrollment,Graduation Rate,College Credits,Academic Persistence,Community Colleges,Two Year College Students,Educational Research,Access to Education,Student Financial Aid,Academic Support Services,Student Personnel Services,Program Costs

Enrolling in college and completing a degree or certificate is one of the primary pathways to economic success. In 2017, median weekly earnings of full-time workers with an associate degree was 17 percent higher than full-time workers with a high school diploma only. Despite the economic advantages of educational attainment, only 32 percent of students enrolled in two-year institutions complete their programs within three years. The first year of college is critical, as 38 percent of first-time, full-time students in 2-year institutions fail to return to the same institution for their second year. As a result, several programs have been designed to support student retention and degree completion among college students. One example is the City University of New York's (CUNY's) &quot;Accelerated Study in Associate Programs (ASAP).&quot; &quot;ASAP&quot; is a three-year program that is designed to remove barriers to college success and completion for students seeking associate degrees. &quot;ASAP&quot; offers students financial supports (tuition waivers, free use of textbooks, free public transportation), academic supports (tutoring, early registration), and personal supports (advisors, seminars, blocked or linked courses). &quot;ASAP&quot; students are required to enroll full time and are encouraged to take any required developmental education courses in the first semester. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;ASAP&quot; on enrollment, credit accumulation, and graduation rates. The WWC identified 11 studies of &quot;ASAP,&quot; two of which met WWC standards. The evidence presented in this report includes studies of the impacts of &quot;ASAP&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. [For the Intervention Brief, see ED599686. For the Intervention Snapshot, see ED599687.]
Accelerated Study in Associate Programs (ASAP). Intervention Brief. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Associate Degrees,College Programs,Program Effectiveness,Enrollment,Graduation Rate,College Credits,Academic Persistence,Community Colleges,Two Year College Students,Educational Research,Access to Education,Student Financial Aid,Academic Support Services,Student Personnel Services,Program Costs

This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Accelerated Study in Associate Programs (ASAP)&quot; on enrollment, credit accumulation, and graduation rates. The WWC identified 11 studies of &quot;ASAP,&quot; two of which met WWC standards. The evidence presented in this report includes studies of the impacts of &quot;ASAP&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. This Intervention Brief discusses what happens when students participate in &quot;ASAP,&quot; how &quot;ASAP&quot; is implemented, the cost of &quot;ASAP,&quot; and in what context &quot;ASAP&quot; was studied. [For the full report, see ED599685. For the Intervention Snapshot, see ED599687.]
Accelerated Study in Associate Programs (ASAP). Intervention Snapshot. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Associate Degrees,College Programs,Program Effectiveness,Enrollment,Graduation Rate,College Credits,Academic Persistence,Community Colleges,Two Year College Students,Educational Research,Access to Education,Program Costs

This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Accelerated Study in Associate Programs (ASAP)&quot; on enrollment, credit accumulation, and graduation rates. The WWC identified 11 studies of &quot;ASAP,&quot; and two studies meet WWC standards. The evidence presented in the full intervention report includes studies of the impacts of &quot;ASAP&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. This Intervention Snapshot presents findings on &quot;ASAP&quot; from two studies that meet WWC standards. For each outcome reviewed by the WWC, an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings is presented. The improvement index is a measure of the intervention's effect on an outcome. It can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention. All findings are based on two studies with 2,397 students. [For the full report, see ED599685. For the Intervention Brief, see ED599686.]