ethanporcaro/eric-fulltext-meta huggingface dataset:
Speaking a Cross-Sectional Study of Adverb Placement of Turkish EFL Learners
Author: Akkaya Önal, Meriç
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Form Classes (Languages),Accuracy,Sentence Structure,Undergraduate Students,Foreign Countries,Teaching Methods,Task Analysis,Grammar,Transfer of Training,Linguistic Theory,Native Language,Language Universals,Turkish

How languages are acquired and what stages learners go through has been the focus in language teaching area, and this cross-sectional study investigated the use of English adverbs by elementary, pre-intermediate and intermediate level Turkish EFL students at Anadolu University School of Foreign Languages by analyzing it from acquisitional perspective. Specifically, it explored (a) whether the accuracy of adverb placement by the students varied in terms of the types of tasks that the participants carried out; (b) whether the accuracy of adverb positioning varied in terms of the proficiency levels; and (c) whether problematic structures in adverb placement differ regarding language proficiency. The data were collected through two task types: a grammaticality judgment task (GJT) and a written production task. The data were collected during regular class hour and analyzed using descriptive statistics. The results of these tasks revealed that the accuracy of adverb placement by students varies with respect to the types of tasks and their proficiency levels. The analysis of the data has shown that Turkish L2 learners of English demonstrate development differences both in their grammaticality judgment tasks and production tasks, and this may be related to Full Access/Full Transfer Hypothesis as at the beginning of the acquisition, the learners have resort to their L1 more because it forms the basis for them until they have full access to UG.
Examining the Correspondence between Teacher- and Observer-Report Treatment Integrity Measures
Author: McLeod, Bryce D.
Date: 2021-03-13
Type: Reports - Research
Subjects: Fidelity,Early Childhood Teachers,Intervention,Self Evaluation (Individuals),Measures (Individuals),Test Validity,Test Reliability,Evidence Based Practice,At Risk Students,Behavior Disorders,Emotional Disturbances

Teacher-reported measures of treatment integrity (the extent to which prescribed practices are delivered as intended by teachers) have the potential to support efforts to evaluate and implement evidence-based interventions in early childhood settings. However, self-report treatment integrity measures have shown poor correspondence with observer-report treatment integrity measures, raising questions about score validity. This paper reports on the development and initial evaluation of the score reliability and validity of the Treatment Integrity Measure for Early Childhood Settings Teacher Report (TIMECS-TR), which is designed to address limitations of previous self-report treatment integrity measures that may have contributed to low correspondence with observer-rated measures. The TIMECS-TR includes 24 items designed to represent practices found in evidence-based interventions delivered in early childhood settings that target child social, emotional, and behavioral skills, rather than adherence to practices found in a specific evidence-based intervention. Fifty-four teachers (92.6% female, 7.4% male; 61.1% White) completed the TIMECS-TR weekly for a total of 618 times (M=6.79 per child; SD=2.16; range 2 to 11) about the practices they delivered with 91 children (45.1% female, 54.9% male; M=4.53 years old; SD=45.1% Black) who were at risk for emotional and behavioral disorders. Analyses indicated that the TIMECS-TR items evidenced mild to moderate test-retest score reliability over one week. However, analyses did not support the convergent score validity of the TIMECS-TR items or scale with observational ratings of the same practices. Teachers reported higher levels of practice delivery on the TIMECS-TR items relative to observer report. Overall, our findings raise concerns about the accuracy of teacher-report adherence measures. Lessons from this research can be used to identify possible reasons for the low correspondence between teacher- and observer-report treatment integrity measures so that future research can strive to dependably capture teacher delivery of the practices found in evidence-based interventions. [This is the online first version of an article published in &quot;School Mental Health.&quot; For the final published version of this article, see EJ1328155.]
Experiences Building Graphics Literacy Skills: Interviews with Teachers and Students
Author: Rosenblum, L. Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Visual Impairments,Teacher Attitudes,Teaching Methods,Thinking Skills,Program Effectiveness,Braille,Blindness,Handheld Devices,Visual Perception,Student Attitudes,Graphs,Telecommunications,Educational Technology,Technology Uses in Education,Generalization,Mathematics Instruction,Students with Disabilities,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Skill Development

Introduction: Participants' perspectives are valuable in evaluating the effectiveness of an intervention. Methods: Interviews were conducted with teachers of students with visual impairments and students who completed an intervention designed to build graphics literacy skills. Results: Six themes were identified with corresponding subthemes. The intervention was reported to build students' graphics literacy skills. Discussion: Some students were able to generalize the strategies they learned to academic classes. Higher-level thinking skills challenged some students. Implications for practitioners: A systematic approach beginning early can increase students' graphics literacy skills. Teachers should provide ongoing opportunities for thinking and regulation of learning. [This article was published in &quot;Journal of Visual Impairment &amp; Blindness&quot; (EJ1321667).]
Pre-Algebra Students&apos; Performance Locating and Interpreting Data in Graphs and Maps
Author: Rosenblum, L. Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Data Interpretation,Visual Aids,Visual Impairments,STEM Education,Middle School Students,High School Students,Mathematical Concepts,Direct Instruction,Intervention

Introduction: Developing graphicacy skills is important for students with visual impairments if they are to succeed in science, technology, engineering, and mathematics (STEM) content. Teachers of students with visual impairments report that they lack resources to use in teaching students graphicacy skills. Methods: Forty-one students with visual impairments in grades 5-10 completed a pretest, intervention, and posttest designed to evaluate their skills locating and interpreting graphical data. Videos of the pre- and posttests were scored using a researcher developed instrument. Results: Following intervention, there was a significant difference in students' ability to use descriptors and mathematical terms when exploring graphs and a map. Students answered significantly more questions correctly from pre- to posttest. Discussion: Students who receive direct instruction in how to locate and interpret data in graphs and maps can improve their level of independence in STEM classes. Use of an intervention that targets the development of graphicacy skills has been found to be effective. Implications for practitioners: More research is needed to determine effective hand strategies students should use when exploring different types of graphics. [This article was published in &quot;Journal of Visual Impairment &amp; Blindness&quot; (EJ1321665).]
Political Foundations of Social Studies Curricula in the Context of Citizenship Education in Turkey: Government Programs and Development Plans
Author: Siraz, Fadil
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Citizenship Education,Teaching Methods,Content Analysis,Foreign Countries,Political Attitudes,Civil Rights,Democracy,Governance,Curriculum Development,Secondary School Students,Educational History,Case Studies,Social Systems,Foundations of Education

The education process in school is organized by the curriculum. Curricula aim to raise citizens in accordance with the needs and political structure of the country. Among the curricula, social studies curriculum (SSC) be shown as a curriculum that can be most affected by political foundations. Because in social studies, issues such as democracy, human rights, government style, human rights, rights and responsibilities are directly related to politics. In this study, government programs (GP) and development plans (DP) in Turkey, which are one of the main political tools that affect social studies curriculum politically, have been analyzed. In this study, the 1998, 2005 and 2018 SSCs; the 55th, 59th and 65th GPs and 7th, 8th and 10th DPs in Turkey were analyzed using the document review method. This study was designed with a case study from qualitative research methods. Content analysis method was used in analyzing the data. As a result, it is concluded that GPs and DPs affect the social SSCs in some aspects.
The WIDA Framework for Equitable Instruction of Multilingual Children and Youth in Content-Area Classrooms. WCER Working Paper No. 2022-1
Author: Molle, Daniella
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Multilingualism,Equal Education,English (Second Language),Second Language Learning,Guidelines,Interdisciplinary Approach,Teaching Methods,Second Language Instruction,National Standards,Evidence Based Practice,Language Proficiency,Academic Language,Teacher Student Relationship,Classroom Communication,Cooperative Learning,Metalinguistics,Scaffolding (Teaching Technique),Course Content,Mathematics Instruction,Language Arts,Social Studies,Science Instruction,Elementary Secondary Education

This paper discusses the purpose and content of the WIDA Framework for Equitable Instruction (FEI). The FEI is an instruction-focused resource designed to promote the equitable engagement in disciplinary learning and language development of multilingual learners. It complements the WIDA English Language Development Standards Framework in that it offers guidance on how educators can design learning environments that promote language growth in the context of disciplinary learning. The paper details the approach to language instruction reflected in the FEI and describes its four key principles. The paper also discusses the different components of the FEI: cross-disciplinary teacher actions that promote equitable learning and language practices, as well as discipline-specific teacher actions, student actions, language functions, and language trajectories. The paper concludes with guidance on how educators can use the FEI to strengthen their instructional practices for multilingual learners. The appendices offer discipline-specific illustrations of the framework's components and a glossary.
Promoting Classroom Social and Academic Functioning among Children at Risk for ADHD: The MOSAIC Program
Author: Mikami, Amori Yee
Date: 2021-00-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Inclusion,Intervention,Social Development,Interpersonal Competence,At Risk Students,Academic Ability,Peer Relationship,Elementary School Teachers,Elementary School Students,Teacher Student Relationship,Program Effectiveness,Behavior Modification,Sociometric Techniques,Foreign Countries,Student Attitudes,Self Concept

Objective: Social and academic functioning are linked in elementary school, and both are frequently impaired in children with elevated symptoms of attention-deficit/hyperactivity disorder (ADHD). This study evaluated the Making Socially Accepting Inclusive Classrooms (MOSAIC) program, a classroom intervention to support children's social and academic functioning, especially for children at risk for ADHD. Teachers delivered MOSAIC practices to the whole class and applied some strategies more frequently to target children selected for elevated ADHD symptoms and peer impairment. Method: Participants were 34 general education teachers (grades K-5) and 558 children in their classrooms, randomized to MOSAIC or to a typical practice control group for one academic year. In the fall and spring, we assessed (a) peers' sociometric judgments of children, (b) children's self-report of supportive relationships with teachers and peers, and (c) teachers' report of children's social and academic competencies and impairments. Results: Regarding whole class effects, relative to control group children, children in MOSAIC classrooms (target and non-target children) were rated by teachers in spring as having better competencies and lower impairment, after controlling for fall functioning. There were no main effects of MOSAIC on peer sociometrics or child perceptions of supportive relationships. Target status moderated some effects such that, in spring, target children in MOSAIC perceived greater support from their teachers but received poorer sociometrics than did target children in control classrooms. Conclusions: We discuss the difficulty in changing peers' perceptions of children with ADHD symptoms, even in the presence of improvements in other aspects of social and academic functioning. [This is the online version of an article published in &quot;Journal of Clinical Child and Adolescent Psychology.&quot;]
Factors Related to Agreement between Parent and Teacher Ratings of Children&apos;s ADHD Symptoms: An Exploratory Study Using Polynomial Regression Analyses
Author: Saffer, Boaz Y.
Date: 2021-00-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Students with Disabilities,Parent Teacher Cooperation,Student Characteristics,Elementary School Students,Elementary School Teachers,Student Behavior,Student Attitudes,Academic Achievement,Success,Productivity,Peer Relationship,Teacher Student Relationship,Foreign Countries

Inter-rater agreement about children's symptoms of attention-deficit/hyperactivity disorder (ADHD) is crucial for accurately identifying and treating children with this condition. Decades of empirical research demonstrate that parents and teachers rarely agree about children's ADHD symptoms, yet few studies have tested the factors that relate to parent-teacher agreement. This exploratory study examined potential associations between parent-teacher agreement about child ADHD symptoms, and child factors (academic functioning, demographic characteristics, externalizing psychopathology, and social functioning), in a community (n= 752; mean age = 7.28; 51.3% male; 46.5% White) and in a clinical (n= 213; mean age = 8.58; 69.0% male; 70.4% White) sample. Agreement was examined using polynomial regression analyses, which overcome mathematical limitations and constraints imposed by using difference scores. Parent-teacher agreement about ADHD symptoms related to several academic and social functioning variables in the community sample. Most relationships were non-linear (e.g., quadratic, cubic). The 3-dimensional distribution of the results revealed that parent-teacher agreement was strongest for children functioning approximately 1 standard deviation below the mean (but not lower) on grades, academic enablers, academic performance, and social functioning. In the clinical sample, only teacher-rated social functioning related to parent-teacher agreement about ADHD symptoms. These findings provide a more nuanced understanding of parent-teacher agreement, thereby advancing theoretical knowledge. An implication for assessment and treatment is that children with very poor, or conversely, very good, social and academic functioning are at risk for parent-teacher disagreement on ADHD symptom ratings. [This is the online version of an article published in &quot;Journal of Psychopathology and Behavioral Assessment.&quot;]
2021 Marketing and Recruitment Practices for Graduate Students: Graduate Marketing and Recruitment Leaders Speak
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Graduate Students,Student Recruitment,Marketing,Advertising,Enrollment,Enrollment Management,Best Practices,Benchmarking,Budgets,Resource Allocation,College Applicants,Admissions Counseling,Electronic Mail,Outreach Programs,Private Colleges,Public Colleges,Admission Criteria,College Admission

Graduate student enrollment has become increasingly important for universities. At the same time, competition for graduate students has increased, and the way those students search for programs of study has changed dramatically in the digital era. How can your program adapt and reach its graduate enrollment goals? This benchmark survey report provides data to showcase best practices and trends in graduate student marketing and recruitment. Ruffalo Noel Levitz (RNL) polled almost 100 institutions about their marketing practices and recruitment tactics for graduate students. This report summarizes and analyzes the findings while also highlighting opportunities for programs to elevate and evolve their enrollment efforts. This report contains 26 findings on key topics in graduate student recruitment and marketing, including: (1) graduate-level marketing and recruitment planning; (2) budget amounts and allocations for graduate student recruitment; (3) most used and effective marketing channels; (4) typical response timing to inquiries and applications; (5) frequency of communications and channels used; (6) most offered types of programs and formats offered; and (7) offices responsible for marketing, recruitment, and cultivation. [For &quot;2020 Marketing and Recruitment Practices for Graduate Students Report: Effective Practices for Graduate Enrollment as Rated by Campus Officials,&quot; see ED618026.]
2021 Graduate Student Recruitment Report: Insights for Graduate Enrollment and Marketing Leaders
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Graduate Students,Student Recruitment,Enrollment,Web Sites,Marketing,College Admission,Admission Criteria,Preferences,Online Courses,Conventional Instruction,Blended Learning,Course Descriptions,Program Length,Academic Degrees,Majors (Students),Acceleration (Education),College Applicants,Information Seeking,COVID-19,Pandemics

Graduate student enrollment has become more important than ever to overall enrollment growth. But there are also more institutions and programs than ever vying for a finite number of graduate students. How can institutions compete more effectively for these prospective students? The survey of more than 1,500 prospective graduate students that underpins this report reveals what these students expect and demand. This report provides a wide-ranging template of what institutions need to do in order to be attractive to prospective graduate students looking for the ideal program. The report provides information on the following topics: (1) top resources used to research graduate programs; (2) most important information on institutional websites; (3) how quickly graduate students want to receive a response to inquiries and be notified of acceptance; (4) the most important factors in their enrollment decision; (5) how many students prefer online, classroom, or hybrid study; and (6) preferred course length and types of programs.
2021 National Student Satisfaction and Priorities Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Student Attitudes,Student Surveys,Benchmarking,Pandemics,COVID-19,Comparative Analysis,Private Colleges,State Universities,Graduate Students,Undergraduate Students,Community Colleges,Online Courses,Attitude Change,Enrollment,Tuition,Student Financial Aid,Institutional Characteristics,Student Characteristics,Student Experience,Nontraditional Students,Student Satisfaction

For more than 25 years, thousands of colleges and universities have used the Ruffalo Noel Levitz (RNL) Satisfaction-Priorities Surveys to assess their students, strengthen the student experience, increase student success and completion, and prioritize campus planning initiatives. The surveys are valued so highly because they reveal where institutions are succeeding and where they should focus their attention and resources. By asking students to rate their satisfaction and priorities, campuses can quickly uncover strengths and challenges. The RNL surveys take a comprehensive look at the student experience, asking students for their feedback on issues inside and outside the classroom, and then provide peer institution benchmarks for specific student groups. The current aggregate national data sets provided as benchmarking comparisons to individual institutions reflect three academic years of data: 2018-2019, 2019-2020, and 2020-2021 from more than 397,000 students at 652 institutions. This year's report examines the shifts in student perceptions between the pre-pandemic academic year of 2018-2019 and the most recent academic year of 2020-2021. The 2019-2020 academic year is not included in the analysis since participation rates dropped dramatically once the pandemic hit in March 2020. While the participating institutions in each academic year may be different, this comparison provides a valuable perspective on the student experience from before the pandemic to the current experiences of students in the world we live in now. The results are reflected for five separate populations: students at four-year privates, at four-year publics, at community colleges as well as adult students in either graduate or undergraduate programs, and online learners. [For &quot;2020 National Student Satisfaction and Priorities Report,&quot; see ED611661.]
Teacher Opinions and Perspectives of Visual Culture Theory and Material Culture Studies in Art Education
Author: Basak, Rasim
Date: 2021-00-00
Type: Journal Articles
Subjects: Culture,Art Education,Foreign Countries,Art Teachers,Postmodernism,Philosophy,Visual Stimuli,Visual Arts,Cultural Influences,Art Products,Political Issues,Power Structure,Social Influences,Behavior,Ideology,Teacher Attitudes

Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a &quot;Neo-Marxist&quot; or &quot;Cultural Marxist&quot; agenda stemming from &quot;Critical Theory,&quot; nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in Turkey. Its name also may have caused confusions. In this study, art teacher opinions of VCAE content, principles, applications and practices were collected through a survey questionnaire; and examined. Participants were 71 art teachers. Purposeful, convenient, random sampling method was employed to represent a population of art teachers from various backgrounds, with various experience levels, with educational experience from various universities, working at various geographical regions and towns in Turkey. The study was designed and structured as a descriptive survey research. Analyses revealed that art teachers usually are not aware of the typical discussions about VCAE. Having been criticized as an ideologically rooted theory, applicability of VCAE in Turkey seems controversial in many aspects.