ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance
Author: Hart, Cassandra M. D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,High School Students,Academic Achievement,Graduation,Virtual Classrooms,Elementary Secondary Education,Grade 9,Grade 10,Student Characteristics,Institutional Characteristics,Repetition,Required Courses

This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face--both for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null.
The Quantitative Implications of Definitions of Giftedness
Author: McBee, Matthew T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academically Gifted,Definitions,Student Characteristics,Talent Identification,Cognitive Ability,Intelligence Quotient,Academic Achievement,Ability

Educational psychology is replete with verbal or qualitative definitions through which students can be considered members of categories, such as learning disabled, autistic, or gifted. These conceptions carry quantitative implications regarding the incidence rates of the phenomena they describe. To be scientifically useful, such definitions should have sufficient specificity and internal consistency. We analyzed four influential definitions of giftedness and assessed their internal consistency by computing the giftedness rate implied by each. Results reveal that the proportion of individuals who meet the standard of giftedness under some definitions is unrealistically high (e.g., &gt;75% in some conditions). The implication of this work is that the rigor and internal self-consistency of educational concepts requires improvement. The field must carefully consider the quantitative implications of its concepts, statements, and definitions. An Open Science Framework project page containing R code, a technical appendix, and all figures and tables from this paper is available at https://osf.io/6e7g9/.
The Link between a Set of Tangram-Based Tasks and Chinese and English Reading and Related Skills among Chinese Kindergarteners
Author: Wong, Simpson W. L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Chinese,English (Second Language),Emergent Literacy,Preschool Children,Educational Games,Reading Skills,Language Skills,Visual Perception,Word Recognition,Foreign Countries,Teaching Methods,Check Lists,Child Behavior,Intelligence Tests

Learning to read two scripts at a young age is a demanding task. This study aims to develop games for building fundamental code-related emergent literacy skills among biscriptal preschoolers. We developed five games and tested them on a sample of 102 Chinese kindergarteners. The participants were aged 4 to 5 years and were learning English as a second language. The children's reading skills were measured with a battery of literacy tests as well as estimated by their teachers using a literacy-related behavior checklist. Correlational analysis revealed that the performances of the children in the tangram games were significantly correlated with teachers' ratings and children's Raven's IQ. Further regression analysis confirmed that the tangram hand-copying game predicted unique variances for visual-orthographic skills and word identification abilities in Chinese and English. This study provides valuable evidence regarding the application of tangram games for assessing code-related emergent literacy skills in the visual domain.
What We Want, Why We Want It: K-12 Educators&apos; Evidence Use to Support Their Grant Proposals
Author: Malin, Joel R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Research Utilization,Grants,Program Proposals,Evidence Based Practice,Decision Making,Financial Aid Applicants,Persuasive Discourse

This study analyzed educators' requests for grant funding to purchase desired educational resources or services. Specifically, it examined to what extent, and how, educators utilized research and other forms of evidence to support their decision-making. References to research were sparse, though applicants sometimes referred to local data or small-scale trials. Conceptual research use likely also lurked beneath certain statements. Applicant educators also showed special concern for certain topics, including student engagement/motivation and enhancing the cultural relevance of programming. The proposals varied considerably in terms of the robustness of underlying theories of action. This line of inquiry contributes to understandings both regarding a) educators' use of research and other knowledge sources to support their professional decision-making; and b) the nature of evidence use in education.
Disciplinary and Achievement Outcomes Associated with School-Wide Positive Behavioral Interventions and Supports Implementation Level
Author: Noltemeyer, Amity
Date: 2019-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Outcomes of Education,Fidelity,Measures (Individuals),Academic Achievement,Program Implementation,Discipline,Suspension,At Risk Students

A positive behavioral interventions and supports (PBIS) framework has been associated with a variety of positive student and school outcomes. However, additional research would be useful to further understand the relationship between school-wide (i.e., Tier 1) PBIS implementation level and student outcomes. This study examined whether there were differences in discipline and academic outcomes based on Tier 1 PBIS implementation fidelity level in 153 Ohio schools when accounting for key covariates. Schools with higher implementation fidelity were found to evidence a significantly lower number of out-of-school suspensions per 100 students than schools with lower implementation fidelity when accounting for demographic covariates. However, a significant trend was not evidenced for the academic achievement outcome variable. Limitations and implications of this study are discussed.
Outcomes of the Best in Class Intervention on Teachers&apos; Use of Effective Practices, Self-Efficacy, and Classroom Quality
Author: Conroy, Maureen A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Teacher Effectiveness,Self Efficacy,Educational Quality,Outcomes of Education,Emotional Disturbances,Behavior Disorders,Young Children,Early Childhood Education,Faculty Development,Preschool Teachers,Program Implementation,Classroom Environment,Teaching Methods,Pretests Posttests,At Risk Students,Randomized Controlled Trials

A growing body of research exists on the effectiveness of classroom-based intervention programs to prevent and ameliorate social, emotional, and learning difficulties demonstrated by young children at risk for emotional and behavioral disorders (EBD). Yet, little research has examined the influence of these targeted intervention programs on the teachers who are trained to deliver them. Impacts of the professional development associated with the intervention on teachers who implement the intervention are important to examine. Data from a 4-year study examining the efficacy of BEST in CLASS were used to examine the effect of BEST in CLASS on teachers' implementation of effective instructional practices, their sense of self-efficacy, and classroom quality. Using a multisite cluster randomized trial, a total of 186 early childhood teachers were included (92 assigned to BEST in CLASS and 94 assigned to a comparison group). Findings indicate BEST in CLASS positively impacted teachers' use of effective instructional practices, their sense of self-efficacy, and their overall classroom quality compared to teachers in the control condition. Future research and implications for professional development are discussed.
An Analysis of Self-Talk and Flow State of Athletes in Team and Individual Sports
Author: Eryucel, Mehmet Emre
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletes,Team Sports,Self Management,Inner Speech (Subvocal),Psychological Patterns,Attention,Foreign Countries

The purpose of this study is to analyze the self-talk and optimal emotional state of athletes in team and individual sports. In this research, 86 females and 156 males--a total of 242--athletes participated on a voluntary basis. The self-talk scale and the optimal performance emotion state scale were identified as data collection tools in the scope of the research. For the analysis and evaluation of the data, descriptive statistical methods and Independent Sample t-test were used. The analyses were carried out using the SPSS package, and the significance level was determined as P &lt;0.05. Upon evaluation of the findings in terms of branch and gender variables, no significant difference was observed in the optimal performance emotion states and self-talk levels of the athletes who took part in the study. It can be concluded that individual or team sports do not have an influence on self-talk or optimal performance emotion state of athletes.
The Effect of Using Storytelling Strategy on Students&apos; Performance in Fractions
Author: Lemonidis, Charalambos
Date: 2019-00-00
Type: Journal Articles
Subjects: Story Telling,Mathematics Instruction,Fractions,Instructional Effectiveness,Student Interests,Learning Processes,Fairy Tales,Grade 3,Elementary School Students,Teaching Methods,Numbers,Foreign Countries,Mathematics Achievement,Problem Solving,Experimental Groups,Control Groups

Research findings in the field of Mathematics Education emphasize that storytelling is an effective instructional tool in the teaching of mathematics, as it provides a meaningful context that attracts students' interest and makes learning a pleasant process. The use of stories and fairy tales in the teaching of mathematics motivates students to learn and provides students with an authentic context to understand mathematical concepts and procedures. It is a clear way to incorporate mathematics into other, broader cognitive domains and promotes mathematical discussion in the classroom. The main purpose of this study was to investigate the role that the use of storytelling can play in teaching fractions to third grade students. The study sample consisted of 76 third graders, who attended two primary schools in the city of Florina (Greece). This sample was divided into experimental (n=38) and control (n=38) group. In this study target-focused teaching stories were used. These stories were written in accordance with the objectives of a new Curriculum for rational numbers teaching. The study results showed that the use of storytelling had a positive effect on students' achievement in fractions, as the experimental group performed significantly better than the control group. The students who benefited most from the use of storytelling were those with medium, especially, with low performance. Finally, the use of storytelling had a positive effect on specific mathematical skills, such as comparing fractions, finding equivalent fractions, creating and manipulating representations and problem solving.
Relationship between Jump Performance and Sport Ages in U16 Basketball Players
Author: Orhan, Ozlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Athletics,Team Sports,Athletes,Skill Development,Performance,Males,Body Weight,Body Height,Body Composition,Psychomotor Skills,Human Body,Youth,Adolescents

This study was conducted to evaluate the jump performance of youth basketball players according to their sport ages. 26 male basketball players (14.1±1.6 year) who participated in the study were divided into two groups of sport ages of 4 and below (=4) and 6 and above (=6). The group with sports ages =4 consisted of 12 male basketball players with a height of 162±2.56 cm, a body weight of 51.4±3.04 kg, a body mass index of 19.4±0.74 kg/m[superscript 2]. The other group with sports ages =6 consisted of 14 male basketball players with a height of 155.9±1.98 cm, a body weight of 45.7±1.85 kg, a body mass index of 18.8±0.69 kg/m. All basketball players' squat jump (SJ) and countermovement jump (CMJ) were measured (Optojump Microgate Bolzano, Italy). The Mann Whitney U test was used to determine whether there were differences between groups in terms of T flighttimes and jump heights. Statistically significant level of p&lt;0.05 was accepted. As a result of the study, no statistically significant difference was observed between the sport ages and SJ and CMJ splashes. In this respect, it can be considered that the Jump performance does not develop in parallel with the training age, and that the jump ability of this cause may be more related to motor skill and ability than the training age.
Teachers&apos; Organizational Communication and Their Job Motivation
Author: Akdemir, Öznur Atas
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Organizational Communication,Teacher Motivation,Predictor Variables,Correlation

The purpose of this study is to determine the effect of teachers' organizational communication on their job motivation. The research model is correlational survey model. The participants of the study are 111 teachers working at public elementary schools in Turkey. Organizational Communication Scale and Job Motivation Scale are used as data collection instruments. For data analysis, Pearson correlation analysis and basic linear regression analysis are applied with SPSS. The findings of the study showed that teachers' organizational communication and job motivation levels are at high level. Also, it is determined that there is a positive, high and significant relationship between teachers' organizational communication and their job motivation. Besides, teachers' organizational communication significantly predicts their job motivation. The findings of this study are discussed with related researches and some suggestions are presented.
Performance-Based Assessment: Approach and Obstacles by Higher-Elementary Science Teachers in Palestine
Author: Abualrob, Marwan M. A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Performance Based Assessment,Science Teachers,Teacher Attitudes,Student Evaluation,Evaluation Methods,Science Achievement,Foreign Countries,Grade 9,Grade 10,Teaching Methods,Educational Practices

The study sought to identify the extent to which higher-elementary science teachers utilize the Performance-Based Assessment Approach. It further aimed at investigating the factors that hinder science teachers from using performance-based assessment in Palestine. The study data were collected by questionnaire administrated to 109 science teachers from 60 higher elementary schools. Semi-structured individual interviews were conducted with 14 science teachers. The findings indicate that Palestinian science teachers rarely utilize Performance-Based Assessment to assess their students' achievement. It was concluded that the selected science teachers have obstacles in implementing Performance-Based Assessment which was grouped into five categories. Recommendations were offered in light of the study findings.
Examination of the Physical and Motoric Characteristics of Elite Soccer Players According to Their Positions
Author: Aksoy, Duygu
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Characteristics,Team Sports,Athletes,Body Composition,Body Height,Body Weight,Comparative Analysis,Psychomotor Skills,Measurement,Motor Reactions,Tests

The purpose of the present study was to examine the physical and motoric characteristics of elite soccer players playing at different positions in U21 team. A total of 64 male soccer players participated in the present study (4 goalkeepers, 16 defense players, 21 midfield players, and 23 strikers). The Body Mass Indices of the players were computed by measuring their height and weights. The Yo-Yo Intermittent Recovery 2 Test and the t-test were applied to the players. The VO2max values of the players were computed according to the formula that was developed by Bangsbo et al. The statistical package programs were employed for data analyses. The &quot;Independent Sampling One-Way Variance Analysis&quot; was applied to compare the physical and motoric characteristics of elite soccer players according to their positions. When differences were detected between the measurements, the &quot;Tukey Analysis&quot; was carried out to determine the direction of these differences. The results were evaluated according to (p&lt;0.05) significance level. It was determined that there was a statistically significant difference between the BMI values of elite soccer players according to their positions (p&lt;0.05). It was also determined that the motoric characteristics of the players did not have any significant differences according to their positions (p&gt;0.05). The lowest values were determined in goalkeepers, strikers, midfield players and defense players according to the BMI values of the elite soccer players. This situation might be associated with the fact that in today's soccer, players show performance in different areas of the field for attack and defense without considering their positions. According to the BMI values of the elite soccer players, the lowest values were determined in goalkeepers, strikers, midfield players and defense players; and no differences were detected in terms of motoric characteristics.
Sports Manager Training and Leadership Behaviors
Author: Bozyigit, Elif
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Training,College Students,Athletics,Leadership Qualities,Gender Differences,Volunteers,Age Differences,Correlation,Student Behavior

The aim of this study is to examine the leadership behaviors levels of university students studying in the Sports Management Department. The sample of the research consists of 148 students (male n=112, female n=36) aged between 18 and 28 years. In this study, the Personal Information Form was created in order to learn the characteristics of the participants such as gender, age groups, the status of doing sports as an athlete and the status of volunteering in sports events. The Leader Behavior Description Questionnaire (LBDQ), which was translated into the Turkish Language by Atar and Özbek (2009), was used as a data collection tool. The mean score of the students was 4.142 in the dimension of initiating structure and was 3.760 in the dimension of consideration. According to the results of the analysis, the initiating structure dimension scores differed according to variables of gender, the status of doing sports as an athlete and the status of volunteering in sports events. The consideration dimension scores differed age groups and the status of volunteering in sports events. In addition, it was found that there was a linear and significant relationship between scores of initiating structure and consideration.
The Mediating Role of Stress on the Effect of Self-Control and Self-Management on Level of Hope in Coaches
Author: Sucan, Serdar
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Athletic Coaches,Physical Education Teachers,Self Management,Self Control,Psychological Patterns,Correlation,Predictor Variables,Foreign Countries

The aim of this study was to the role of stress on the effect of self-control and self-management on hope level in coaches. The research population consisted of 196 (80 females, 116 males) physical education teachers working in schools in Kayseri. Participants were administered the Self-Control and Self-Management Scale (SCMS), Perceived Stress Scale (PSS-10) and Adult Hope Scale (AHS). As a result of the correlation analysis, there was a positive and significant relationship between the self-control and self-management skills and level of hope scores of the coaches (p&lt;0.01). In addition, there was a high and negative correlation between self-control and self-management skills and perceived stress scores of coaches (p&lt;0.01). As a result of the regression analysis, the level of hope of the coaches on self-control and self-evaluation; on the level of self-control and self-assessment of coaches; The perceived stress of the coaches was a significant predictor of the level of hope (p&lt;0.01). In conclusion, this study showed that perceived stress directly affects self-control and self-management.
Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students
Author: Dere, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Emergent Literacy,Kindergarten,Visual Perception,Psychomotor Skills,Correlation,Expressive Language,Receptive Language,Foreign Countries

Early childhood education aims to support children's whole development and their school readiness. Children develop a knowledge about reading, writing and learning before elementary school. This knowledge is called early literacy and it's a key factor for school readiness. This study delves to investigate the early literacy skills of children and their visual motor integration. For this purpose, kindergarten students' level of early literacy skills and visual motor integration was determined and the correlation between the two was analyzed. Eighty children at the age of five (40 females and 40 males) attending kindergarten were purposively chosen. In the study, 38% of the participants in the kindergarten was in the inadequate level of early literacy skills and 62% was in the instructional level. Children in the instructional level also showed that they had better visual motor coordination skills as well. These children presented better visual motor coordination skills in the fine manipulative skills category, print awareness category, and expressive and receptive language skills category. It was seen that visual motor integration development is a valuable factor to supports kindergarten children's early literacy skills. For this reason, children's visual motor coordination skills should be taken into consideration and supported for their early literacy skills development.