ethanporcaro/eric-fulltext-meta huggingface dataset:
A Global Perspective on Teacher Attitudes towards Inclusion: Literature Review
Author: Jenson, Kim
Date: 2018-06-00
Type: Information Analyses
Subjects: Global Approach,Inclusion,Attitudes toward Disabilities,Disabilities,Positive Attitudes,Negative Attitudes,Special Education,Special Education Teachers,Special Needs Students,Environmental Influences,Educational Environment,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Literature Reviews

A teacher is essential in implementing inclusive policy practices into the classroom. Teacher attitudes towards inclusion, be it positive, negative or indifferent, can determine the success of an inclusive classroom and how it influences students with special educational needs and their school life. This literature review reports on information gathered from teachers about their perceptions of inclusive policy and practice, spanning over many different countries and representing individuals from a variety of cultural, religious and education backgrounds, in order to analyse which factors influence their attitudes towards inclusion. Teacher-related factors, child-related factors and environmental factors significantly impact how a teacher perceives, accepts and implements inclusion into their classroom. This synthesized research is vital in providing information and background data on teacher attitudes regarding this field of education, subsequently enabling steps towards ensuring any issues about inclusive practice in schools is immediately addressed.
A Study on the Importance of Learning Styles in Foreign Language Teaching
Author: Ünsal, Gülhanim
Date: 2018-06-00
Type: Reports - Research
Subjects: Cognitive Style,Second Language Instruction,French,Questionnaires,Teaching Methods,Individual Differences,Visual Perception,Auditory Perception,Kinesthetic Perception,Preferences,Foreign Countries,College Students,Statistical Analysis

The purpose of this study, which examines learning styles in foreign language teaching, is to determine the learning style/styles predominantly possessed by French learners, and to identify the methods, techniques, materials and activities that can be applied to effective learning and teaching considering individual differences. By Dunn &amp; Dunn's model of learning patterns, a questionnaire consisting of 36 questions, and 12 questions in each section was applied. Items in the questionnaire were divided into four groups as visual, auditory, kinaesthetic and multiple learning styles and the data were analysed through &quot;frequency values&quot; (f) and percentage values &quot;%&quot;. According to the result, the students preferred the visual learning style predominantly, followed by kinaesthetic and auditory learning respectively, and very few multiple learning styles. A number of methods, techniques, materials and activities have been proposed to improve visual, auditory and kinaesthetic learning styles.
Brain-Compatible Learning: A Medium for Improving Proficiency in English
Author: Kosar, Gülten
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Language Tests,Teaching Methods,Experimental Groups,Control Groups,Intervention,Semi Structured Interviews,Pretests Posttests,Comparative Analysis,College Preparation,Brain Hemisphere Functions,Instructional Effectiveness,Statistical Analysis,Diagnostic Tests

The purpose of this study employing a pre-test post-test control group research design is to investigate the impact of the intervention in brain-compatible learning principles on young adult learners' proficiency in English. The study was carried out with the participation of 53 university preparatory students aged 18-21. So as to elucidate the influence of the brain-compatible learning intervention on participants' English language proficiency, the participants in the experimental group attended 300 English lessons planned in accordance with brain-compatible learning principles while the control group was simultaneously taught in accord with traditional teaching methods. The results of the proficiency exam administered at the outset of the study and the one conducted at the end of the intervention were used in order to explore whether any differences regarding English language proficiency between the experimental and control group occurred following the intervention. A semi-structured interview was conducted with the experimental group participants to learn about their perceptions of the brain-compatible learning intervention. The findings obtained from the analysis of the exam results reveal that the experimental group outperformed the control group in the post-proficiency exam, which indicates that implementing brain-compatible learning principles in lessons can enable students to improve their proficiency in English more. The analysis of the responses given in the interview yields participants' positive perceptions about the brain-compatible learning intervention.
The Place of Culture in EFL Classes: Perceptions and Challenges of Pre-Service and In-Service English Teachers
Author: Baltaci, Hasan Serif
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Attitudes,Student Attitudes,Preservice Teachers,Cultural Awareness,Teaching Methods,Time Management,Textbook Content,Course Content,Language Teachers,Questionnaires,Mixed Methods Research,Intercultural Communication,Comparative Analysis

This study aims to investigate Turkish EFL pre-service and in-service teachers' perceptions of the place of culture in English language teaching in addition to uncovering the difficulties they face while teaching/integrating culture into their practice. A total of 40 participants were administered a comprehensive questionnaire the results of which were analyzed qualitatively and quantitatively. The findings of the study revealed that pre-service and in-service teachers did not differ in terms of their perceptions of culture in their practice. However, the ways of integrating culture and experienced difficulties vary to a considerable extent between the two groups. The results showed that in-service teachers are inclined to make use of course books as a way of teaching culture whereas pre-service teachers favor authentic materials to integrate culture into their teaching. Regarding the challenges faced by the teachers, the lack of time allotted for teaching of culture which is restricted by the curriculum and the dominance of UK and US culture in the textbooks were addressed as the major problems. The present study offers critical implications for foreign language teachers, teacher education programs and curriculum specialists.
Turkish EFL Learners&apos; Perceptions on Teachers&apos; Using Humor in the EFL Classroom
Author: Hismanoglu, Murat
Date: 2018-06-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Humor,English Teachers,Second Language Instruction,College Students,Student Attitudes,Questionnaires

Humor is a fundamental pedagogical tool that EFL teachers can utilize in the classroom to maximize their effectiveness. Furthermore, humor in pedagogy is a basic tool that can help teachers to create a motivating atmosphere in class to enhance student learning. For years, educational researchers have tried to investigate humor implementation in the classroom context and humor has been viewed as a classroom learning and teaching catalyzer. In this study, a questionnaire adapted from Morrison (2008), Askildson (2005), Pham (2014) was administered to 110 English preparatory program students at a developing state university located in the Aegean region of Turkey to collect data on their perceptions on teachers' using humor in the EFL classroom. The interpretation of the findings in this study indicated that the use of humor had positive effects (e.g. creating a more comfortable and conducive learning environment, making students feel more relaxed) in the classroom. All in all, the results showed that humor was important in the EFL classroom and that students indicated a high level of agreement on the positive role of humor in classroom teaching.
Language Teachers&apos; Suggestions over Coping with Difficulties in Turkish Language Teaching to Foreigners
Author: Guler Ari, Türkan
Date: 2018-06-00
Type: Journal Articles
Subjects: Turkish,Language Teachers,Second Language Instruction,Coping,Foreign Students,Qualitative Research,Foreign Countries,Teacher Attitudes,Problems,Semi Structured Interviews

As the teaching of Turkish as a foreign language becomes widespread, teaching materials and teaching environments are diversifying and developing. While these developments continue in teaching Turkish as a foreign language, various problems are encountered in adapting and using contemporary teaching methods. From a student perspective, learning a foreign language is not an easy process. Foreign language learners are most likely to face with a new form of sound, different structure, syntax, and a different meaning from their mother tongue. The aim of this study is to determine the problems of the foreign students with learning Turkish language and evaluate the views and suggestions of the teachers of Turkish Language serving in course centres in some cities in Turkey upon over helping students get over the problems encountered by the foreign students in Turkish Language Teaching in classroom environment. We asked two open ended questions to the participant teachers to obtain the data: &quot;What are the problems of foreign students in learning Turkish Language?&quot;, and &quot;What do you recommend language students to come over their problems in learning Turkish Language?&quot; We used a qualitative research method to evaluate and compare the suggestions of the teachers of Turkish Language in terms of the feasibilities and implementation process in classroom environment. The research was carried out with the participation of six teachers of Turkish Language working in various course centres in some cities in Turkey. According to the suggestions of language teachers, it is argued that educational technologies and materials should be used, motivation strategies should be applied, some cultural events should be organised in school environments, and teachers should plan course materials together with students.
Initial Validation of the Social Emotional Distress Survey--Secondary to Support Complete Mental Health Screening
Author: Dowdy, Erin
Date: 2018-01-05
Type: Reports - Research
Subjects: Test Validity,Screening Tests,Well Being,Mental Health,High School Students,Factor Analysis,Path Analysis,Anxiety,Depression (Psychology),Life Satisfaction,Student Surveys,Symptoms (Individual Disorders),Goodness of Fit

Contemporary mental health assessment conceptualizations focus on both well-being and distress. This study presents initial validation information for the &quot;Social Emotional Distress Survey--Secondary&quot; (SEDS-S), which was designed for school-based complete mental health screening that employs brief self-report measures of well-being and distress. The SEDS-S structure was investigated using two independent samples of U.S. high school students (N = 3,780). Findings from exploratory and confirmatory factor analyses suggested a one-factor model of distress with good model fit. Path analyses revealed significant positive relations of the SEDS-S distress factor with symptoms of anxiety and depression, and a significant negative relation with life satisfaction and strengths scores. Future research directions and use in school-based screening applications are discussed. [This paper represents the Online First version, to be published in &quot;Assessment for Effective Intervention.&quot;]
An Investigation into the Relationship between EFL Learners&apos; Foreign Music Listening Habits and Foreign Language Classroom Anxiety
Author: Yüce, Erkan
Date: 2018-06-00
Type: Journal Articles
Subjects: Correlation,English (Second Language),Second Language Learning,Music,Listening,Anxiety,College Students,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Foreign Countries,Nonparametric Statistics,Statistical Analysis,Case Studies

Current study investigated whether there is a relationship between foreign music listening and classroom anxiety level with regard to foreign language learning. The effect of listening to music in the target language both as a habit in daily life and prior to the foreign language classes was the main concern of this study. The data were gathered from EFL learners at a health college of a state university in Turkey by implementing Foreign Language Classroom Anxiety Scale (FLCAS). The participants were chosen according to the purposeful voluntary bases. Statistical technique of Mann Whitney U Test was applied to the data by using software, and the results were reported. The study primarily found that the anxiety level in foreign language learning classes shows a significant difference in terms of listening to music in the target language prior to the foreign language classes. The results also showed that there is not a statistically significant difference between the participants related to foreign music listening habit in terms of their anxiety levels. Based on the results, it can be concluded that listening to music in the target language before EFL classes can be an effective way for overcoming the problems which stem from foreign language learning anxiety at health colleges.
Capitalizing on Appraisal Processes to Improve Affective Responses to Social Stress
Author: Jamieson, Jeremy P.
Date: 2018-01-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Arousal Patterns,Coping,Symptoms (Individual Disorders),Psychophysiology,Cognitive Processes,Emotional Response,Academic Achievement,Behavior Modification,Cognitive Restructuring,Anxiety Disorders

Regulating affective responses to acute stress has the potential to improve health, performance, and well-being outcomes. Using the biopsychosocial (BPS) model of challenge and threat as an organizing framework, we review how appraisals inform affective responses and highlight research that demonstrates how appraisals can be used as regulatory tools. &quot;Arousal reappraisal,&quot; specifically, instructs individuals on the adaptive benefits of stress arousal so that arousal is conceptualized as a coping resource. By reframing the meaning of signs of arousal that accompany stress (e.g., racing heart), it is possible to break the link between stressful situations, and malignant physiological responses and experiences of negative affect. Applications of arousal reappraisal for academic contexts and clinical science, and directions for future research are discussed.
Working Before, During, and after Beginning at a Public 2-Year Institution: Labor Market Experiences of Community College Students. Stats in Brief. NCES 2018-428
Author: Velez, Erin Dunlop
Date: 2018-07-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Employment,Longitudinal Studies,Postsecondary Education,Student Characteristics,College Students,Intellectual Disciplines,Academic Degrees,Part Time Students,Full Time Students,Educational Attainment,Academic Persistence,Education Work Relationship,Statistical Analysis,Interviews,Surveys

To examine the relationships between beginning public 2-year students' academic progress and labor market participation, this report uses data from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). The report explores the demographics, enrollment intensity, and 3-year attainment and persistence of students who started in public 2-year institutions in 2011-12 in relation to their employment before, during, and after their postsecondary enrollment. Study questions include the following: (1) Were there differences in demographic characteristics between beginning public 2-year students and other beginning college students in 2011-12; (2) Among 2011-12 beginning public 2-year students who entered postsecondary education 12 or more months after high school graduation, was employment prior to enrollment in postsecondary education related to employment during their first year of college; (3) Among 2011-12 beginning public 2-year students, was employment status and intensity in 2011-12 related to enrollment intensity during their first year of college, employment status and intensity later in college, expectations for future enrollment, and degree attainment as of 2014; and (4) Among 2011-12 beginning public 2-year students who had left postsecondary education with or without a credential and were not enrolled in 2014, was 2011-12 employment status and intensity related to employment status and intensity in 2014? Key findings include: (1) Some 44 percent of beginning public 2-year students worked while enrolled their first year; (2) Among beginning public 2-year students, about half (48 percent) of White students worked while enrolled their first year, compared with 35 percent of Black students, 40 percent of Hispanic students, and 33 percent of Asian students; (3) Among 2011-12 beginning public 2-year students who first enrolled at least a year after high school completion; (4) A larger percentage of beginning public 2-year students who worked 20 hours or less while enrolled in 2011-12 (20 percent) had attained an associate's degree by 2014, compared with students who did not work while enrolled their first year (10 percent) and students who worked full time (9 percent) during their first year; and (5) Among 2011-12 beginning public 2-year students who were not enrolled 3 years later, a higher percentage of students who did not work their first year (20 percent) were unemployed in 2014, compared with students who had worked their first year, either part time (4 and 9 percent) or full time (6 percent).
Playmakers: How Great Principals Build and Lead Great Teams of Teachers
Author: Ikemoto, Gina
Date: 2012-11-00
Type: Reports - Research
Subjects: Principals,Administrator Effectiveness,Management Development,Teacher Administrator Relationship,Urban Schools,Case Studies,Interviews,Academic Achievement,Teacher Effectiveness,Transformational Leadership,Faculty Development,Talent Development,Teaching Conditions,Work Environment,Data Analysis,Communities of Practice,Staff Meetings,Feedback (Response),Educational Objectives,Mentors,Skill Development,Personnel Selection,Charter Schools,School Districts,Accountability,Teacher Evaluation,Progress Monitoring,Ethics,Collegiality,Teacher Responsibility,Coaching (Performance),Leadership Qualities

This report identifies the concrete practices that set exemplary principals apart from their peers, exploring how they assemble the strongest-possible staff and foster a culture where teachers--and their students--are supported to success. The researchers conducted an in-depth analysis of data sets from two studies conducted by New Leaders from 2007 to 2011: the Urban Excellence Framework™ (UEF) case studies and the Effective Practice Incentive Community (EPIC) case studies. Both data sets were chosen because they identify and analyze principals whose schools made better-than-average gains in student achievement. These principals across both studies are referred to as &quot;highly-effective principals.&quot; The Urban Excellence Framework data set consisted of case studies made during site visits to New Leader schools. The EPIC data set consisted of case studies of New Leader and non-New Leader schools that had relatively higher value-added scores than other schools in their district or charter consortium. For both studies, researchers conducted site visits and interviews, then coded the information they collected according to New Leaders' Urban Excellence Framework, which outlines the leadership and school practices that drive dramatic gains in student achievement. This Framework includes the entire range of leadership practices, but for the purposes of this study, researchers focused only on those actions that related to teacher effectiveness. In order to form a clearer picture of the specific ways these highly-effective principals influence teaching, the researchers re-examined the case study examples that had been coded as related to teacher effectiveness according to the UEF framework. Great principals amplified great teaching by working in three intersecting areas: (1) developing teachers; (2) managing talent; and (3) creating a great place to work. This report discusses the numerous and specific ways the principals in the study pursued each of these goals, including the ways in which some actions served multiple purposes at once. A bibliography is included. [For the executive summary, see ED585109. For the policy brief, see ED585110.]
Playmakers: How Great Principals Build and Lead Great Teams of Teachers. Executive Summary
Author: New Leaders
Date: 2012-11-00
Type: Reports - Research
Subjects: Principals,Administrator Effectiveness,School Districts,Charter Schools,Academic Achievement,Urban Schools,Teacher Administrator Relationship,Faculty Development,Talent Development,Teaching Conditions,Work Environment,Educational Strategies,Transformational Leadership,Personnel Selection,Administrator Evaluation,Decision Making,Management Development,Educational Finance,Educational Policy

This report is the executive summary of a research study that identifies the actions that great principals take to ensure and amplify great teaching. The findings are based on an in-depth analysis of the leadership practices in more than 200 district (134) and charter (77) schools that saw substantial gains in student achievement in seven urban areas. Great principals amplified great teaching by working in three intersecting areas: (1) developing teachers; (2) managing talent; and (3) creating a great place to work. This report summarizes the strategies implemented by highly-effective principals. Policy recommendations that speak to the very specific role that policy has to play in fostering great principal actions that amplify great teaching are included. Recommendations are provided for the local, state, and federal levels. [For the full report, see ED585108. For the policy brief, see ED585110.]
Playmakers: How Great Principals Build and Lead Great Teams of Teachers. Policy Brief
Author: New Leaders
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Effectiveness,Leadership Qualities,Teacher Administrator Relationship,Talent Development,Faculty Development,Teaching Conditions,Work Environment,Personnel Selection,Administrator Evaluation,Decision Making,Teacher Evaluation,Educational Policy,Educational Finance

Recent New Leaders' research found principals are critical to teacher success in three ways: (1) developing teachers--working with teachers to improve skill and classroom practice; (2) managing talent--hiring, placing teachers, and monitoring performance; and (3) creating a great place to work--shaping schools into places where teachers want to stay. Principals who prioritized improving teacher effectiveness--and who were skilled at it--saw dramatic gains in student achievement. These findings suggest that investments in principal effectiveness are a strategic lever for effective teaching at scale. This policy brief provides recommendations that speak to the very specific role that policy has to play in fostering great principal actions that amplify great teaching. Recommendations are provided for the local, state, and federal levels. [For the full report, see ED585108. For the executive summary, see ED585109.]