ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Acceptance/Involvement, Self-Esteem and Academic Achievement: The Role of Hope as a Mediator
Author: Aydin, Betül
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Participation,Self Esteem,Structural Equation Models,Academic Achievement,Psychological Patterns,Parenting Styles,Measures (Individuals),Correlation,Student Attitudes,Self Concept Measures,Undergraduate Students,Foreign Countries,Statistical Analysis,Surveys,Child Rearing

In this study, examining the relationship of parental acceptance/involvement to self-esteem, hope and academic achievement besides, mediating role of hope on the relationship between perception of parental acceptance/involvement, self esteem and academic achievement were aimed. The study was carried out with 297 students from different undergraduate programs of Karadeniz Technical University Fatih Faculty of Education in Trabzon province. To collect the data, Demographic Data Form, Parenting Styles Scale, Dispositional Hope Scale and Coopersmith Self-Esteem Inventory were used. Relations between study variables and the mediating role of hope on the relationship between perception of parental acceptance/involvement, self-esteem and academic achievement was tested through structural equation modeling (SEM). The results of the data analysis showed that the direct effect of perception of parental acceptance/involvement on university students' hope, self-esteem and academic achievement levels was significant. Besides, hope found as a significant mediator on the relationship between perception of parental acceptance/involvement and self-esteem. However, the role of hope as a mediator between the perception of parental acceptance/involvement and academic achievement is found to be not significant. These results were discussed based on the relevant literature and some recommendations were given.
The Effects of Musical Elements in Mass Media and Internet on the Social Development of Children and Adolescents
Author: Celasin, Cenk
Date: 2013-07-00
Type: Journal Articles
Subjects: Qualitative Research,Mass Media,Music,Internet,Social Development,Peer Relationship,Children,Adolescents

In this qualitative study, musical elements in mass media and internet mostly intended to children and adolescents, were examined in the context of the dimensions of the social development of them in a general approach, through scientific literature and written, audio, visual and audio-visual documents regarding mass media and internet. Purpose of this study is to search for the different effects of various usage ways and dimensions of musical elements, in mass media and internet, on children and adolescents, in the context of social development. The findings are in general; musical elements in mass media and internet is absorbed, decoded and/or consumed socially by many kinds of indirect/direct ways. The social elements (identity, gender roles, membership, etc.) and physical expressions (ornamentation, dressing, hair style, etc.) have been taught to these age groups, also through the agency of various usage ways of music in mass media and internet that have mutual relationship with advertisement, entertainment and music business. By musical elements in mass media and internet, children not only learn, how to communicate to peers and/or other age groups, but also gain different types of social habits. Adolescents have also used mass media and internet for socializing through musical elements and most of (popular) music genres indicate also important ethnic, religious, racial, economical, political codes, physical expression styles, which are mostly included directly/indirectly in music videos, music programs and advertisements may be effective elements on the social development of these age groups.
Predicting the Geometry Knowledge of Pre-Service Elementary Teachers
Author: Duatepe Aksu, Asuman
Date: 2013-07-00
Type: Reports - Research
Subjects: Geometry,Preservice Teachers,Elementary School Curriculum,Predictor Variables,Correlation,Knowledge Level,Achievement Tests,Self Efficacy,Attitude Measures,Self Concept Measures,Cognitive Tests,Statistical Significance,Regression (Statistics),Mathematics Achievement,Likert Scales,Foreign Countries

In this study, the aim was to examine the factors that predict the geometry knowledge of pre-service elementary teachers. Data was collected on 387 pre-service elementary teachers from four universities by using a geometry knowledge test, the van Hiele geometric thinking level test, a geometry self efficacy scale and a geometry attitude scale. Correlation analyses which were carried out between the geometry knowledge score and all predictor variables revealed that the relationships between all predictors and geometry knowledge were statistically significant. Furthermore, the findings from the regression analyses showed that a combination of the variables of van Hiele geometric thinking level, geometry self efficacy and attitude towards geometry was able to predicts geometry knowledge significantly.
Issues with the &quot;Time for English&quot; Textbook Series at Egyptian Primary Schools: An Evaluative Study
Author: Abdallah, Mahmoud Mohammad Sayed
Date: 2016-00-00
Type: Reports - Research
Subjects: Textbook Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Focus Groups,Language Teachers,Elementary School Teachers,Content Analysis,Foreign Countries,Guidelines,Standards,Questionnaires,Learning Problems,Teaching Methods,Qualitative Research,Computer Software,Teacher Attitudes

This study mainly aims at evaluating &quot;Time for English&quot;, a new English language-learning (ELL) textbook series currently taught at mainstream Egyptian primary schools. This involves: (1) identifying--from senior and expert language teachers' perspectives--to what extent the textbook series (primary one to six) conform with the national ELL standards issued by MOE in 2003; (2) exploring the advantages and weaknesses of the series as well as the real problems encountered by primary teachers while teaching it; (3) providing some suggestions and guidelines that should help with improving textbooks delivery in the future. To reach these aims, this evaluative study employed: (a) a standards questionnaire administered--both face-to-face and online--to some expert English language teachers (n = 55); (b) focus groups (both face-to-face and online) to enable both pre-service (n = 50) and in-service (n = 300) EFL primary teachers to discuss freely many issues related to the series (i.e. mainly about strengths and weaknesses) as well as the teaching/learning problems encountered in classrooms; and (c) a selective content analysis assisted by computer as a confirmatory procedure for triangulation purposes--to understand and cross-check participants' accounts based on reviewing all textbooks, and thus provide more accurate and comprehensive results. Findings indicate variability in the achievement of the proposed standards in reality, and present many strengths and weaknesses of textbooks as well as problems related to teaching the series. Finally, based on results, some guidelines for improvement (i.e. improvement framework) are proposed. The following is appended: (1) Primary English Language Learning Standards Questionnaire. [This paper was published in &quot;Journal of Faculty of Education,&quot; Assiut University, v32 n1 p2-51 Jan 2016.]
The Impact of Field Experience on Elementary Students
Author: Chang, Sau Hou
Date: 2008-04-04
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Preservice Teachers,Field Experience Programs,Tutoring,At Risk Students,Reading Instruction,Reading Difficulties,Grade 1,Grade 2,Program Effectiveness,Reading Achievement

The purpose of this session is to describe a research project that involved preservice teacher education candidates in a field experience incorporating individualized tutoring for at-risk elementary students. Specifically, do these struggling elementary readers improve their reading? The first and second graders (n = 190) were all given the Developmental Reading Assessment (DRA) at the beginning of the Fall 2007 semester. The SMART [Students and Mentors Achieving Reading Together] program shows a tremendous positive effect on struggling primary-level readers. All struggling readers in the SMART program show substantial increase of reading scores.
Role of Working Memory and Text Coherence in Chinese Text Comprehension
Author: Chang, Sau Hou
Date: 2005-08-00
Type: Reports - Research
Subjects: Chinese,Short Term Memory,Recall (Psychology),Reading Comprehension,Reading Processes,Hypothesis Testing,Reaction Time,Undergraduate Students,Foreign Countries,Teacher Education Programs,Computers,Scores,Statistical Analysis

The purpose of this study was to examine the relationship between working memory and text coherence in Chinese text comprehension. Eighty-six subjects were asked to complete an operation-character working memory span task to classify them into low-span and high-span and a reading task to measure the time to detect inconsistency as well as their accuracy of recall. From the results, high-span readers took less time to detect inconsistency and had better recall, whereas low-span readers took longer time to detect inconsistency and had more memory distortions. In addition, readers took more time to read passages with coherence breaks and distorted more and substituted more information in passages with coherence breaks. However, coherence breaks did not facilitate their recall as has been suggested by previous researchers. Appended are: (1) Operations Pool; (2) Chinese Characters Pool; (3) Reading Tasks Pool; (4) Consent Form; and (5) Instructions.
Bullying Prevention
Author: Kemp, Patrice
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Bullying,Prevention,Discipline,Intervention,Victims,Elementary Schools,Middle Schools,High Schools,Computer Mediated Communication,Literature Reviews,School Policy,Teacher Role,Administrator Role,Change Strategies

The focus of the milestone project is to focus on bridging the gap of bullying and classroom instruction methods. There has to be a defined expectations and level of accountability that has to be defined when supporting and implementing a plan linked to bullying prevention. All individuals involved in the student's learning have to be aware of bullying and the disciplinary actions that are linked to bullying. The milestone project will consist of exploring the needs of the school as it relates to bullying. There will be a plan implemented to support the students and the stakeholders in effort to promote bullying prevention in the school system.
A Comparison of the Elementary Education Programs at University of Macau and Indiana University Southeast
Author: Chang, Sau Hou
Date: 2009-02-01
Type: Speeches/Meeting Papers
Subjects: Teacher Education Programs,Elementary Education,Comparative Analysis,Teacher Education Curriculum,Standards,College Credits,Academic Degrees,Degree Requirements,General Education,Methods Courses,Elective Courses,Departments,Practicums,Foreign Countries

The purpose of this article is to compare and contrast the elementary education programs at University of Macau and Indiana University Southeast. A comparison of the program structures looked at the program standards, credit hours, degree offered, completion requirements, and academic departments offering the courses. A comparison of the program curricula looked at general education courses, methods courses, professional education courses, elective courses and practicum. After identifying the strengths and weaknesses of both programs, recommendations for future development were made.
Teachers' Assessments of Elements of Multimedia and Constructivist Didactics in School
Author: Matijevic, Milan
Date: 2015-05-30
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Teachers,Teacher Surveys,Likert Scales,Multimedia Instruction,Constructivism (Learning),Teaching Methods,Questionnaires,Teacher Attitudes,Educational Environment,Curriculum Development,Gender Differences,Teaching Experience,Faculty Development,Incidence,Student Centered Learning,Statistical Analysis,Nonparametric Statistics

Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to times long ago than to students belonging to the net-generation. The aim of this study is to examine the assessments of changes that happen in school and in classes (or those that could happen) under the influence of new didactic understandings and digital education technology. A specifically constructed questionnaire was used on a sample of primary education teachers (N = 213), which is representative of Central Croatia, since the data were collected through individual surveys in schools located in the City of Zagreb and in eight counties. The data were collected by fourth-year students of teacher education studies from Zagreb, Petrinja, and Cakovec at the beginning of 2015. The questionnaire contained 25 statements that the respondents had to assess on a Likert-type scale. The results show that teachers consider that curricular changes are needed and that classes still lack a pedagogy of success for all. However, less criticism is directed towards the present (inadequate) teaching environment.
The Marriage of Constructivism and Flipped Learning
Author: Chang, Sau Hou
Date: 2016-04-19
Type: Reports - Descriptive
Subjects: Blended Learning,College Students,Student Centered Learning,Teaching Methods,Instructional Design,Educational Environment,Relevance (Education),Instructional Materials,Information Dissemination,Multimedia Materials,Multimedia Instruction,Feedback (Response),Teacher Student Relationship,Reflective Teaching,Constructivism (Learning)

This report talks about how a constructivist teacher used flipped learning in a college class. To illustrate how to use flipped learning in a constructivist classroom, examples were given with the four pillars of F-L-I-P: Flexible environment, learning culture, intentional content, and professional educator.
How I Used Flipped Learning to Inform My Teaching
Author: Chang, Sau Hou
Date: 2016-07-30
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,College Instruction,Video Technology,Homework,Psychology,Formative Evaluation,Summative Evaluation,Student Attitudes,Discussion (Teaching Technique),Student Surveys

This paper aims to reflect upon the experience of using flipped learning in a college class. After presenting the alignment of learning objectives and assessments, evidence-based evaluation was provided as rationale for changes. Approaches taken to improve learning were then elaborated. Further assessment of impact of change on student learning was given. Lessons learned from using flipped learning were also discussed.
Decision Points and Considerations for Identifying Rural Districts That Have Closed Student Achievement Gaps. REL 2016-130
Author: Culbertson, Michael J.
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Rural Schools,School Districts,Academic Achievement,Achievement Gap,Measurement Techniques,Research Methodology,Sampling,Data Collection,Scores,Trend Analysis

Rural districts have long faced challenges in closing achievement gaps between subgroups of students. This brief report describes key decision points and considerations for decision-makers interested in identifying rural districts that have closed academic achievement gaps. Examining practices in these districts may suggest activities associated with making achievement gains and narrowing achievement gaps that can be systematically investigated. Examples from recent work with rural stakeholder groups in Colorado and Nebraska are used to highlight key issues in the identification process. The following six key considerations for identifying rural districts with narrowing achievement gaps are presented: (1) Which subgroup gaps should be examined?; (2) What counts as rural?; (3) Which measures should be used?; (4) What additional criteria should be considered?; (5) How should reductions in achievement gaps be measured?; and (6) How should measures be aggregated to create a single ranking of districts?
How Do School Districts Mentor New Teachers? REL 2016-125
Author: DeCesare, Dale
Date: 2016-04-00
Type: Reports - Research
Subjects: Mentors,Beginning Teachers,Beginning Teacher Induction,Surveys,School Districts,Barriers,Program Implementation,Superintendents,Administrators,Teacher Role,Observation,Training

This report provides a snapshot of school district policies for mentoring new teachers in five Regional Educational Laboratory Central states (Kansas, Missouri, Nebraska, North Dakota, and South Dakota). State education agencies collected survey data from school districts on who provides mentoring, how time spent mentoring changes after the first year, whether mentors are required to observe mentees, whether mentors are required to receive training, whether districts provide stipends to mentors for their work, and what barriers districts identify to implementing mentoring programs. Respondents from nearly 1,000 school districts, including superintendents and other district administrative leaders, completed the survey during the 2013/14 school year. The study found: (1) In most districts mentoring is provided primarily by full-time teachers without release time; (2) In most districts mentoring ends or mentoring time declines after the first year; (3) Roughly half of districts require mentors to observe mentees teaching; (4) A minority of districts require mentor training prior to starting mentoring; (5) About half of districts provide stipends to mentors; and (6) Across all districts lack of funding, lack of time, and lack of stipends were most commonly identified as a barrier to implementing adequate mentoring programs.
Summary of Research on the Association between State Interventions in Chronically Low-Performing Schools and Student Achievement. REL 2016-138
Author: Klute, Mary
Date: 2016-04-00
Type: Reports - Research
Subjects: Intervention,State Programs,School Turnaround,Academic Achievement,School Closing,Charter Schools,School Restructuring,Program Effectiveness,Educational Research,Educational Improvement,Elementary Secondary Education,Quasiexperimental Design,Literature Reviews

This report summarizes the research on the association between state interventions in chronically low-performing schools and student achievement. Most of the research focused on one type of state intervention: working with a turnaround partner. Few studies were identified that examined other types of interventions, such as school closure, charter conversion, and school redesign. Most studies were descriptive, which limits the conclusions that can be drawn about the effectiveness of the interventions. Results of studies of turnaround partner interventions were mixed and suggested that student achievement was more likely to improve when particular factors--such as strong leadership, use of data to guide instruction, and a positive school culture characterized by trust and increased expectations for students--were in place in schools. Studies in California examined the Immediate Intervention/Underperforming Schools Program or its successor, the High Priority School Grant Program. Ten studies examined interventions in states other than California. Studies varied somewhat in the details of the interventions studied, including whether additional funding was provided to support implementation of reforms. Unlike interventions in California, studies in other states did not describe school participation in interventions as voluntary. The following are appended: (1) Literature search procedures; and (2) Characteristics of studies included in the literature review.
Projections of Education Statistics to 2023. Forty-Second Edition. NCES 2015-073
Author: Hussar, William J.
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Elementary Schools,Secondary Schools,Elementary School Teachers,Secondary School Teachers,High School Graduates,Expenditures,Postsecondary Education,Educational Finance,Enrollment Trends,Public Schools,Private Schools,Racial Differences,College Freshmen,Academic Degrees,Undergraduate Students,Graduate Students,Teacher Student Ratio,Teacher Selection,Age Differences,Gender Differences,Trend Analysis,Attendance,Public Colleges,Private Colleges,Regional Characteristics,School Statistics,Educational Trends,Tables (Data)

&quot;Projections of Education Statistics to 2023&quot; is the 42nd report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in Projections of Education Statistics to 2022 and projections of enrollment, graduates, teachers, and expenditures to the year 2023. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2023 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. The following are appended: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. [This report was prepared with IHS Global Insight. For &quot;Projections of Education Statistics to 2022. Forty-First Edition. NCES 2014-051,&quot; see ED544761.]