ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills
Author: Wenz-Gross, Melodie
Date: 2018-10-00
Type: Journal Articles
Subjects: Low Income Students,Achievement Gap,At Risk Students,Executive Function,Social Development,Emotional Development,Academic Ability,Preschool Education,Preschool Children,Kindergarten,School Readiness,Preschool Curriculum,Minority Group Students,Interpersonal Competence,Emergent Literacy,Language Skills,Mathematics Skills,Time on Task,Program Effectiveness,Achievement Tests,Student Characteristics,Family Characteristics

Efforts to improve the achievement gap between low-income children and their more affluent peers has led to the development of classroom interventions and curricula to increase executive functioning (EF) and social-emotional skills (SE), thought to be foundational for learning. The Second Step Early Learning (SSEL) curriculum is a commercially available curriculum designed to improve school readiness by building EF and SE skills. However, although widely used, it has not been widely studied. Modeling SSEL's underlying theory of change, structural equation modeling (SEM) was used to longitudinally examine the effects of the curriculum on low-income preschool children's kindergarten school readiness through the hypothesized mediating role of EF and SE skills in improving pre-academic skills and task behavior in preschool. In a cluster randomized trial, 972 children attending 63 preschool classrooms within 13 low-income Head Start or community preschools were individually tested at the beginning (T1) and end of preschool (T2, n = 770) and followed into kindergarten (T3, n = 526). Children's average age at T1 was 53 months, with 51% male, 42% Anglo-American, 26% African-American, and 40% Hispanic-American. Children's executive functioning, social skills, pre-literacy/language, and pre-math skills were assessed by trained child assessors blind to study conditions at T1 and T2. Assessors also rated children's task behavior in the testing situation at T1 and T2. School records of children's kindergarten screening scores were obtained on 345 children at T3. It was expected that SSEL would improve children's SE and EF skills, and that these skills would lead to better preschool academic skills and on-task behavior, which in turn would result in better kindergarten readiness. We found no direct effects of SSEL on either pre-academic or on-task behavior outcomes in preschool, or on later kindergarten readiness. However, SSEL significantly increased EF, and as expected by SSEL's theory of change, growth in EF predicted gains in both pre-academics (pre-math and pre-literacy/language skills), and on-task behavior in preschool. End-of-year pre-academic skills and on task behavior in turn predicted better kindergarten readiness. Further, SE (although not impacted by SSEL) had direct and indirect effects on kindergarten readiness. Thus, overall, our findings largely support SSEL's theory of change, particularly in relation to EF.
Ensuring Active Implementation Support for North Carolina Counties Scaling the Triple P System of Interventions
Author: Aldridge, W. A., II
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Counties,Intervention,Prevention,Well Being,Evidence Based Practice,Best Practices,Program Descriptions,Parent Education,Parenting Skills,Program Evaluation,Child Abuse,Child Neglect,Foster Care,Program Implementation,Leadership,Agency Cooperation,Teamwork

Evidence-based prevention and wellbeing programs offer a great deal of promise to support the health and wellbeing of North Carolina children, youth, families, and communities. In fact, many funders and service providers in North Carolina are shifting towards models that have demonstrated positive impact through rigorous evaluations. However, implementing and scaling up these innovations can be a challenge in the context of business as usual. Despite best intentions, long standing, complex service systems have a tendency to pull innovation back to past practice. This challenge can prevent evidence-based strategies from achieving expected outcomes, including in North Carolina. The North Carolina Implementation Capacity for Triple P (NCIC-TP) project aims to develop methods, materials, and opportunities to support North Carolina counties to successfully and sustainably scale the Triple P -- Positive Parenting Program (Triple P) system of interventions so that population-level benefits are realized for local children, families, and communities. To address typical challenges related to implementation and scale-up, NCIC-TP leverages: (1) Current research and best practices from implementation science, (2) Mixed-methods evaluation findings from the North Carolina Triple P Implementation Evaluation (TPIE), and (3) Partnerships with statewide stakeholders involved in scaling-up the Triple P system.
A Foundation for the Future. 2015 Annual Report
Author: Houston Independent School District
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: School Districts,Education Work Relationship,Career Development,College Readiness,Well Being,Laptop Computers,Teacher Effectiveness,High School Students,Literacy Education,Parents as Teachers,Bilingual Education,College Entrance Examinations

HISD truly is a global district in a global city. What happens here is a reflection of the innovation, optimism, and entrepreneurial spirit that puts Houston on the global map. That's why we place such a huge emphasis on ensuring all students are Global Graduates. With signature programs and schools with unprecedented connections to corporations in Houston, our schools are preparing students to enter the global workforce.
Preliminary Investigation of the Psychological Sense of School Membership Scale with Primary School Students in a Cross-Cultural Context
Author: Wagle, Rhea
Date: 2018-10-04
Type: Reports - Research
Subjects: Elementary School Students,Student School Relationship,Psychometrics,Cultural Differences,Test Validity,Correlation,Psychological Patterns,Prosocial Behavior,Stress Variables,Foreign Countries,Behavior Problems

The &quot;Psychological Sense of School Membership&quot; (PSSM) scale has been used for more than 20 years to measure students' sense of school belonging, yet its psychometric properties have had limited examination with pre-adolescent children. This study investigated the utility and psychometrics of the PSSM in three primary school samples from the United States, China, and the United Kingdom. Exploratory factor analysis revealed good fit for a unidimensional factor structure in the U.S. sample, which was subsequently confirmed in all three samples. Partial invariance across all three samples and full invariance across pairwise samples (United States and United Kingdom; United Kingdom and China) was found. Path analyses revealed significant positive relations of the PSSM total belonging score with gratitude and prosocial behavior, and significant negative relations with symptoms of distress. Future directions and implications are discussed. [This paper will be published in &quot;School Psychology International.&quot;]
Avoiding the Use of L1 in Foreign Language Reading Comprehension Activities
Author: Irgatoglu, Aydan
Date: 2018-00-00
Type: Journal Articles
Subjects: Native Language,Reading Comprehension,Second Language Learning,Second Language Instruction,Action Research,Learning Activities,Feedback (Response),Reading Strategies,Language Usage,Teaching Methods,Student Attitudes,Teacher Attitudes,Prior Learning,Prereading Experience,Metacognition,Prediction,Introductory Courses,English (Second Language),College Students

This paper reports an action research study which aimed to avoid the use of mother tongue in reading comprehension activities. To this end, an action research study was designed and conducted with 30 elementary level students studying at the Preparatory school of Baskent University. The study was conducted in the first term of 2016-2017 academic year. The related literature was reviewed and cognitive reading strategies were taught. Data were collected from three different sources which were students' answers to reading comprehension activities, feedback cards completed by the students and reflection sheets of the teacher researcher. The quantitative and qualitative analysis of the data revealed that when the students were aware of the cognitive reading strategies and used them, the use of L1 could be avoided.
A Review of Technology Integration in ELT: From CALL to MALL
Author: Al-Kadi, Abdu
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Integration,Computer Assisted Instruction,Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Theory Practice Relationship,Computer Software

This is an attempt to give a bird's-eye view of ways in which ELT has been reconciled with technology. It succinctly chronicles a series of common technological tools, applications, and approaches, starting from the excitement offered by CALL which predated MALL and its associated allies. It shows how ELT has shaped up under the auspices of modern information and communication technology (ICT) which has driven a transformation from traditional teacher-centered and text-bound classrooms into student-centered and interactive paradigms. The paper argues that despite this refinement, technology per se is not a recipe for success in learning and teaching English as a foreign or second language (L2). Technology integration into L2 pedagogy relatively lacks a solid theoretical framework; it requires reconciliation between theory and practice which is an ongoing debate. The paper concludes with a contention that the onus is on pedagogues to innovatively re-appropriate accessible ICTs and make informed choices that best fit the particularity of their teaching situations.
The Impact of Student-Teacher Relationships, Content Knowledge, and Teaching Ability on Students with Diverse Motivation Levels
Author: Farmer, Aarek
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Teaching Skills,Pedagogical Content Knowledge,Student Motivation,Student Attitudes,Prediction,Teacher Characteristics,Teacher Effectiveness,Self Efficacy,Teacher Attitudes,Instructional Improvement,Middle Schools,Middle School Students,High School Students,Secondary School Teachers

The purpose of this research study was to explore the impact effective teacher characteristics have on student motivation within the classroom in order to inform Education Preparation Programs (EPPs) with further knowledge regarding how to support and train future teachers. Specifically, this study sought to (1) determine differences in effective teacher characteristics as perceived by students with diverse motivation levels, (2) determine if relationships exist between effective teacher characteristics, self-efficacy, incremental beliefs, and the degree of student motivation, and (3) determine if teacher content knowledge, (b) teaching ability, and (c) student-teacher relationships significantly predict the degree to which a student is motivated. Results showed that there was a statistically significant difference in student motivation when students perceived that (a) strong student-teacher relationships were present, (b) high content knowledge of a teacher was exhibited, and (c) exemplary teaching ability was displayed. Data from this study adds to the body of literature that encourages EPPs to train teachers to become expert leaders by incorporating effective characteristics needed to improve teaching and learning required of today's 21st century schools.
Streaming Student Speeches on the Internet: Convenient and &quot;Connected&quot; Feedback in the Basic Course
Author: Sims, Judy Rene
Date: 2003-00-00
Type: Journal Articles
Subjects: Speeches,Internet,Undergraduate Students,Feedback (Response),Video Technology,Audio Equipment,Speech,Course Descriptions,Teaching Methods,Student Attitudes,Confidentiality,Privacy,Copyrights,Ownership,Communication Skills,Skill Development

The purpose of this study was to examine the use of video streaming of student speeches on the Internet as a method of feedback. Streaming video refers to motion video with accompanying audio that is delivered live or asynchronously and is available at the click of a mouse on a website. A random sample of 73 undergraduate students enrolled in three sections of a basic speech course over a period of three semesters at a mid-western university chose to fully participate in the study. To research the topic, student speeches were videotaped and posted to a &quot;protected&quot; Internet site that could only be accessed by the students in the class. Students then had the opportunity to access the site, view their speech, prepare a list of speech goals based on their viewing, and later evaluate the experience by means of a questionnaire. The purpose of the questionnaire was to provide the students with an opportunity to evaluate the video streaming of their speeches on the Internet as a method of feedback. According to the results, the students reported the viewing of their streamed speeches on the Internet to be a convenient and effective medium for feedback and an experience in &quot;connected&quot; learning that allowed them to share their speech with friends and family. All of the students were treated in accordance with the ethical standards outlined by the university's Institutional Review Board for the Protection of Human Subjects. All of the students were informed about how the data would be used; each student was given a Consent Form and informed about issues of confidentiality and/or anonymity of the data. Students who chose to provide open-ended responses on the questionnaire were given the opportunity to choose if they would like their name associated with their comment. The anonymity and/or confidentiality of the open-ended data was guaranteed, contingent upon the student's written request. As the study makes clear, issues of privacy, controlled access, copyright, and ownership are topics of enormous concern. Faculty must take steps to protect their students and themselves. Future research should explore how, if at all, the use of streamed speeches in the basic course improves students' communication competencies. Although this study was not designed to measure improvement, it did appear that students began to consider more seriously their own impression management and improve their delivery skills. (Contains 75 references, Appendix A: Speech Goals, and Appendix B: Questionnaire)
An Investigation of Self-Esteem, Socio-Emotional Adaptation and Relational Problem Solving in Pre-Schoolers
Author: Saltali, Neslihan Durmusoglu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Self Esteem,Student Adjustment,Problem Solving,Social Adjustment,Emotional Adjustment,Predictor Variables,Assertiveness

The purpose of the present study is to investigate the correlation between self-esteem, socio-emotional adaptation of pre-schoolers and their relational problem-solving skills. The sample of the study was composed of 228 pre-schoolers (60-65 months) and their teachers in state and private preschool classes in the province of Konya. In this study, the researchers used Purdue Self Concept Scale for Preschool Children to identify their self-esteem and Marmara Socio-Emotional Adaptation Scale to identify their socio-emotional adaptation and Relational Problem-Solving Teachers' Form to identify problem solving style. According to the findings of the study, self-esteem is a significant predictor of assertive, reserved and sociable problem-solving styles. However, it is not a predictor of passive assertive problem-solving style. Moreover, appropriately responding to a social situation as a sub-dimension of socio-emotional adaptation is a predictor of only passive-assertive, reserved-submissive and positive problem-solving approaches. Giving appropriate responses to social situations is a significant predictor of assertive, passive assertive and positive problem-solving approaches. Interaction with peers is a significant predictor of assertive and reserved-submissive problem-solving approaches, while approaching the social environment positively is not a predictor of any of the relational problem-solving styles
Evaluation of the Teaching Environment for Improve the Geometric Habits of Mind of Tenth Grade Students
Author: Ersen, Zeynep Bahar
Date: 2018-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Cognitive Processes,Educational Environment,High School Students,Control Groups,Experimental Groups,Pretests Posttests,Multiple Choice Tests,Teaching Methods,Instructional Effectiveness,Computer Software,Problem Based Learning,Mathematical Concepts,Abstract Reasoning

Geometry is one of the branches of mathematics that we use in many areas of our daily life, perhaps without noticing. For this reason, individuals are geometric thinkers not only in geometry classes; but also in different areas of life. In that case, it is necessary for the individual to acquire geometric habits of mind. The purpose of this study was to introduce the effectiveness of a teaching environment designed for improving the geometric habits of mind of high school students. This research method was designed as a quasi-experimental design. The working group of the study was consisted of 62 students, 31 of which were experimental and 31 of which were control groups. While the experimental group was provided with a teaching environment for improving the geometric habits of mind, multiple choice questions were solved with the control group students. The research data were gathered by pre-test, post-test and permanence test problems developed by the researcher. In the result of the study, it was showed that the designed teaching environment is effective in improving the geometric habits of mind and the permanence of habits. That is, it was determined that there is a significant difference in improving of geometric habits of mind and the persistence of these habits in favor of the experimental group.
Geographic Literacy Perception Scale (GLPS) Validity and Reliability Study
Author: Dikmenli, Yurdal
Date: 2014-04-00
Type: Journal Articles
Subjects: Correlation,Geography Instruction,Geography,Literacy,Test Reliability,Test Validity,Foreign Countries,Preservice Teachers,Test Items,Student Attitudes,Geographic Concepts,Attitude Measures

Geographic literacy could be defined as the competence of turning understanding and comprehension of geographical knowledge into a skill because literacy consists of solving problems, reasoning, critical and creative thinking processes. Today, in order to impart literacy skills to individuals, teachers should first have these skills. It is important that teacher candidates should attain these skills before graduation. When these conditions are established, it will be easier for teacher candidates to be aware of their geographic literacy skills, bring these competences to a conscious level and contribute to students' geographic literacy skills and processes in their professional lives. The main purpose of this study is to develop an attitude scale in order to specify teacher candidates' geographic literacy perception levels. The study group of the research consisted of 473 teacher candidates. In order to detect the validity of the scale, exploratory factor analyses, item factor total correlations and item discriminations were conducted. In order to assess the reliability of the scale, the level of internal consistency and stability levels were calculated. The analyses provided evidence that the Geographic Literacy Perception Scale (GLPS) is a valid and reliable scale that can be used in order to determine geographic literacy levels.
The Healing Hand: Modeling Catholic Medical Vocational-Technical Schooling. White Paper No. 169
Author: Fraser, Alison L.
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Catholic Schools,Educational History,Career Education,Technical Education,Vocational Education,Secondary School Students,Religious Education,Liberal Arts,Spiritual Development,Declining Enrollment,Health Services,Administrator Attitudes,Clergy,Costs,Educational Finance

Historically Catholic college preparatory and career vocational-technical schools have had contrasting approaches to secondary school education. Catholic schools have provided classical liberal-arts education, including religious instruction, with emphasis on the spiritual and intellectual potential of every student and an eye towards higher education. However, student enrollment at Archdiocese of Boston's high schools have been declining. At the same time, vocational-technical education has surged in Massachusetts. Catholic education leaders in Boston and elsewhere have noticed the rise in career vocational technical education (CVTE) popularity that the Archdiocese commissioned to examine the issue. This paper will explore the merits of medical vocational technical education, often called &quot;health services,&quot; as a possibility for Catholic high schools.
ESL Teachers&apos; Perceptions of Using Technology in Their Teaching
Author: Abdulabbas, Waleed K.
Date: 2012-12-12
Type: Reports - Research
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Native Speakers,Teacher Attitudes,Beginning Teachers,Experienced Teachers,Age Differences,Technology Integration

Technology has emerged as a useful tool in second language teaching, yet its role in the classroom is a debatable issue amongst educators. This paper reports on the findings of our study investigating whether there are differences between novice and experienced native-English-speaking ESL teachers working in the United States in terms of their perceptions on using technology in their language teaching. Data were collected using an online questionnaire consisting of 35 Likert scale and open-ended questions. Results showed that there were statistically significant differences between novice and experienced teachers as well as between age groups on 5 out of 35 items. The results of this study shed light on the differences between various groups of ESL teachers who chose to implement or avoid technology in their teaching. The implications of this study can influence the development of teacher training on incorporating technology into language teaching. Keywords: perception, technology, novice and experienced teachers