ethanporcaro/eric-fulltext-meta huggingface dataset:
Recorded Motivational Videos to Improve the Speaking Skills of Adult Learners
Author: Koyak, Yasemin
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Handheld Devices,Learning Motivation,Second Language Learning,English (Second Language),Speech Skills,Skill Development,College Faculty,Adult Students,Active Learning,Student Projects,Electronic Learning,Self Efficacy,Vocabulary Development,Pronunciation,Second Language Instruction,Instructional Effectiveness,Foreign Countries

This study aims to investigate viewpoints of the adult learners about the effects of the recorded motivational videos. The study was applied to twelve adult learners between the months of March and May in spring semester of 2019, at Mugla Sitki Koçman University. As to the research design, explanatory mixed methods design was implemented. The online questionnaire and semi structured interviews were utilised as instruments. Besides, the data obtained from the online questionnaire was analysed by the help of IBM SPSS Statistics 22 whereas the content analysis was utilised in order to categorise the data obtained from the semi-structured interviews under the pre-determined topics. In findings, it is comprehended that the recorded motivational videos have favourable impacts on the adult learners to enhance their speaking skills in the target language. Moreover, the recorded motivational videos contribute learners to increase their self-confidence, awareness of pronunciation, number of vocabulary, and motivation in the classroom.
Role of Stream on the Occupational Aspirations and Career Maturity of the Students of Senior Secondary
Author: Jakhar, Lilu Ram
Date: 2019-03-00
Type: Journal Articles
Subjects: Occupational Aspiration,Vocational Maturity,Career Choice,Correlation,Art Education,Science Education,Adolescents,High School Students,Foreign Countries

The adolescents' occupational aspirations is affected by various factors such as intelligence, emotional stability, growth and development, peer group interest, family background, social and economic life and the cognitive maturity to select a career according to the one's interest and needs. Adolescents' career maturity is influenced by the attitude and the competencies of the individual. The study focused on finding out the relation between occupational aspirations and career maturity of the senior secondary school students according to their streams of study. The results of the study indicated no significant correlation between the occupational aspirations and career maturity of the arts stream senior secondary school students and it also shows no significant correlation between the occupational aspirations and career maturity of the Science stream students of senior secondary classes.
Multilingual Approach to Mathematics Education
Author: Bairy, Shailaja
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Language of Instruction,Foreign Countries,Multilingualism,Code Switching (Language),Educational Theories,Dictionaries,Manipulative Materials,Bilingualism,Story Telling,Visual Aids,Global Approach,Content and Language Integrated Learning

Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL's basic principle of integration of the content and languages if accepted in a broader sense as 'Content connected to regional language and a new language, culture, nature, real-life' might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support 'learning for real life'. This paper establishes the need for 'Multilingualism' through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author's teaching experiences.
The Effect of a Collaborative Learning Program Based on the Connectivism Theory on Developing EFL Prep Stage Students&apos; Critical Literacy
Author: Hussein, Sanaa Radi Mahmoud
Date: 2021-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Cooperative Learning,Foreign Countries,Second Language Learning,Second Language Instruction,Critical Literacy,Program Effectiveness,English (Second Language),Pretests Posttests,International Schools,Computer Software,Measures (Individuals),Tests,Electronic Learning,Learning Theories,Language Proficiency,Political Influences,Cultural Influences,Information Literacy,Secondary School Students,Advanced Placement Programs,Scores,Teaching Methods

The study aimed to examine the effect of using a program based on the Connectivism theory on developing EFL prep stage students' critical literacy. A one- group pre-post test design along with a mixed research approach incorporating both quantitative and qualitative assessments were utilized in the study. A group of twenty-five second prep stage students (n= 25) in the Egyptian international school in El Maadi, Cairo was included in the study. They received a six-week critical literacy training, for about 48 hours, using Edmodo and Google Meet. The researcher designed the study program and the instruments for measuring the students' critical literacy. An online pre / post critical literacy test was administered. Then, the students' scores on the test were statistically analyzed both quantitatively and qualitatively. Results showed the positive effect of using collaborative e-learning for developing prep stage students' critical literacy.
The Effect of Answering Questions in L1 (Turkish) in an L2 (English) Reading Test
Author: Kiliçkaya, Ferit
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Turkish,English (Second Language),Native Language,Language Proficiency,Reading Comprehension,Reading Tests,College Students,Student Attitudes,Language Usage,Second Language Instruction

Sufficiently developed skills in L1 are considered a precondition for success in the achievement of bilingualism. Moreover, it is reported that language learners whose native language skills are better mastered obtain superior second language proficiency and exhibit higher levels of language competence and accomplishment in L2. This chapter aims at investigating the effect of using test-takers' mother tongue (Turkish as L1) and foreign language (English as L2) in reading comprehension questions in the language classroom. Two groups of adult participants preparing for the Language Exam for Higher Education Institutions (YÖKDIL) were tested under two different conditions. The control group was exposed to the reading test with multiple-choice questions and options in English, while the experimental group was provided with questions and options in their L1. The results indicated that the experimental group participants scored significantly higher than the control group participants, leading to several implications for the use of L1 in language assessment. [This chapter was published in M. Karawiec &amp; J. Kic-Drgas (Eds.), &quot;Foreign language learning and teaching in theory, practice and research&quot; (pp. 135-150). Verlac Dr. Kovac, 2020.]
Improving College Graduation Rates with Multifaceted Student Support Programs: Here&apos;s What Institutions and State Agencies Need to Know
Author: Ratledge, Alyssa
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Graduation Rate,College Graduates,Student Personnel Services,College Students,Academic Support Services,Program Development,Evidence Based Practice,Program Evaluation,Program Implementation

Across the country, postsecondary education leaders are striving to increase graduation rates. Among a variety of evidence-based strategies to boost those numbers, perhaps the most prominent are multifaceted student support programs. These programs use multiple components over two to three years to address students' barriers to success. Multifaceted support programs have been proven to increase graduation rates. One notable example, the Accelerated Study in Associate Programs (ASAP) model, has been proven to nearly double graduation rates in multiple colleges across diverse states and for a variety of student populations. This brief presents some important considerations for states looking to allocate funds to implement similar evidence-based programs. It summarizes the rationale underlying the programs themselves, the evidence from existing studies that shows what works, the state and institutional factors necessary for successful implementation, and advice on how to balance fidelity with local needs while measuring and ensuring positive impacts on graduation rates.
Early Economic Return on Higher Education Investment: Evidence from the Kentucky High School Class of 2011
Author: Dai, Grace
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Higher Education,High School Graduates,Student Costs,Student Loan Programs,Debt (Financial),Income,Social Mobility,Economic Status,Student Characteristics,Associate Degrees,Bachelors Degrees

This report highlights higher education's early return on investment for the Kentucky high school class of 2011. It follows 43,655 students who graduated from a Kentucky high school in 2011 to 2019, the most recent year of data available. Following a note from the president of the Kentucky Council on Postsecondary Education and an executive summary of key findings, this report presents the following data on the cohort of graduates: (1) Cohort profile; (2) Cost of college; (3) Borrower profile; (4) Student loan debt; (5) Earnings; (6) Debt-to-Income Ratio; (7) Economic mobility; and (8) Technical notes.
Graduation and Dropout Information Handbook, 2021-2022. Updated
Author: Kansas State Department of Education
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Dropout Rate,Home Schooling,Students with Disabilities,Grade 9,High School Freshmen,High School Graduates,Dropouts,Secondary School Students,Withdrawal (Education),Student Characteristics,Transfer Students,Private Schools,Public Schools,Grade 7,Grade 8,Grade 10,Grade 11,Grade 12

The Kansas Graduate and Dropout Handbook provides a comprehensive overview of how the Kansas State Department of Education (KSDE) calculates and reports the Adjusted Cohort Graduation and Annual Dropout Rates. Sections include: (1) Introduction; (2) Terminology; (3) Data Sources; (4) Kansas Individual Data on Students (KIDS) Reports; (5) Public Uses of Data; (6) Graduation Calculations; (7) Dropout Calculation; and (8) Dropout Graduation Summary Report. [For the 2020-2021 handbook, see ED612011.]
Exploring Individual and Organizational Mechanisms of Implementation of Evidence-Based Practices for the Inclusion of Elementary Students with Autism: Study Protocol
Author: Locke, Jill
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Evidence Based Practice,Special Education Teachers,Paraprofessional School Personnel,Teaching Methods,Regular and Special Education Relationship,Inclusion,Attitudes,Student Needs,Educational Practices,Self Efficacy,Intention,Program Implementation,Behavior Problems,Interpersonal Competence,Predictor Variables,Elementary School Students

The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the malleable individual and organizational factors that promote teachers' and paraeducators' use of EBPs to meaningfully include and retain children with autism in general education settings and how this use relates to children's outcomes. These data will support the identification of targeted implementation strategies for successful EBP use.
How Has the Pandemic Affected Students with Disabilities? A Review of the Evidence to Date
Author: Morando-Rhim, Lauren
Date: 2021-08-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Students with Disabilities,Disproportionate Representation,School Closing,Online Courses,Educational Technology,Electronic Learning,At Risk Students,Access to Education,Equal Education,Barriers,Attendance,Learner Engagement,Special Education,Teaching Methods,Achievement Gains

The COVID-19 pandemic has disrupted education around the world and created extraordinary new challenges for students, families, educators, and policymakers. Its impacts on students' learning and well-being are far reaching, though not yet fully understood. However, early evidence indicates disproportionate effects on students with disabilities, a diverse group of seven million young people, or 14 percent of all U.S. students. Prolonged school closures separated many students with disabilities from the hands-on instructional supports and physical or cognitive therapies set forth by their Individualized Education Programs (IEPs) and adapting online learning platforms to ensure accessibility by students with a range of disabilities proved challenging for many educators and districts. While nearly all students have struggled to keep pace in 2020 and 2021, those who rely on specialized supports during ordinary times were doubly disadvantaged. In June of 2021, the Center on Reinventing Education (CRPE) and the Center for Learner Equity gathered a panel of seven experts in educating students with disabilities to assess and reflect on current research. This paper offers an agenda for researchers, policymakers, practitioners, and the philanthropic community in the years ahead. Perhaps the clearest takeaway from the review is the urgent need to know more about the experiences of students with disabilities.
Good Citizenship for the Next Generation: A Global Perspective Using IEA ICCS 2016 Data. IEA Research for Education. Volume 12
Author: Treviño, Ernesto, Ed.
Date: 2021-00-00
Type: Books
Subjects: Cultural Differences,Citizenship,Role of Education,Citizenship Education,Social Problems,Diversity,Political Attitudes,Cross Cultural Studies,Profiles,Institutional Characteristics,Student Characteristics,Geographic Regions,Cultural Influences,Socialization,Foreign Countries,Prediction,Democratic Values,Immigrants,Ethics,Authoritarianism,School Effectiveness,Teaching Methods,Behavior Standards,Crime,Student Attitudes,Secondary School Students

This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world's future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of &quot;good citizenship&quot; are shaped in different regions of the globe, using the rich comparative data from the IEA's International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of &quot;good citizenship&quot;; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law. [For Volume 11, see ED611714.]
Political Participation Instruction for Monk and Novice Students in Thailand
Author: Hadpagdee, Saward
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,Clergy,Novices,Undergraduate Students,Citizen Participation,Voting,News Reporting,Political Campaigns,Democracy,Religious Colleges,Constitutional Law,Civil Rights,Citizenship Education,Instructional Effectiveness,Foreign Countries

This research aimed: (1) to study the political participation of the monk and novice students in MCUKK as the guideline to develop the political participation instruction for MCUKK students; and (2) to suggest the ways to promote the political participation instruction of the monk and novice students. The population of the research was the bachelor degree students: monks and novices (n = 266) of MCUKK. The key informants (15) including 1 educational administrator, 2 directors of Political Science Programs (Bachelor and Master), and 2 lecturers, 10 students selected by Purposive Sampling. This study was conducted by means of the mixed research methodology: quantitative research and qualitative research. The tools used in this research were the five-rating scale questionnaire and an in-depth interview. The research findings indicated that: (1) the political participation of the students in four studied aspects were statistically rated the moderate level; and (2) the university lecturers should pay attention to educating the legal rights and importance of political participation in terms of voting, political news, political campaign and political rally for the students. The finding suggested that teaching political participation should be managed properly, although there is the law that prohibits monks or novices to get involved in politics.
A Window on Early Childhood Administrative Practices: 2010-2021. Research Notes
Author: Talan, Teri N.
Date: 2021-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Educational Quality,Program Administration,Program Evaluation,Educational Improvement,Instructional Leadership,Child Care Centers,Evaluators,Reliability,Certification,Training,Accuracy,Risk Management,Faculty Development,Program Effectiveness,Sustainability,Compensation (Remuneration),Well Being,Preschool Teachers,Child Caregivers,Leadership Styles,Strategic Planning

Over the past decade, researchers, policy makers, and practitioners have increasingly come to recognize the importance of quality in early care and education. Along with this recognition is compelling evidence that sound administrative practices help ensure high-quality learning opportunities for young children. Since its first publication in 2004, the &quot;Program Administration Scale: Measuring Early Childhood Leadership and Management&quot; (PAS) has been used across the country to reliably measure and improve center-based leadership and management practices. Data collected by the McCormick Center for Early Childhood Leadership since 2011 are examined in this report to provide the most current picture of the administrative practices of a large, national sample of center-based programs. The PAS assessments included in this analysis were conducted by certified PAS assessors. To become certified, PAS assessors must first achieve reliability (a score of at least 86%) on a test conducted after four days of training on the tool. Next, they must conduct two PAS assessments within three months of reliability training. The completed assessments are reviewed by PAS national anchors for consistency, accuracy, and completeness. The data for this study consisted of approved PAS assessments collected during the certification process from 693 center-based early care and education programs representing 31 states and the District of Columbia.
Adversity and Emotional Quotients of Public Elementary School Heads amidst the COVID-19
Author: Jimenez, Edward Castro
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Schools,Administrator Attitudes,Elementary Schools,COVID-19,Pandemics,Correlation,Administrator Surveys,Barriers,Foreign Countries,Emotional Intelligence,Metacognition,Self Control,Empathy,Self Motivation,Interpersonal Competence,Crisis Management,Resilience (Psychology),Questionnaires,Scores,Educational Administration

This study aimed to identify the relationship of adversity quotient and emotional quotient amongst public elementary school heads. The study employed a descriptive-correlation research design with the online survey as primary data collection tool. The respondents came from the 25 elementary schools in a Schools Division Office in Central Luzon. 25 elementary school heads participated in the online survey using universal sampling technique. Adapted questionnaires were used to gather data. For the statistical treatment of the study, mean was used for the responses of the school heads; for the relationship, the study used Pearson-r. This paper concluded that the school heads' Adversity Quotient (AQ) score falls within &quot;above average,&quot; which indicates above normal capacity for challenges, difficulties, setbacks, and demands. In terms of emotional quotient, all factors involved in emotional intelligence like self-awareness, managing emotions, motivating oneself, empathy, and social skill all &quot;apply&quot; to school heads. In addition, there exists a significant relationship between adversity quotient and emotional quotient of public elementary school heads. Based on the aforementioned results, the researcher provided some important recommendations for the study.
Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research across Countries and Regions
Author: Malak-Minkiewicz, Barbara, Ed.
Date: 2021-00-00
Type: Books
Subjects: Citizenship Education,Civics,Foreign Countries,Educational Research,Educational Policy,Educational Practices,International Assessment,Research and Development,Theory Practice Relationship,Educational Change,Elementary Secondary Education,Preservice Teacher Education

Reflects on cross-national differences in contemporary research, policy, implementation, and teaching practice in civic education across a wide range of countries in Europe, Latin America, North America and Asia Provides interdisciplinary perspectives on advances as well as enduring and emerging challenges for civic education in educational policy, practice and research Discusses students' civic knowledge, attitudes, and engagement in national, regional, and international contexts based on nationally representative surveys at three points in time. [The book is published by Springer.]