ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Genre-Based Mentoring on Rhetorical Quality of Research Article Drafts by Indonesian Lecturers in Social Sciences and Humanities
Author: Arono
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Teacher Researchers,Research Reports,Social Sciences,Humanities,College Faculty,Writing for Publication,Language Skills,English (Second Language),Rhetoric,Authors,Workshops,Writing Improvement

Indonesian scholars in social sciences and humanities are far behind scholars in sciences and engineering in international journal publication and their unfamiliarity with English rhetorical style has been blamed as the main cause. The purpose of this study is to improve the rhetorical quality of research article drafts written by Indonesian university lecturers in social sciences and humanities. Using genre-based method, a group of 20 lecturers were mentored to improve the rhetorical quality of their research article abstracts, introductions, methods and discussions and their drafts were evaluated following the frameworks suggested by Swales (1990 and 2004), Swales et al., (2009), Peacock (2011) and Lim (2006). The results show that the rhetorical quality of the lecturer's article drafts satisfactorily improved in terms of the rhetorical moves and steps, the way they justify their research project and the number of references they use in their drafts. This implies that genre-based mentoring is effective enough to improve the ability of lecturers in writing research articles to be published in reputable international journals.
The Ethical Obligations of the Mathematics Teacher
Author: Ernest, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Mathematics Teachers,Teacher Responsibility,Mathematics Instruction,National Curriculum,Foreign Countries,Public Education,Teacher Student Relationship,Teacher Education

This paper explores the ethics of the mathematics teacher, starting from the ethical obligations that all human being and professionals share towards those in their care. Most notably this involves a duty of care for students, since teachers can be the most influential persons after their parents. The ethics of mathematics teaching is analysed as concerning the aims of school mathematics, the selection of pedagogy, and the selection of content. The equal treatment of all students is also a central principle, although there are ethical dilemmas posed by the spread of achievement levels in mathematics. The ethical content of school mathematics itself is also considered, although this is a controversial issue. The paper notes that the modern tendency is for teachers to be viewed almost as technicians delivering the centrally decided mathematics curriculum. This paper argues that teachers have ethical agency which can and should still be exercised while meeting professional and institutional obligations.
A Research on Self-Efficacy and Future Expectations of Students in Vocational High Schools
Author: Pesen, Ata
Date: 2016-07-00
Type: Journal Articles
Subjects: Self Efficacy,Expectation,Vocational High Schools,High School Students,Foreign Countries,Futures (of Society),Gender Differences,Age Differences,Institutional Characteristics,Student Employment,Family Income

General self-efficacy, as a person's (or one's) general confidence in uncommon situations that are hard to cope with in different areas (Schwarzer, Bassler, Kwiatek, Schroder, Zhang, 1997; Scholz, Gutierrez-Dona, SudveSchwarzer, 2002), is a measurable characteristic which helps predict attitudes that a person displays in more than one area (Alpay, 2010). One of the determiners of individuals' behaviors is their expectations for the future (Adler, 1994). As for the construction of society, the young's expectations for the future and their hopes to be fulfilled can both affect their psychology and satisfaction with life, and also determine social change and its direction (Yavuzer, Demir, MeseciveSertelin, 2005). The general purpose of this study is to determine Vocational High School students' general self-efficacy and expectation levels for the future. Within this scope, this study investigates whether there is any significant difference between general self-efficacy and future expectations of students in Vocational High Schools in line with such variables as education program type, gender, age, class and income. This study was carried out with 532 students studying at Siirt Vocational School, Vocational School and EruhVocational School embodied in Siirt University. For data collection, General Self-Sufficiency Scale developed by Yildirim (2010) and Future Expectation Scale developed by Tuncer (2011) were utilized. The cronbach's alpha coefficieny of general self-sufficiency scale developed by Yildirim and Ilhan (2010) is 0,80 and the scale is composed of three sub-dimensions of starting, not giving up and pursuance effort. The cronbach's alpha coefficient of Future Expectation Scale developed by Tuncer is .84 and it is single factorial. The analysis of the data is performed with SPSS 21.0 package program. In order to compare the means in the study, Kruskal Wallis Test and Mann- Whitney U Test were applied. The research findings have demonstrated that the self-efficacy levels of students in Vocational High Schools do not change according to gender, class, school of graduation and employment status and it has been found that there is a significant difference between self-efficacy levels of the students in terms of age, income status and the program they are enrolled in. When the data are analyzed in terms of future expectations, it has been found that while there is not any significant difference according to the variables of gender, age and graduation of school, there is a significant discrepancy between students' future expectations in terms of grade, employment status and the program they are enrolled in.
Study on Sports High School Students&apos; Motivation Levels in Sports by Some Variables
Author: Kucukibis, Hüseyin Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Athletes,High School Students,Student Motivation,Gender Differences,Team Sports,Racquet Sports,Student Attitudes,Student Participation

The aim of this study is to determine the reasons of motivation of sports high school students and to determine whether these reasons differ according to gender or doing individual sports and team sports. The study included totally 110 sports students who aged between 14 and 18, were doing three individuals sports (table tennis, weight lifting, judo) and three team sports (handball, volleyball, basketball) were subjected to evaluation. The students are 69 male and 41 female individuals. &quot;Sport Motivation Scale&quot; developed by Pelletier et al. (1995) was used as the data collection tool. The Turkish validity and reliability of the scale consisting of 28 items was performed by Kazak (2004). SPSS (Ver.22) package program were used. The data are presented as frequency, percentage (%), mean and standard deviation. In addition, the normal distribution of data with Kolmogorov Smirnov test was used. Independent Samples t test was used to determine the differences between the variables (individual sport- team sport) with normal distribution. The significance level was accepted as 0.05 in the analyses. In conclusion, it was determined that the reasons of motivation of students who were doing individual sports and team sports depended more on intrinsic motivational factors, and that the order of importance of these factors varied according to the individual sports and team sports variable. It was determined that the reasons of motivation of males and females mainly depended on intrinsic factors and the order of importance of these factors varied according to the gender variable. It can be said that male and female students wanted to get pleasure from the sports they did and to be successful in their sports, thus, they were motivated accordingly.
Analysis on Emotional Intelligence Levels of Physical Education and Sports Students in Sports
Author: Yücel, Ali Serdar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,College Students,Physical Education,Athletics,Student Characteristics,Age Differences,Life Satisfaction,Gender Differences,Family Environment,Experience

The purpose of this descriptive study is to compare the emotional intelligence levels and demographic attributes of students enrolled in different departments of Balikesir University School of Physical Education and Sports during the 2018-2019 academic year. The research population was composed of 865 students receiving education in different departments of School of Physical Education and Sports, while the sample is composed of randomly selected 304 students among this population. The study utilized &quot;Emotional Intelligence Inventory in Sports&quot; developed by Schutte et al. (1998), revised and adapted by Lane et al. (2009) for use in sports with Turkish reliability and validity performed by Adilogullari and Görgülü (2015). a=0.927 was established as the reliability coefficient of the inventory. The Anova test, Kruskal Wallis test and Jonckheere-Terpstra test were used in data analysis. All analyses were performed with SPSS v17.0 (SPSS Science, Chicago, IL, USA). The study concluded emotional intelligence levels of the participants differ in the variable of age in the dimensions of using feelings, in the variable of department in the dimensions of evaluating one's own feelings and social skills, and finally a difference existed in the variable of age concerning life satisfaction. Moreover, no relation was ascertained between the emotional intelligence of the participants and their life satisfaction.
Examination of the Relationships between Mobbing and Psychological Symptoms in Teachers
Author: Ates, Öznur Tulunay
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Teacher Attitudes,Teacher Characteristics,Psychological Characteristics,Symptoms (Individual Disorders),Psychosomatic Disorders,Anxiety Disorders,Depression (Psychology),Psychological Patterns,Fear,Psychosis,Sleep,Eating Disorders,Gender Differences

The aim of this research is to examine the relationships between mobbing and psychological symptoms in teachers and determine the impact of mobbing levels on psychological symptom levels. The study was carried out with 185 teachers in total -- 116 female and 69 male -- working in Burdur Province. Research data was collected using mobbing scale for teachers and Symptom Check List. In data analysis, Mann Whitney U test was conducted to determine whether gender and marital status vary according to mobbing and psychological symptoms. In addition, correlation analysis was conducted between mobbing and psychological symptoms and the model established for the relationship was tested with Structural Equation Modelling (SEM). In the analyses, it was determined that there is significant difference only on psychological symptom levels of teachers according to their genders. Relationships were identified between prevention of teachers' professional applications and situations such as somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, anger and hostility, phobic anxiety, paranoid thoughts, psychoticism, sleep, appetite and guilt. Furthermore, it was determined that there is a low-level positive significant relationship between mobbing and psychological symptom levels of teachers and mobbing levels have direct high-level impact on psychological symptom levels.
The Evaluation of School-Parent Association Activities According to the Views of the Teachers
Author: Kiral, Bilgen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Parent Associations,Parent School Relationship,Knowledge Level,Responsibility,Parent Participation,Parent Responsibility,Parent Financial Contribution,Interpersonal Communication,Social Bias,Participative Decision Making,Home Visits,Barriers,High School Teachers

This research aims to evaluate the activities of School-Parent Association (SPA) in Turkey according to the teachers' views. The study was conducted with 10 volunteer teachers who participated in the activities of SPA in two public Anatolian high schools in Turgutlu district of Manisa province in Turkey in 2017-2018 academic year. The results of the research show that the teachers have little knowledge about SPA members. The duties of SPA are identified as generating monetary resources for teachers, school and students in need, organising social activities to increase student achievement and improving physical conditions of the school. The results show that the work of SPA is seen as inefficient and the middle-income parents who have successful children with no disciplinary problem usually attend SPA meetings. The reasons for low participation in SPA are expressed as its responsibilities and the financial contribution expected from parents during meetings. Some of the suggestions which were determined to participate the SPA, to increase to parent participation are increasing communication, addressing prejudices, explaining the importance of SPA to all stakeholders of the school, including parents in management meetings, supporting a legal legislation that appreciates work of teachers and parents, organising family/home visits and reaching out parents through phones or text messages.
New York City&apos;s Small Schools of Choice: A First Look at Effects on Postsecondary Persistence and Labor Market Outcomes. Policy Brief
Author: Unterman, Rebecca
Date: 2019-04-00
Type: Reports - Research
Subjects: School Choice,Academic Persistence,Small Schools,Labor Market,Postsecondary Education,Outcomes of Education,High School Students,At Risk Students,Low Income Students,Equal Education,Program Effectiveness,High School Graduates,Educational Quality,Intervention,Employment Level,Wages,Productivity

In 2002, the New York City Department of Education (NYCDOE) launched a bold set of education reforms designed to transform the educational experiences of all high school students: They instituted a district-wide high school choice process that assigned all rising ninth-graders to specific high schools; they closed large, low-performing high schools; and they created over 100 new small schools to serve students in the lowest-income areas of the city. Because these small schools are located in the communities they intended to serve, do not screen students based on their prior academic achievement, and thus represent a realistic small school option for many students who previously did not have one, MDRC researchers call these new schools Small Schools of Choice (SSCs). This brief examines whether the positive effects of SSCs translate into impacts on students' postsecondary degree attainment and performance in the labor market. While nonexperimental research suggests that high school graduates are employed at higher rates and earn more than those who do not graduate, few experimental studies have followed students from high school into postsecondary education and the labor market, and it is unclear how far an effective four-year high school intervention can reach. Findings from the few studies that have been conducted are mixed. Some show that, after students leave high school, any effects on postsecondary education quickly begin to fade; others show that after a reasonable length of time -- eight years or more -- high school interventions can improve students' future labor market performance.
Maryland Higher Education Commission Data Book 2019. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Educational Technology,Higher Education,Undergraduate Students,Graduate Students,College Freshmen,Enrollment,Remedial Instruction,Public Colleges,High School Graduates,School Holding Power,Transfer Rates (College),College Transfer Students,Community Colleges,Graduation Rate,Academic Degrees,Intellectual Disciplines,College Faculty,Teacher Salaries,Part Time Faculty,Income,Expenditures,Educational Finance,Tuition,Fees,Student Financial Aid,State Aid,Vocational Education,Private Schools,Two Year College Students,Racial Differences,Ethnic Groups,Gender Differences,Budgets,College Entrance Examinations,Scores,Student Characteristics,Teacher Characteristics,Private Colleges,Federal Aid,Grants,Adult Students,Time to Degree,School Personnel,Full Time Students

This document presents statistics about higher education in Maryland for 2019. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty and Staff; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2018. Creating a State of Achievement,&quot; see ED589950.]
Higher Apprenticeships in Australia: What Are We Talking about? Research Report
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Apprenticeships,Higher Education,Vocational Education,Stakeholders,Educational Demand,Academic Degrees,Role of Education,Models,Educational Finance

Historically, the purpose of apprenticeships has been to provide structured high-value training, resulting in transferable skills and knowledge for young people seeking to enter work-based learning. Apprenticeship training was enabled by linking industry with local technical colleges and professional engineering institutions. The apprenticeship offered a clear pathway and competency outcomes that were designed to address the issues facing industry (broadly defined) and specific companies. The term 'higher apprenticeship' has recently entered the VET (vocational education and training) lexicon in Australia, partly a result of the Australian Government-funded project, 'Apprenticeship training -- alternative delivery pilots', currently underway. This research contributes to an understanding of the potential application of higher apprenticeship models in Australia and the possible barriers and solutions. The research explored the current landscape of 'higher apprenticeships' in Australia and gathered the perspectives of industry representatives on the higher apprenticeship concept, as well as the views of a broader group of stakeholders in the VET and higher education systems. A review of the higher apprenticeship models that have been implemented in other countries was also undertaken. The report highlights some of the complexities that need to be considered and provides examples of where higher apprenticeships and other similar training programs are being developed and trialed in various industries around Australia. [For the support document to this report, &quot;Higher Apprenticeships in Australia: Support Document,&quot; see ED594208.]
Higher Apprenticeships in Australia: Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Apprenticeships,Higher Education,Vocational Education,Stakeholders,Educational Demand,Models,Recruitment,Educational Quality,Outcomes of Education,Educational Finance,School Business Relationship

This support document contains material that supports the research report, &quot;Higher Apprenticeships in Australia: What Are We Talking About?&quot;. It provides more detail on two elements of the research: (1) An overview of publicly available information on international models of higher apprenticeships, both established and under development (note that a summary of programs identified are presented in tables at the end of the review); and (2) A summary of the Industry Forum on higher apprenticeships, held with Industry Reference Committee Chairs in Melbourne on 31 August 2017. [For &quot;Higher Apprenticeships in Australia: What Are We Talking about? Research Report,&quot; see ED594207.]
Louisiana&apos;s Data Governance &amp; Student Privacy Guidebook
Author: Louisiana Department of Education
Date: 2018-05-00
Type: Guides - Non-Classroom
Subjects: Information Management,Privacy,Student Records,Standards,Decision Making,Data Collection,Data Use,Access to Information,Governance,Planning,Teamwork,Training,Information Security,Parent Participation,Internet,Student Rights,Educational Legislation,Parent Rights

Data is a crucial component in educational success. It gives educators the power to address student needs, study what strategies work, and make necessary changes so that every student has the greatest opportunity. Today, educators, parents, and students have access to more data than ever before and have access to more technology tools to facilitate the use of data. Accordingly, stakeholders have increased concerns for student privacy that have resulted in new laws and policies to ensure student data is protected. To continue using data to reach educational success, increased privacy, safeguards, and transparency are necessary. A system of data governance accomplishes this by designating rules, procedures, and groups responsible for decision-making regarding data collection, use, and access. &quot;Louisiana's Data Governance and Privacy Guidebook&quot; provides a framework for establishing data governance at the local educational agencies (LEA) and school level. It attempts to offer best practices, action steps, and responsibilities regarding data governance and student privacy.
Louisiana&apos;s Pre-K through Third Grade Guidebook for Sites &amp; System Leaders
Author: Louisiana Department of Education
Date: 2018-06-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Educational Quality,Educational Improvement,Educational Planning,Reading Achievement,Mathematics Achievement,Educational Strategies,Curriculum Implementation,Curriculum Development,Student Evaluation,Elementary School Students,Observation,Identification,Early Intervention,Professional Development,Classroom Observation Techniques,Positive Behavior Supports

The years between pre-K and third grade are vital for creating the foundation for later school success. The skills students develop at one age level or grade must be built upon and reinforced in later grades. Furthermore, for students to sustain gains made in one grade, they must continue to receive high-quality teaching in subsequent grades. Despite the growing efforts to expand quality pre-Kindergarten opportunities for 4-year olds and to close early achievement gaps, many young children in Louisiana still lack access to a high-quality continuum of learning that could make a difference in positive, long term achievement outcomes. Gaps and disparities in learning exist even as children enter pre-Kindergarten and these persist and grow larger throughout early elementary school. Though both early childhood community networks and school districts across Louisiana are working hard on many fronts to improve the quality of education in pre-K through third grade, challenges remain. These include: (1) Different beliefs about what and how children should learn across the progression; (2) Misaligned curriculum programs or ineffective implementation of quality programs; (3) Disconnected assessment methods (e.g., screening and progress monitoring); (4) Conflicting goals and priorities for professional development; (5) Inconsistent use of teacher observation systems; and (6) Lack of family engagement and awareness of support services available for children and families. To eliminate these barriers, a seamless support system for early learning needs to be built - one that prepares all children to achieve mastery in reading and math in third grade and beyond. The purpose of this document is to provide site and system leaders with information and guidance on creating strong plans for their schools that ensure quality and continuity of proven practices across pre-K through third grade so children and families experience smooth and effective transitions, thrive in the early elementary years, and achieve mastery in reading and math in third grade and beyond.