ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading Personalized Learning
Author: DeArmond, Michael
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Elementary Schools,Instructional Innovation,Instructional Leadership,Leadership Styles,Educational Change

To better understand what it might take for school leaders to spearhead innovation in personalized learning schools, this paper draws on lessons from a two-year study of personalized learning in 39 schools. The schools were part of two ambitious initiatives funded by the Bill &amp; Melinda Gates Foundation--the Next Generation Systems Initiative and the Next Generation Learning Challenges Regional Funds for Breakthrough Schools initiative. The paper illustrates how leaders in the two initiatives supported innovation by using a combination of &quot;opening&quot; behaviors, which encouraged experimentation, and &quot;closing&quot; behaviors, which encouraged consistent implementation of innovative ideas. Using these two interdependent approaches, leaders were better able to support innovation when they: (1) Closed before opening: Leaders supported innovation by setting baseline expectations about personalization before encouraging experimentation. When leaders asked teachers to experiment on a blank slate, the open-ended results rarely coalesced around shared innovative practice schoolwide; and (2) Closed organization-wide, not classroom by classroom. Leaders supported innovation by using schoolwide routines (e.g., coaching and teacher evaluation) to help codify and support the implementation of promising innovations. Beyond personalized learning, these leadership approaches have broader implications for how school and district leaders approach innovation and change management.
The Rapid Improvement of Government Schools in England
Author: McAleavy, Tony
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Improvement,Public Schools,Elementary Schools,Secondary Schools,Educational Quality,Principals,Administrator Role,Planning,Expectation,Parent School Relationship,Responsibility,Boards of Education,Teacher Competencies,Faculty Development

This study investigates the experience of an unusually interesting group of schools. There are about 20,000 government-funded primary and secondary schools in England. They are all subject to inspection by the national schools inspectorate for England known as Ofsted (the Office for Standards in Education, Children's Services and Skills). According to Ofsted a very small proportion of the government schools have recently improved dramatically from a previous low baseline. Ofsted uses a 4 point scale to categorise school quality. Using Ofsted data the authors calculated that there were 360 schools that, in the previous two years or less, had moved from being graded by Ofsted as 'inadequate' (category 4) to being graded as 'good' or 'outstanding' (category 2 or 1, respectively). They wanted to know more about what had happened in these schools. The aim of this study was to engage with the headteachers of these schools in order to better understand their view of the causes of transformation in the educational performance of their schools and to ascertain how they think improvements had taken place. The findings are presented in this report.
Perceived Organizational Support and Organizational Trust in Primary Schools
Author: Keskinkiliç Kara, Sultan Bilge
Date: 2015-00-00
Type: Journal Articles
Subjects: Correlation,Trust (Psychology),Teacher Attitudes,Organizational Climate,Prosocial Behavior,Elementary School Teachers,Prediction,Justice,Peer Relationship,Collegiality,Foreign Countries

The purpose of the present study is to determine the relationship between organizational support and organizational trust of teachers. Organizational support is recognizing the contribution of employees, appreciating and paying attention to them in the organizations. Organizational trust refers to an organizational climate that the employees behave each other in an honest, realistic, helpful and coherent way. The study sample involves 470 primary school teachers working in Tuzla during 2013-2014 educational year. In the present study, the data was collected through the perceived organizational support scale and trust scale. SPSS 21.00 programs were used in analysis of the data. The relationships was tested by Pearson Moments Product Correlation Coefficient. Regression Analysis was used for testing predictive power. Positive, low-level and significant correlations were found towards perceived organizational support and sub-dimensions with organizational trust. Regression analyzes revealed that organizational trust was positively predicted from educational support, administrative support and justice variables. Educational support predicts a high part of the variance. These three variables explain the 10% of the organizational trust.
The Relationship between Religion and Education in Brazil
Author: Senefonte, Fabio Henrique Rosa
Date: 2018-00-00
Type: Information Analyses
Subjects: Foreign Countries,Academic Achievement,Self Esteem,Correlation,Religious Factors,Meta Analysis,Catholics,Decision Making,Role of Religion,Educational History,Educational Practices,Teaching Methods,Church Role,Elementary Secondary Education,Higher Education,Religious Education

Taking into consideration a discussion on the relationship between religion and education in a laic country, and possible consequences of such relationship for society (DUARTE and NETO, 2013; EMMERICK, 2010; HAGOPIAN, 2006; MENDONÇA, 1995), this bibliographic paper aims at investigating possible effects or consequences of religion on education in Brazil. For such purposes, a literature review was conducted, resulting in 13 studies. The Meta-analysis approach (GLASS, MCGAW, SMITH, 1981) was adopted for data analysis. Results reveal that schools still perpetuate and legitimize a catholic discourse. Moreover, religion has proven to influence decision-making, self-esteem, academic performance and other issues.
The Effect of Computer-Assisted Foreign Language Teaching on the Student&apos;s Attitude and Success
Author: Kocaman, Orhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Undergraduate Students,Gender Differences,Age Differences,High Schools,Institutional Characteristics,Control Groups,Experimental Groups,Student Attitudes,Pretests Posttests,Positive Attitudes

This research was carried out to determine the impact of computer-assisted teaching on teaching English. The first phase of the research was designed as an experiment and computer-assisted teaching and traditional teaching methods were conducted synchronically in two different groups. In the second phase, effects of variables such as gender, age, receiving private lesson and types of high schools of the students who attended the implementation were analysed. The sample of the research consisted of 40 first-year undergraduate students from the first bachelor's level program and another 40 from the second bachelor's level program in the Department of Computer Education and Instructional Technology in the Faculty of Education at Sakarya University in 2003-2004 academic year fall semester. The students of the first bachelor's level program were assigned to be the control group and the students of the second bachelor's level program were assigned to be the experimental group. The experimental group was given the computer-assisted lessons for twelve weeks but traditional teaching methods were meanwhile used in the classes of the control group. The experimental group used a compact disc in the laboratory as an educational material, which was prepared by the researcher. Data for attitude evaluation were gathered by questionnaires and success was evaluated through students'examination grades. In determining the success rate, pre-test and post-test grades were used as the data. At the end of the research, the results revealed that traditional teaching methods caused the students grouped according to the variables such as gender, age, private lessons and types of high schools to develop a negative attitude towards English lessons whereas computer-assisted teaching method led the students to develop a positive attitude. Although it was observed that traditional teaching methods made a positive impact on the success of the students in English classes, this impact was weaker than computer-assisted teaching did in the other group. The students who studied English in computer-assisted teaching classes showed a more positive attitude towards English classes than the ones who studied English using traditional teaching methods.
Barriers Experienced by Middle School Students in the Process of Learning English
Author: Çelik, Özlem
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Barriers,Middle School Students,Educational Policy,Learning Problems,Foreign Countries,Teaching Methods,Educational Resources,Grammar,Difficulty Level,Vocabulary,Pronunciation,Learning Motivation,Anxiety,Self Esteem,Student Attitudes,Instructional Materials

English has gained a significant role in technological, business, economic or political areas and has been a part of educational policies in different countries. However, many learners of English have difficulties in learning and using the language effectively due to a number of reasons. Accordingly, a descriptive study was conducted in order to investigate what kind of foreign language (English) learning problems the middle school students experience in Turkey. A total of 164 (92 female and 72 male) middle school students (5th, 6th, 7th, 8th grade) in 4 public schools in Sakarya, Turkey participated in the study. The data were collected through an open-ended question and semi-structured interviews. The collected data were analyzed and coded thematically. The results have indicated that middle school students mostly face linguistic, instructional, affective barriers as well as lack of assistance and useful resource. Considering the findings, some possible reasons and suggestions were also provided to help teachers and learners overcome the relevant barriers in learning English as a foreign language (EFL) in Turkey.
Taking Notes on Informational Source Text Using Text Structures: An Intervention for Fourth Grade Students with Learning Difficulties
Author: Hebert, Michael
Date: 2018-00-00
Type: Reports - Research
Subjects: Writing Difficulties,Writing (Composition),Writing Instruction,Notetaking,Intervention,Grade 4,Elementary School Students,Reading Difficulties,Reading Instruction,Reading Strategies,Program Effectiveness,Learning Disabilities,Reading Tests,Teaching Methods

Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them access source text and improve planning and organization of their ideas. Two pilot studies examining the usability, feasibility and promise of a note-taking and text structure intervention are presented in this manuscript. In study 1, the researchers employed a multiple-probe design across three 4th grade participants with reading difficulties. In study 2, the researchers employed an underpowered experimental design, comparing the intervention to a narrative-based reading and writing strategies. Fidelity of implementation was acceptable to high in both studies, indicating preservice teachers find it useable and it is feasible to implement the lessons within the 30-minute time frame. However, there were mixed results of the intervention on note-taking outcomes. In study 1, a functional relation was demonstrated for two of three participants for the note-taking measure. In study 2, the intervention group did not statistically outperform the control group on the note-taking measure, but there was a non-significant effect size of 0.75 between the groups. The findings, though mixed, warrant further study of the intervention in a fully powered study. Results on reading outcomes for both studies are also discussed. [This paper was published in &quot;Learning Disabilities: A Multidisciplinary Journal&quot; v23 p34-55 2018 (EJ1189710).]
Early Adolescents&apos; Social Goals and School Adjustment
Author: Dawes, Molly
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Early Adolescents,Middle School Students,Student Attitudes,Goal Orientation,Student Adjustment,Peer Relationship,Social Status,Peer Acceptance,Preferences,Student Development,Aggression,Anxiety,Learner Engagement,Grade Point Average

What are the common types of social goals endorsed by early adolescents and how are they related to their school adjustment? This article discusses the importance of assessing students' social goals during the early adolescent developmental period when peers become increasingly important and youth experience tremendous changes to the school context as they transition to middle school. Commonly endorsed social goals particularly relevant to this developmental period and to youth's social and academic adjustment at school are discussed, including: social status goals (i.e., the goal for popularity and the goal for peer preference); agentic and communal goals; and social achievement goals (i.e., social development goal, social demonstration- approach goal, and social demonstration-avoidance goal). This conceptual review presents research linking social goals to different markers of school adjustment in both the social domain (e.g., aggressive behavior, social worry) and the academic domain (e.g., effort in the classroom, grade point average). A summary of which social goals are related to indices of positive school adjustment is presented. Implications for educators and recommendations for future research on early adolescents' social goals are discussed. [This paper was published in &quot;Social Psychology of Education&quot; v20 n2 p299-328 2017 (EJ1146880.]
Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools
Author: Farmer, Thomas W.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Consultation Programs,Professionalism,Evidence Based Practice,Rural Schools,Educational Research,Partnerships in Education,Intervention,Faculty Development,Disabilities,Special Education,Special Education Teachers,Preservice Teachers,Program Implementation,Research and Development,Theory Practice Relationship

Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Further, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders' insights to align strategies to the unique features and needs of rural schools, teachers, and students. This manuscript considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches. [This paper was published in &quot;Rural Special Education Quarterly&quot; v37 n3 2018 (EJ1186082).]
Creative Youth Development: Transforming the Learning Environment. Education Trends
Author: Whinnery, Erin
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Creativity,Skill Development,Program Descriptions,Disadvantaged Youth,Federal Legislation,Educational Legislation,Art Education,Educational Innovation,Problem Solving,Academic Achievement,Youth Programs,Self Concept,Program Design,After School Programs,Institutionalized Persons,Correctional Institutions,Holistic Approach

Creative Youth Development (CYD) is a long-standing practice that fuels students' potential by intentionally integrating creative skill-building, inquiry and expression with positive youth development principles. In CYD programs, young people create original work through arts experiences and apply their creative skills to solve problems. These programs may be particularly beneficial for underserved youth, providing them with opportunities to amplify inherent strengths and talents, build positive relationships, and express themselves in safe and healthy spaces. Increased flexibilities under the Every Student Succeeds Act (ESSA) offer states the opportunity to explore the use of innovative strategies to provide students with a well-rounded education that includes the arts. CYD strategies may serve to narrow the achievement gap and increase equity in education systems. Additionally, states may use CYD programs in conjunction with other educational initiatives, including those related to school improvement, alternative education, deeper learning, social-emotional learning and 21st century skills. This brief provides an overview of CYD and its connections to student success, examples of successful programs and considerations for state policymakers.
Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education
Author: Farmer, Thomas W.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Teaching Methods,Special Education,Disabilities,Intervention,Peer Relationship,Peer Groups,Social Experience,Class Activities,Figurative Language,Group Membership,Social Development,At Risk Students

The &quot;invisible hand&quot; is a metaphor that refers to teachers' impact on the classroom peer ecology. Although teachers have the capacity to organize the classroom environment and activities in ways that contribute to students' social experiences, their contributions are often overlooked in research on students' peer relations and the development of social interventions. To address this, researchers have begun to focus on clarifying strategies to manage classroom social dynamics. The goal of this paper is to consider potential contributions of this perspective for understanding the social experiences of students with disabilities and to explore associated implications for the delivery of classroom focused interventions to support their adaptation. Conceptual foundations of classroom social dynamics management and empirical research on the peer relationships of students with disabilities are outlined and the potential of the concept of the &quot;invisible hand&quot; is discussed in relation to other social support interventions for students with disabilities. [This paper was published in &quot;Remedial and Special Education&quot; v39 n3 2018 (EJ1179725).]
Again and Again: An Immediate Repetition Oral Task Viewed in Light of Swain&apos;s Output Hypothesis
Author: Zaccaron, Rafael
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Language,Linguistic Theory,Accuracy,Task Analysis,Decision Making,Second Language Learning,Second Language Instruction,Teaching Methods,Native Language,Portuguese,English (Second Language),Interference (Language),Student Attitudes,Foreign Countries,Pronunciation

Using Swain's (1985) output hypothesis as a basis, this article investigated the effect an immediate repeated oral task had on the performance of participants. Two groups of beginner learners of English as an additional language in Brazil performed a decision-making oral task in groups. Drawing from Lynch and MacLean's (2001) carousel task, the learners changed groups and repeated the oral task in three successive cycles. A qualitative analysis of two learners' oral production is discussed in terms of accuracy. Furthermore, their perception on the immediate repeated task is also examined.
Effects of Parental Involvement on Secondary School Students&apos; Mathematics Achievement in Assam, India
Author: Ashim, Bora
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Parent School Relationship,Secondary School Students,Mathematics Achievement,Grade 9,Rural Schools,Urban Schools,Parent Influence,Public Schools,Private Schools

The purpose of this study is to explore the effects of parental involvement on secondary school students' academic achievements in mathematics. The population consists of all 9th grade students enrolled in secondary schools situated in Karbi Anglong district of Assam. The sample survey method is chosen for the present study. Participants in this study are 900 students studying in 30 secondary schools. Students are studying in class nine in both urban and rural areas in Karbi Anglong district of Assam. There were 460 male students and 440 female students in the survey, 449 male parents and 551 female parents. Regarding cast and community 576 students are from Schedule Tribe, 54 from Schedule Cast and 270 from general category. Out of 900 student participants, 400 studied in rural area and 500 in urban areas. 443 students were from government/govt. aided schools and 457 were from private schools. Two research instruments are developed for the study, one for accessing Parental Involvement in their teenagers' education and the second one to access Mathematical Achievement of students. The collected data are analyzed with the Statistical Package for the Social Sciences version 22.
mba.com Prospective Students Survey. 2017 Survey Report
Author: Daniel, Rhonda
Date: 2017-00-00
Type: Reports - Research
Subjects: Business Administration Education,Masters Programs,Career Choice,College Choice,Educational Demand,Study Abroad,Preferences,Global Approach,Paying for College,Graduate Students,Educational Trends

This 2017 summary report presents findings from the annual GMAC &quot;mba.com Prospective Students Survey,&quot; which collected data from more than 11,000 prospective business school students who registered on mba.com from February to December 2016. The findings explore the career goals, preferred program types, and intended study destinations of individuals interested in pursuing graduate management education. [Additional contributions to the publication of this report were provided by: Gregg Schoenfeld, Devina Caruthers, Paula Bruggeman, Matt Hazenbush, and Tacoma Williams.]