ethanporcaro/eric-fulltext-meta huggingface dataset:
Interactive Story Development for the Unit of Turks on the Silk Road in Social Sciences Course
Author: Karamete, Aysen
Date: 2017-00-00
Type: Journal Articles
Subjects: Units of Study,Social Sciences,Computer Software,Teaching Methods,History Instruction,Animation,Student Motivation,Story Telling,Computer Assisted Instruction,Foreign Countries,Elementary School Students,Instructional Effectiveness

With this study, creating interactive story that includes interaction factors was purposed in order to support teaching of the unit of Turks on the Silk Road in Social Sciences course of 6th grades. The research method was defined as Design and Development Research and ADDIE pattern that is one of the teaching design pattern was based while developing interactive story. In accordance with this purpose, subject was defined, acquirements were examined and story process was written a script in line with acquirements. Dubbing, background and animations were created after characters who play a part in the story had been designed. Interactive story was finalized thanks to Actionscript 2.0 language and Adobe Flash program. Expert opinion about created interactive story was taken from training technologies expert and social sciences teacher. Recommended arrangements in accordance with expert opinions were made. Material usage of the group with 28 6th grades students was made available. Interactive story was found remarkable and interesting by students. Thus, it was stated that it increases motivational feeling. [Paper presented at the XIII. European Conference on Social and Behavioral Sciences (ECSBS)--Sofia, Bulgaria--May 19-22, 2017.]
An Investigation of the Relationship between Digital Citizenship Levels of Pre-Service Primary School Teachers and Their Democratic Values
Author: Aladag, Soner
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Citizenship,Citizenship Responsibility,Technology Uses in Education,Computer Mediated Communication,Educational Technology,Democratic Values,Measures (Individuals),Statistical Analysis,Scores,Internet,Gender Differences,Social Class,Access to Computers,Time on Task,Statistical Significance,Computer Literacy

This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Mugla Sitki Koçman University. &quot;Digital Citizenship Scale&quot; developed by Isman and Güngören (2014) and &quot;Democratic Values Scale&quot; developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers' digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers' scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use. There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables. [This study was presented at the 10th International Computer and Instructional Technologies Symposium May 16-18, 2016, and the abstract was published in the proceedings.]
An Integrated Approach to Establish Validity and Reliability of Reading Tests
Author: Razi, Salim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Reading Tests,Test Validity,Test Reliability,Difficulty Level,Vocabulary,Word Frequency,Test Construction,Pretests Posttests,Multiple Choice Tests,Item Analysis,Test Items,Readability,Test Bias,Readability Formulas,Scores

This study presents the processes of developing and establishing reliability and validity of a reading test by administering an integrative approach as conventional reliability and validity measures superficially reveals the difficulty of a reading test. In this respect, analysing vocabulary frequency of the test is regarded as a more eligible way of measuring validity. A study was conducted at Dokuz Eylu¨l University and C¸anakkale Onsekiz Mart University with three colleagues and 100 undergraduate students to establish validity and reliability along with readability and vocabulary frequency of a 32-item reading test which was developed by the researcher. Such detailed assessment is highly recommended for researchers who are in need of preparing pre and post tests which are different from each other.
Turkish EFL Learners&apos; Language Learning Strategy Employment at University Level
Author: Razi, Salim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Learning Strategies,Preferences,Likert Scales,Gender Differences,Statistical Analysis,Advanced Students,Language Proficiency,Metacognition,Instructional Program Divisions,Questionnaires

This study mainly aims to investigate the preferences of language learning strategies by English Language Teaching Department students. Oxford's five-scale Likert type inventory, consisting of 50 items on the use of language learning strategies, was administered to 189 participants at the ELT department of C¸anakkale Onsekiz Mart University, Turkey to identify the impact of gender, class, and period of English study on the use of strategies. Descriptive statistics indicated that the participants mostly preferred compensation and metacognitive strategies. Controversy, affective and social strategies were the least preferred strategies by the participants. A significant difference was found between preparatory class and 3rd year students in terms of use of strategies. However, t-test and post hoc test did not indicate significant differences among the participants in terms of their gender, age, and period of English study.
Participation in High School Career and Technical Education and Postsecondary Enrollment. Data Point. NCES 2018-043
Author: Hudson, Lisa
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: High School Graduates,Public Schools,Vocational Education,Postsecondary Education,Enrollment Trends,Enrollment Rate,Longitudinal Studies

Among the public high school graduating class of 2004, 89 percent of graduates enrolled in postsecondary education at some point in the 8 years after graduation. This Data Point uses data from the Educational Longitudinal Study of 2002 (ELS:2002) and its 2012 follow-up. This Data Point examines ELS students who were 2004 public high school graduates. This Data Point looks at students' postsecondary enrollment based on different measures of gher for graduates who earned fewer career and technical education (CTE) coursetaking.
Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students
Author: Nelson, Gena
Date: 2017-12-15
Type: Reports - Research
Subjects: Computation,Mathematics Instruction,Learning Problems,Mathematics Skills,Error Patterns,Comparative Analysis,Grade 3,Elementary School Students,Accuracy,Achievement Tests,Coding,Test Items,Difficulty Level

Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 3rd-grade students on a measure of mathematics computation. Results indicated that using the wrong operation was the most common identifiable error for all students. Students with MD had similar accuracy rates for item categories (e.g., addition items) compared to typically achieving students, but students with MD consistently had more variability in incorrect item responses. This study has implications for efficacious computation instruction for students in the elementary grades. [At the time of submission to ERIC, this article was in press with &quot;Assessment for Effective Intervention.&quot;]
Overcoming the Research-to-Practice Gap: A Randomized Trial with Two Brief Homework and Organization Interventions for Students with ADHD as Implemented by School Mental Health Providers
Author: Langberg, Joshua M.
Date: 2017-11-27
Type: Reports - Research
Subjects: Randomized Controlled Trials,Theory Practice Relationship,Intervention,Homework,Attention Deficit Hyperactivity Disorder,School Health Services,Mental Health,Skill Development,Organization,Planning,Self Efficacy,Attention,Student Characteristics,Predictor Variables,Program Effectiveness,Middle School Students,Comparative Analysis,Middle School Teachers,Measures (Individuals),Pretests Posttests,Severity (of Disability),Hypothesis Testing,Interviews,Check Lists,Questionnaires,Grade Point Average,Parent Attitudes,Teacher Attitudes,Rating Scales,Student Behavior,School Counselors,Regression (Statistics),Multivariate Analysis,Statistical Analysis

Objective: To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)--the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by school mental health providers during the school day. A secondary goal was to use moderator analyses to identify student characteristics that may differentially predict intervention response. Method: Two-hundred and eighty middle school students with ADHD were randomized to the HOPS or CHIEF interventions or to waitlist, and parent and teacher ratings were collected pre, post, and at a 6-month follow-up. Results: Both interventions were implemented with fidelity by school mental health providers. Participants were pulled from elective periods and sessions averaged less than 20 min. Participants in HOPS and CHIEF demonstrated significantly greater improvements in comparison with waitlist on parent ratings of homework problems and organizational skills and effect sizes were large. HOPS participants also demonstrated moderate effect size improvements on materials management and organized action behaviors according to teachers. HOPS participants made significantly greater improvements in parent- and teacher-rated use of organized actions in comparison with CHIEF, but not on measures of homework problems. Moderation analyses revealed that participants with more severe psychopathology and behavioral dysregulation did significantly better with the HOPS intervention as compared to the CHIEF intervention. Conclusions: Brief school-based interventions implemented by school providers can be effective. This type of service delivery model may facilitate overcoming the oft cited research-to-practice gap. [At the time of submission to ERIC, this article was in press with &quot;Journal of Consulting and Clinical Psychology.&quot;]
Engaging Young Early School Leavers in Vocational Training. Research Report
Author: Dommers, Eric
Date: 2017-00-00
Type: Reports - Research
Subjects: Vocational Education,Interviews,Focus Groups,Foreign Countries,Training,Economically Disadvantaged,Disadvantaged Youth,Information Dissemination,Enrollment,Student Personnel Services,Academic Support Services,Family Attitudes,Geographic Location,Transportation,Access to Education,Student Financial Aid,Peer Relationship,Skill Development,Experiential Learning,Well Being,Dropouts,Teleconferencing

With almost one-third of young people unemployed or underemployed, it is important for early school leavers to gain skills that improve their employment opportunities. The role that vocational education and training (VET) plays is critical, particularly for young early school leavers. Through interviews and focus groups with young people and those from organisations and agencies serving the interests of young people, as well as with training provider staff, this study sought to determine what actions and initiatives would maximise the successful entry into and engagement with VET for young early school leavers. The focus of the study was on selected economically disadvantaged areas in Queensland, Victoria, and Tasmania. A theoretical framework drawn from existing literature guided the direction of the data collection and analysis. The framework took into account the various factors that may impact upon a young person's likelihood to engage with the VET sector at three critical times: just before commencement, at the enrolment phase and then during the subsequent training. Key findings from this study include: (1) At the pre-enrolment stage, information is vital. Training providers and support services need to work together to &quot;demystify&quot; the VET sector for young early school leavers to enable them to gain a greater awareness of what VET is and what it can offer them. Connecting with families, schools and other community groups will help to raise awareness among young people about VET options; (2) At enrolment, the complexity of the process, as well as of VET funding and subsidy structures, can be overwhelming for young early school leavers. &quot;Engaging&quot; young people in the process through the provision of well-communicated information on course choices and financial support, and making the enrolment process as simple as possible are crucial changes needed at this stage; and (3) During training, the provision of multiple &quot;supports&quot;--logistic, academic, or social--from both training providers and support services working together is needed. For example, support may take the form of scheduling timetables around public transport availability or helping the young person to plan how they will travel to and from their course; or offering assistance or referrals to other organisations to help them to develop their language, literacy, numeracy or learning skills. Contains appendices.
Getting to High School in Baltimore: Student Commuting and Public Transportation
Author: Stein, Marc L.
Date: 2017-01-00
Type: Reports - Research-practitioner Partnerships
Subjects: Student Transportation,High School Students,Eligibility,Attendance,Bus Transportation,School Choice,Neighborhoods,Place of Residence,School Surveys,Student Attitudes,Safety,School Buses,Transportation,Geographic Information Systems

This report is the first publication of a multi-year project examining the relationship between student commutes using public transportation and on-time arrival and absenteeism. This report begins to develop a basic understanding of how students commute to high school in Baltimore with a focus on those using public transportation. The report is structured as a series of questions and the answers to those questions. A model was developed of the public transportation network in Baltimore using geographic information systems (GIS) software. From that network, the most efficient routes to school (routes that took the shortest overall time) for all high school students who lived in Baltimore City and were enrolled in a public high school during the 2014-15 school year were estimated. Researchers believe that they are a reasonable approximation, especially in the absence of other means of observing student commutes. The methodological appendix at the end of the report explains the models, assumptions and data in more detail. It is especially important to develop an understanding of student commutes now, given the upcoming significant changes to the public transportation system that will be fully implemented by the summer of 2017. The Maryland Transit Administration's (MTA) BaltimoreLink Plan represents a major overhaul of the of the local bus system in Baltimore. The primary goals of BaltimoreLink are to improve the reliability of the system, increase access to high-frequency transit, strengthen the connection between the bus and rail systems, and increase service to job centers in the metropolitan area. The initiative also includes funding for transfer facilities, dedicated bus lanes, signal priority, and signs. The report begins with basic information about where schools and students are located and the public transportation system in Baltimore to orient the reader to the basic structure of both systems and how they intersect spatially. The remainder of the report explores questions related to key aspects of commuting to school using public transportation such as travel times, the complexity of routes to school and student safety.
For Portfolio Supporters, Skeptics, and Would-Be Adopters: Some Thoughts from CRPE
Author: Lake, Robin
Date: 2017-11-00
Type: Opinion Papers
Subjects: Portfolios (Background Materials),School Administration,Administrative Organization,Charter Schools,Centralization,Leadership Styles,School Effectiveness,School Choice,Equal Education,Funding Formulas,Resource Allocation,Educational Change,Institutional Characteristics,Elementary Secondary Education

The Center on Reinventing Public Education (CRPE) designed the portfolio model based on the idea that we should move away from a &quot;school system&quot; to, instead, &quot;a system of schools.&quot; In essence: school boards should focus on overseeing a &quot;portfolio&quot; of distinctive schools rather than directly running a set of one-size-fits-all schools. With real power over their curriculum and budget, educators would be able to do what was right for their students as long as they met their performance agreements. Now, after researching and observing more than two decades of strife and progress in portfolio implementation, the Center has some advice for both advocates and skeptics. Is a portfolio approach necessary? Yes. The Center believes now more than ever that 1) choice is not magic and can exacerbate inequality, and 2) strategies that concentrate money and authority in the central office are unlikely to work in large, diverse, and chronically failing school systems. Skeptics need to own up to these two very real problems that the portfolio strategy attempts to solve.
Baltimore City Schools College Fact Book
Author: Durham, Rachel E.
Date: 2017-01-00
Type: Reports - Research-practitioner Partnerships
Subjects: Urban Schools,College Attendance,College Graduates,High School Graduates,College Readiness,Academic Achievement,Remedial Instruction,College Applicants,Qualifications,Academic Degrees,Educational Indicators,Grade Point Average,College Freshmen,College Entrance Examinations,Racial Differences,Gender Differences,Two Year Colleges,Special Education,African American Students,Admission Criteria

This Fact Book follows a series of reports completed by the Baltimore Education Research Consortium (BERC) between 2011 and 2015, that examined Baltimore City graduates' enrollment in college and later degree completion (Durham, Stein, &amp; Connolly, 2015; Durham &amp; Olson, 2013; Durham &amp; Westlund, 2011), as well as indicators of college readiness as demonstrated by students' high school performance and remedial needs as determined by the colleges in which they enroll (Connolly, Olson, Durham, &amp; Plank, 2014). This Fact Book is intended to provide an update to previous tables and findings in earlier reports, and it is geared toward stakeholders who are closely following district progress in achieving its goal of producing college and career-ready graduates. Many of the findings are organized by school, as much of the work on college access is organized the same way--with school leaders continually updating their strategies from one cohort to the next. It is BERC's hope that schools who demonstrate success over time can serve as beacons to other school leaders and practitioners who wish to replicate productive strategies.
Australian Apprenticeships: Trends, Challenges and Future Opportunities for Dealing with Industry 4.0. Conference Paper
Author: Loveder, Phil
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Apprenticeships,Educational Trends,Trend Analysis,Industry,Public Policy,Educational Policy,Educational Change,Skill Development,Job Training,Education Work Relationship,Employer Attitudes,Educational Innovation,Job Skills,Vocational Education,Entrepreneurship,Economic Factors

The Australian economy is in transition. Its future prosperity will depend on greater economic diversification and on innovation and entrepreneurship, hallmarks of Industry 4.0. This has implications for skills development for future workers and for those needing to move into new jobs or roles. It also has a direct impact on apprenticeships--an enduring and well-respected feature of Australia's skill-development landscape. It is concerning then that overall apprenticeship commencements and completions have been declining. What impact does Industry 4.0 have on the future of Australian apprenticeships? This paper was presented to the 4th KRIVET International Apprenticeships conference in Seoul, Korea, 28th September, 2017, and explores the challenges and constraints in the capacity of the Australian system of apprenticeships to respond adequately to Industry 4.0. It also covers directions in government policy, and the opportunities to create change found within industries and the training system itself.
High School Longitudinal Study of 2009 (HSLS:09). 2013 Update and High School Transcript Study: A First Look at Fall 2009 Ninth-Graders in 2013. NCES 2015-037rev
Author: Dalton, Ben
Date: 2016-08-00
Type: Reports - Research
Subjects: High School Students,Longitudinal Studies,National Surveys,Graduation,Postsecondary Education,Credits,Grade Point Average,STEM Education,Advanced Placement Programs,Dual Enrollment,Employment,High School Graduates,Student Characteristics,Family Characteristics,Institutional Characteristics,Academic Education,Vocational Education,Secondary School Mathematics,Secondary School Science,Tables (Data),Statistical Analysis

This report provides a first look at selected findings from 1) the 2013 Update and 2) the High School Transcript Study of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a nationally representative study of a cohort of students who were ninth-graders in fall 2009. The study focuses on understanding students' trajectories from the beginning of high school into higher education and the workforce. The core research questions for the study explore secondary to postsecondary transition plans and the evolution of those plans; the paths into and out of science, technology, engineering, and mathematics (STEM) fields of study and careers; and the educational and social experiences related to these shifts in plans or paths. [For &quot;High School Longitudinal Study of 2009 (HSLS:09). 2013 Update and High School Transcript Study: A First Look at Fall 2009 Ninth-Graders in 2013. NCES 2015-037&quot; (June 2015), see ED557571.]