ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Mathematics Achievement: The Role of Perceived Feedback, Teacher Support and Self-Beliefs
Author: Yildirim, Selda
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Anxiety,Predictor Variables,Feedback (Response),Formative Evaluation,Teacher Student Relationship,Secondary School Students,Adolescents,Gender Differences,Socioeconomic Status,Self Efficacy,Foreign Countries,Achievement Tests,International Assessment

In this study, the mediating roles of perceived teacher support and students' mathematics self-beliefs on the feedback process were investigated in The Programme for International Student Assessment (PISA) context in Turkey. PISA 2012 mathematics scores and questionnaire responses of 4848 15-year-old students were analyzed. Results indicated that perceived feedback was positively related to math self-concept and negatively related to math anxiety. The investigated indirect effects were partly confirmed: perceived feedback was indirectly related to students' mathematics achievement via perceived teacher support and math self-efficacy. Also, perceived feedback showed an indirect effect on students' mathematics achievement via math anxiety. However, the influences of perceived teacher support on math self-concept and anxiety, and the mediating role of math self-concept were not supported. The results suggest the importance of investigation of mediated effects of teachers' support and students' self-beliefs between teachers' feedback and mathematics achievement. These relationships may help to understand how teacher's feedback influences mathematics achievement.
Bilingual Teaching Practices: Meeting the Needs of Latina/o Youth in Secondary Schools
Author: Bravo, Marco A.
Date: 2021-07-00
Type: Journal Articles
Subjects: Bilingual Education,Teaching Methods,Student Needs,Hispanic American Students,Secondary School Students,Preservice Teachers,Bilingual Instructional Materials,Language of Instruction

This multiple-case study sheds light on bilingual secondary pre-service teacher practices and the instructional pivots they make to deliver content area instruction in Spanish to secondary Latina/o emergent bilinguals. Lesson plans and interviews with pre-service teachers were analyzed to examine the challenges and possibilities of bilingual instruction at the secondary level. Issues such as absence of multilingual instructional material and knowing the academic content in Spanish were identified as obstacles. Yet, the resourcefulness of pre-service teachers to locate materials online led to instructional pivots that allowed the primary language of Latina/o students to serve as a tool for accessing often abstract content.
How Are California&apos;s Latina/x/o Students Faring?: Charter Elementary Schools&apos; Spanish/English Dual Language Programs
Author: Balloffet, Liana
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Elementary School Students,Charter Schools,Bilingual Education,Bilingual Education Programs,Spanish,English,Attendance Patterns,Student Characteristics,Ethnicity,Socioeconomic Status,English Language Learners,Neighborhood Schools,Comparative Analysis,Academic Achievement,Teacher Characteristics,School Demography,Language Arts,Scores,School Segregation

Despite the widespread popularity of both Dual Language Programs (DLP) and charter schools in California, little is known about the intersection of these two school models. In a quantitative study utilizing several statewide databases, researchers explored four questions related to DLP and charter schools: 1) How many Latina/x/o students attend charter DLP? 2) What are the student body characteristics (ethnicity, socioeconomic status, EL status) found in charter DLP vs. neighborhood-based attendance (NBA) DLP? 3) Do Latina/x/o students in charter DLP outperform those in NBA DLP? 4) What are the teacher characteristics (credential status, misassignments) found in charter DLP vs. NBA DLP? Analysis revealed previously unknown basic demographic information about student and staffing characteristics in DLP, as well as significant differences between charter and non-charter DLP in schoolwide mean language arts CAASPP scores and proportional enrollments of Latina/x/o, white, and Asian students.
&quot;It&apos;s Like Where Do I Belong?&quot;: Latinx Undocumented Youth Activism, Identity, and Belonging in North Carolina
Author: Arriaga, Felicia
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Groups,Undocumented Immigrants,Activism,Identification (Psychology),Sense of Community,Decision Making,State Policy,High School Students,Student Attitudes

This qualitative case study explores how undocumented students in North Carolina navigate their identity, belonging, and decision-making about activist efforts. Drawing on fieldwork and interview data (2017-2019), we provide policy context and empirical evidence through the voices of undocumented youth about their everyday realities and dilemmas that being undocumented with the benefits from the Deferred Action for Childhood Arrivals program (DACA) present. We shed light on local resistance and the complexity of undocumented youths' lives as they navigate their immigration status and find belonging in the local community of activists.
Determination of the Writing Errors of Bilingual Turkish Students in France (Example of Lyon)
Author: Halitoglu, Vedat
Date: 2021-12-00
Type: Journal Articles
Subjects: Writing Skills,Error Patterns,Bilingual Students,Elementary School Students,Secondary School Students,Immigrants,Native Language Instruction,Turkish,French,Children,Spelling,Punctuation,Interference (Language),Public Schools,Foreign Countries

This study tried to determine the errors in writing samples to clarify the proficiency and deficiency of writing in the mother tongue of Turkish children who live in France. Participants in the study included 25 students who studied Turkish and Turkish culture at the level of primary and secondary public schools in Lyon, France. In the research, document analysis method was used within the framework of the qualitative research model. Twenty-five writing papers collected after a writing task assigned by Turkish and Turkish culture teachers during the class including 4,695 words, constitute the data set of the research. Writing samples obtained from students were accepted as documents and subjected to content analysis. Content analysis was done through Nvivo 12 qualitative data analysis program, which is frequently used in qualitative research. Within the scope of the research, a total of 1669 error codes were obtained in four categories from the documents. It was seen that the highest number of errors occurred in the category of writing errors with the error code 656, followed by spelling errors with the error code 622, inter-language transfer errors with the error code 248, and punctuation errors with the error code 143. The result is that students in France should go through a more qualified learning process in their native language writing skills.
School Leadership for Latinx, Immigrant Students and Families: Centering Advocacy and Critical Care
Author: Villavicencio, Adriana
Date: 2021-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Assistant Principals,Role Perception,Leadership Role,Leadership Responsibility,Hispanic American Students,High School Students,Immigrants,Student School Relationship,Family School Relationship,Advocacy,Caring,Culturally Relevant Education,Civil Rights,Well Being,Political Attitudes,Context Effect,Urban Schools,Public Schools

This paper examines the role of school leadership in centering the rights, wellbeing, and identities of Latinx, immigrant students and their families. It is guided by the following questions: How do school leaders envision and articulate their roles and responsibilities in sites serving immigrant youth? How does this orientation influence the policies and practices they enact in their schools? Drawing on a three-year case study of a public high school that almost exclusively serves Latinx, immigrant students, this paper illustrates how a school's leadership can apply an advocacy approach and notions of critical care to more holistically serve students and their families. As a &quot;site of possibility,&quot; this school and its leadership suggest important considerations for policy and practice in other contexts, especially in a political environment that is hostile to immigrants and in the aftermath of a pandemic that has taken a disproportionate toll on immigrant youth and their families.
Investigating Musical Aptitude Examination with a Many-Facet Rasch Model
Author: Gübes, Nese Öztürk
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Aptitude Tests,Item Response Theory,Performance Based Assessment,Test Reliability,Interrater Reliability,Test Bias,Music Activities

The aim of this study is to show how a many-facet Rasch measurement model (MFRM) can be used for quality control whilst monitoring a musical aptitude examination. The data used in this study was gathered from a musical aptitude examination which was applied in 2019-2020 academic year for selecting teacher candidates to a music education department in one public university in Turkey. In this study, the total scores of musical singing and playing exams were used. The study group of this research is consisted of 164 candidates and five specialists who rated the musical performance of candidates. A three-facet Rasch model was used including student (n=164), rater (n=5), and task (n=2). Data was gathered with fully crossed design. MFRM analysis showed good fit the data. The reliability of separation index for students was very high and it indicated that the musical aptitude examination differentiate among students in terms of their musical performance. The reliability of the rater separation index was found as 0.00 and it suggested that raters rated students' musical performance with very similar levels of severity/leniency and they were interchangeable. The results of task measure showed that musical singing task is harder than musical playing task. The results of bias analyses showed that there is no bias based on rater by task and rater by student interactions. However, student by task interaction has some bias measures.
An Analysis of Cartoons Prepared for Early Childhood Period in Terms of Child Development
Author: Kol, Suat
Date: 2021-12-00
Type: Journal Articles
Subjects: Cartoons,Television Viewing,Childrens Television,Preschool Children,Preschool Education,Developmentally Appropriate Practices,Child Development,Cultural Awareness,Foreign Countries

Preschool education encompasses a period when children are at their highest capacity of learning, and when their lives are being shaped. Today, television plays an important role in child's development. Numerous studies reveal that the content of the programs watched by children are as important as determining the time spent by the children for televiewing. The purpose of this research is to examine the effects of cartoons, intended for preschoolers, on the children's development under the predetermined criteria. The research was carried out by descriptive scanning method based on document review. The study material of this research consisted of randomly selected episodes of 71 cartoons claimed to have been prepared for early childhood. The data collection tool was the Cartoon Checklist which was developed by the researcher. According to the data obtained from the research it is seen that the graphics, sound and music used in 66 of the cartoons are completely or partially appropriate. However, it is seen that the dialogues used in 65 cartoons, content used in 57 cartoons, objects used in 55 cartoons, and elements of Turkish culture in 26 cartoons are completely or partially suitable for the child.
&quot;We Have That Opportunity Now&quot;: Black and Latinx Geographies, (Latinx) Racialization, and &quot;New Latinx South&quot;
Author: Gamez, Rebeca
Date: 2021-00-00
Type: Journal Articles
Subjects: Geographic Regions,Hispanic Americans,African Americans,Human Geography,Racial Bias,Equal Education,Social Justice,Minority Group Students,Hispanic American Students,African American Students,Minority Group Teachers,Immigrants,Teacher Education,Teacher Role

The &quot;New Latinx South&quot; is a term used by a number of interdisciplinary scholars to describe recent demographic shifts in a region not traditionally home to large Latinx communities. While this scholarship often posits that examining the Latinx experience in regions of the South will shed light on developing processes of racialization, we argue that more specific attention needs to be paid to the construction of &quot;Latinidad&quot; in the &quot;New Latinx South.&quot; More specifically, and applied to education, we ask what might be gained by interrogating constructions of &quot;Latinidad within school spaces in the South. In this conceptual article, we draw on Black and Latinx geographies scholarship to analyze our own (auto)ethnographic layered accounts about living, teaching, and researching in Maryland and South Carolina. We pay particular attention to how the script (and subject) of Latinx is relationally deployed to mark Latinx as both forever outside the South &quot;and&quot; as a tool to perpetuate deficit notions of Black students and communities. We hold that in interrogating these relationally racialized discourses we might highlight opportunities in newer spaces to build emergent infrastructures and systems towards more just educational outcomes for marginalized and minoritized youth while guarding against the tendency to unintentionally reproduce essentializing and marginalizing ideas of ethnoracial categorization.
Challenges Encountered by In-Service K12 Teachers at the Beginning of the COVID-19 Pandemic Period: The Case of Turkey
Author: Tosun, Nilgün
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,School Closing,Distance Education,COVID-19,Pandemics,Barriers,Educational Technology,Technology Uses in Education,Access to Computers,Internet,Technological Literacy,Age Differences,Rural Areas,Student Participation,Parent Attitudes,Teacher Role,Gender Differences

The aim of this study is to describe the negative experiences encountered by in-service K12 teachers in Turkey with respect to distance education practices applied urgently and compulsorily during the COVID-19 pandemic period. Analyses have been carried out on responses of teachers in order to determine the factors affecting them, so as to illustrate an example and to try to understand the impacts of decisions taken by the Turkish Ministry of National Education during the initial stages of the pandemic. The study follows a descriptive survey model and employs quota sampling based on the first level Nomenclature of Territorial Units for Statistics of Turkey. 1071 teachers participated in the study on a voluntary basis during the 30 March-1 June 2020 period by filling out a questionnaire form developed by the researchers. Quantitative and qualitative analyses of data were carried out via SPSS 24 and NVIVO 10 software, respectively. Findings indicate the most prominent problems reported by teachers are the lack of internet/device access by students as well as lack of experience of teachers with distance education. Analyses of problem frequency based on demographics have revealed that female teachers were more likely to suffer from the lack of IT skills. Teachers in the age group of 41+, who belong to generation X, also tend to experience more problems due to the lack of IT skills in comparison with their younger peers. Moreover, issues such as internet and infrastructure inadequacies experienced in rural regions, low participation rate of students in the online courses, indifference of parents, and failure of teachers to be sufficiently active in the system, were considered as problems by the teachers; and solution suggestions have been presented accordingly.
Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?
Author: Sari, Tamer
Date: 2021-12-00
Type: Journal Articles
Subjects: Personality Traits,Preservice Teachers,Predictor Variables,Student Attitudes,Self Efficacy,Alienation,Foreign Countries,Personality Measures

Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, researchbased evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled. Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process.
A Case Study of Teachers&apos; Experiences of Blended Teaching and Learning
Author: Cunningham, Diane
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Teaching Experience,Blended Learning,Teacher Attitudes,High School Teachers,Teaching Methods,Student Centered Learning,Beliefs,Technology Uses in Education,Evaluation Methods

The purpose of this study was to explore how teachers experience blended teaching and learning. This article describes the interplay of beliefs and practices of four high school teachers, based on interview data, observation data, and artifact analysis. Results showed that the four teachers in the study enacted their beliefs in the blended context. Teachers' views centered on active and authentic learning for students. They saw their roles as facilitator, coach, guide and co-learner, placing their trust in different aspects of the teaching and learning process. Instructional strategies that supported their beliefs included the use of a variety of types of resources, flexing content from week to week, inclusion of student choice, especially within authentic tasks, and opportunities for student collaboration. All four teachers viewed assessment as learning and placed significant emphasis on formative assessment and feedback. The study suggests that further research into how teachers view and practice assessment in the blended context could benefit the field.
Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students with or at Risk for Word-Level Reading Disabilities
Author: Stevens, Elizabeth A.
Date: 2021-07-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Strategies,At Risk Students,Reading Difficulties,Learning Disabilities,Dyslexia,Teaching Methods,Program Effectiveness,Phonological Awareness,Phonics,Reading Fluency,Spelling,Vocabulary,Reading Comprehension,Elementary Secondary Education

Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = 0.40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = 0.59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.
A Peer Support Community on Social Media: A Counter Narrative to Cyberbullying
Author: Stevenson, Heidi
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Social Media,Peer Influence,High School Students,Social Support Groups,Social Status,Stress Management,Coping

As students are increasingly engaged in online and blended learning, and spending more time online outside of school, it is especially important to understand how they use social media. The question becomes, can the same social media resources used for peer cyberbullying serve as a medium for support? This intrinsic case study focuses on an anonymous voluntary peer support system created and facilitated by a high school student using Facebook as a major component. Data include Facebook posts and handwritten notes and four one-on-one interviews with the creator of the support system addressing the research questions, &quot;What are the experiences of the creator and facilitator of the peer support group?&quot; and &quot;What role, if any, did a Facebook page play in providing peer support?&quot; Results explore how this group transcended cliques and provided organic peer support, as well as the role that hyperpersonal communication and the facilitator's ownership played in its success. Implications and future research are discussed.
Development of a Small Cybersecurity Program at a Community College
Author: Ward, Patrick
Date: 2021-06-00
Type: Journal Articles
Subjects: Curriculum Development,Information Security,Community Colleges,Accreditation (Institutions),Course Organization,Labor Force Development

This paper introduces the problem of constructing a methodology to develop a cybersecurity program. The goal of the program is to prepare students graduating from an accredited two-year college for success in cybersecurity careers. Several challenges must be addressed such as program accreditation, workforce development, pedagogy, existing curriculum standards, and the process to achieve a Department of Homeland Security/National Security Agency Center of Academic Excellence in Cyber Defense (CAE-CD) designation. All of these serve as inputs in constructing a methodology to develop a program to meet local industry needs for cyber professionals.