ethanporcaro/eric-fulltext-meta huggingface dataset:
Study on the Use of Social Media and Its Reflections on Turkish Regarding
Author: Bulut, Mesut
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Turkish,Native Language,Influence of Technology,Language Variation

The way of communication has developed on social media, an environment where informal education occurs, and the social media language or social media Turkish which has emerged as a result of this communication is an important subject which needs to be discussed in terms of Turkish teaching. The reflections of the use of social media on Turkish in today's information age and in light of scientific and technological developments are an undeniable fact. Therefore, it has been revealed that social media tools such as Facebook, Twitter, Myspace, Skype, YouTube, blogs, search engines, electronic dictionaries and encyclopaedias, forums, dating sites and social communication and sharing platforms have an effect on the syntax and punctuation of Turkish and these effects damage the development of Turkish in terms of language and writing unity. Therefore, what should be done by both individuals and society in order to minimise the negative effects of social media has been determined and also use of language on social media and current problems of Turkish have been pointed out by making use of these remarks and some suggestions have been made. Finally, the aim of this study is to make contributions to Turkish and Turkish teaching.
Mental Health Problems in Children and Young People with Learning Disabilities
Author: Moradi Sheykhjan, Tohid
Date: 2015-02-05
Type: Speeches/Meeting Papers
Subjects: Mental Health,Learning Disabilities,Children,Well Being,Adolescents,Symptoms (Individual Disorders),Depression (Psychology),Anxiety,Mental Disorders,Behavior Disorders

We all have mental health. Mental health relates to how we think, feel, behave and interact with other people. At its simplest, good mental health is the absence of a mental disorder or mental health problem. Adults, children and young people with good mental health are likely to have high levels of mental wellbeing. The World Health Organisation has defined mental wellbeing as &quot;a state of mind in which an individual is able to realise his or her own abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to his or her community&quot; (World Health Organisation, 2010).It can be helpful to understand wellbeing as being made up of two key elements: (1) Feeling good; and (2) Functioning well. Feeling good means experiencing positive emotions like happiness, contentment and enjoyment. It also includes feelings like curiosity, engagement and safety. Functioning well is about how a person is able to function in the world. This includes having positive relationships and social connections, as well as feeling in control of your life and having a sense of purpose. Mental well-being does not mean being happy all the time and it does not mean you won't experience negative or painful emotions such as grief, loss, or failure, which are a normal part of life. People with high levels of well-being will still experience these feelings, but are likely to be better able to cope with them without it having a significant impact on their mental health. [This paper was published in: &quot;Proceedings of the National Seminar on 'Humanising Education of Children with Special Needs' [Kerala, India, February 5-6, 2015],&quot; edited by Sankaranarayanan Paleeri. 152-155. Ottapalam: NSS Training College, 2015 (ISBN: 978-81-924412-1-4).]
Missing Data and Mixed Results: The Effects of Teach For America on Student Achievement Revisited
Author: Penner, Emily K.
Date: 2013-00-00
Type: Reports - Research
Subjects: Alternative Teacher Certification,Academic Achievement,Program Effectiveness,Teacher Education Programs,Elementary School Teachers,Elementary School Students,Mathematics Achievement,Reading Achievement,Teacher Effectiveness

This paper revisits existing experimental work on Teach For America (TFA) and extends it by examining treatment effects across the distribution of student achievement. TFA is a rapidly expanding teacher preparation program that currently serves over half a million students in low-income districts across the country. Previous research results did not have notable variation by subgroup. Estimates were inaccurate due to the treatment of a non-response code as a valid response value. Revised estimates confirm positive effects for math and not reading, but show that TFA teachers were especially effective for African American students, but not Hispanics, and for females, but not males. In addition to examining differences across subgroup, others have argued that a distributional approach is important for thoroughly investigating policy interventions because examinations focused solely on mean impacts might obscure large countervailing differences in program impacts that offset one another. To deepen the understanding of the effect of TFA on student achievement, this study investigates distributional as well as mean impacts. New distributional results reveal TFA teachers are especially beneficial for the upper-middle of the distribution of math achievement, but not the upper and lower tails. Tables and figures are appended.
Mixed Results from Six Large Randomized Controlled Trials of Learning Communities in Community Colleges
Author: Mayer, Alexander K.
Date: 2013-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Communities of Practice,Community Colleges,Progress Monitoring,Program Effectiveness,Two Year College Students,Teacher Collaboration,Peer Groups,Teaching Methods,Holistic Approach,Relevance (Education),Academic Support Services,Student Surveys,Student Characteristics,Interviews,Observation,College Faculty,Administrators,Student Records

This paper presents research that explores similarities and differences across six randomized controlled trials of learning communities in community colleges that were conducted by MDRC and the National Center for Postsecondary Research. Five of these studies track students' progress in the program semester and two follow-up semesters, and one study follows students for six years. These studies provide the most extensive evidence available on the promise and limitations of learning communities for improving the academic outcomes of students in community colleges. The present research examines several competing explanations for mixed findings and draws lessons to inform further research in the field. The following six community colleges were involved in the studies: (1) Community College of Baltimore County (CCBC) in suburban Maryland; (2) Hillsborough Community College in Tampa, Florida; (3) Houston Community College in Houston, Texas; (4) Kingsborough Community College in Brooklyn, New York; (5) Merced College in Merced, California; and (6) Queensborough Community College in Queens, New York. The learning communities each lasted for one semester, and consisted of four key components, although there was variation in their emphasis and implementation: (1) linked courses and student cohorts; (2) faculty collaboration; (3) instructional practices; and (4) student supports. More than 7,000 students were randomly assigned to either the program group or the control group. The researchers used several data sources: (1) the baseline information form; (2) operational site visits, field research, and instructor survey; and (3) student records. Results from the studies suggest the following: (1) One-semester learning communities can have a long-term impact and even boost graduation, as shown in the study of the Kingsborough program; and (2) The combined results of all six trials suggest that, on average, learning communities for developmental education students produce only a modest impact on credits earned in the targeted subject of English or mathematics. The research provides good tests of learning communities as they appear to be typically enacted, but not a test of the &quot;ideal&quot; or &quot;advanced&quot; learning communities described in the literature. Tables and figures are appended. [This report was written with Kelley Fong, Hannah Fresques, and Jedediah Teres.]
Exploring the Utility of Student-Think Alouds for Providing Insights into Students' Metacognitive and Problem-Solving Processes during Assessment Development
Author: Basaraba, Deni
Date: 2013-00-00
Type: Tests/Questionnaires
Subjects: Protocol Analysis,Metacognition,Problem Solving,Educational Assessment,Screening Tests,Algebra,Readiness,Mathematics Instruction,Grade 2,Grade 3,Grade 4,Elementary School Teachers,Cognitive Processes,Multiple Choice Tests,Prediction,Planning,Revision (Written Composition),Writing Processes

Within the current test-centered educational reform movement, considerable emphasis is placed on using assessment results to make instructional decisions for individual students. Test scores are used to estimate a student's current level of skill, monitor his or her progress during instruction, and identify whether the student has gained the expected skills and knowledge at the end of an instructional period. Informed and appropriate instructional decision-making, however, is predicated on several assumptions: (1) assessments can provide information about students' understanding, strategic competence, and reasoning skills within a domain; and (2) that this information can be obtained accurately and efficiently to help educators determine whether students will benefit from additional instructional supports to be successful (Ikeda, Neessen, &amp; Witt, 2008). Meeting these assumptions, however, requires taking steps during the assessment development process to ensure valid inferences can be made about students' knowledge, skills, and abilities based on their performance on the assessment. The purpose of this study is to describe the development of a universal screening assessment of algebra readiness for Grades 2-4 with a particular focus on the collection of student think-aloud data to: (1) provide insights into students' cognitive and problem-solving processes; (2) investigate the relationships between students' predictive, planning, and procedural metacognition and their performance on multiple-choice mathematics items that were similar in structure and content to those that would be used in the universal screening assessment; and (3) inform the item writing and revision process. Specifically, this study focuses on the following research questions: (1) To what extent can multiple-choice mathematics items be written that require students' to demonstrate varying levels of cognitive engagement; and (2) What is the relation between students' predictive, planning, and procedural metacognition and their performance on multiple-choice mathematics items. Three tables and one figure (Directions for Concurrent and Retrospective Think-Alouds) are appended.
Inequality and Educational Attainment: Evidence from Massachusetts
Author: Papay, John P.
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Attainment,Equal Education,Economically Disadvantaged,Socioeconomic Influences,Low Income Groups,Achievement Gap,School Policy,Grade 8,Academic Achievement,Poverty,Statistical Analysis,Regression (Statistics),Student Records

In the past thirty years educational attainments in the United States have stagnated, particularly for low-income Americans. As a result, income-related gaps in educational attainments have grown. These gaps are important because education has historically been the key mechanism for intergenerational socio-economic mobility in the U.S. While the research and policy community has spent a great deal of energy documenting and exploring the important issue of racial gaps in education, less attention has been paid to income-related gaps. Recent evidence suggests that while racial achievement gaps have narrowed over the past few decades, income-related achievement gaps have grown substantially (Reardon, 2011). In this analysis, the researchers use dataset from Massachusetts to document income-based gaps in educational attainments and marshal evidence to examine the role of schooling and school-related policies in accounting for them. In most of the analyses the focus is on students who were first-time 8th graders in 2002-03 and 2003-04 school years. The results suggest several important lessons for educators and policymakers: (1) income-related gaps are large and important. They reflect differences in skills and behaviors that emerge early in students' educational careers, often even before they enter the public school system. Early intervention to remediate these gaps is critical; (2) income-related gaps in both academic achievement and educational attainments are smaller for students who have been in school in the state longer suggesting that the system is having some success in closing these gaps; and (3) while early gaps exist, they do not tell the whole story and even high school does not appear to be too late for intervention. Something appears to be happening to low-income students in high school that makes them fall out of the educational pipeline. Even among demographically similar students who persist to 10th grade, have similar test scores, and say that they plan to attend college, low-income students drop out of the pipeline at much greater rates than their higher-income peers. Five figures and three tables are appended.
Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start
Author: Mashburn, Andrew J.
Date: 2013-00-00
Type: Reports - Research
Subjects: Early Intervention,Disadvantaged Youth,School Readiness,Parent Role,Child Development,Program Effectiveness,Preschool Children,Randomized Controlled Trials,Comparative Analysis,Cognitive Development,Social Development,Emotional Development,Child Health,Child Rearing,Age Differences,Kindergarten,Grade 1,Program Evaluation,Elementary Education,Preschool Education,Grade 3,Statistical Analysis

The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010). The HSIS includes a nationally-representative sample of newly entering 3- and 4-year old children from 84 grantee/delegate agencies who were randomly assigned to either have access to Head Start or to a control group who did not have access to Head Start but could enroll in other early childhood programs. Results of prior analyses that address the first goal of the HSIS found benefits for children at the end of Head Start that were concentrated on language and literacy skills for the 4-year-old group and benefits at the end of Head Start on cognitive, social-emotional, health, and parenting outcomes for the 3-year old group. However, the early advantages found at the end of Head Start on most of these outcomes were non-significant by the end of kindergarten and first grade. The second goal of the HSIS is to identify the circumstances under which Head Start achieves its greatest impacts, and one possible explanation for the largely non-significant effects at the end of kindergarten and first grade has to do with the quality of children's experiences in elementary school. The purpose of this presentation is to describe the methods used to examine the extent to which the impacts of Head Start on children's cognitive and social-emotional outcomes at kindergarten, first grade, and third grade may be moderated by the quality of children's experiences during elementary school.
Parameters for the Design of Group Randomized Studies for Teacher Professional Development
Author: Kelcey, Ben
Date: 2013-00-00
Type: Reports - Research
Subjects: Faculty Development,Educational Quality,Teacher Effectiveness,Educational Research,Research Methodology,Causal Models,Inferences,Program Effectiveness,Reading Achievement,Mathematics Achievement,Research Design,Randomized Controlled Trials

Teacher professional development (PD) is seen as critical to improving the quality of US schools (National Commission on Teaching and America's Future, 1997). PD is increasingly viewed as one of the primary levers for improving teaching quality and ultimately student achievement (Correnti, 2007). One factor that is driving interest in PD is rapidly mounting evidence that teachers vary greatly in their effectiveness (Nye et al., 2004). Another is a growing recognition that there is much for teachers to learn if they are to realize ambitious new content standards for students (Ball &amp; Cohen, 1999; Borko, 2004). To this end, policymakers and funding agencies have directed considerable resources toward PD studies focused on improving teacher effectiveness (Birman et al. 2007). Despite recent shifts in research emphasizing the value of carefully designed experiments, the number of studies of teacher PD with rigorous designs and outcomes has lagged behind its student outcome counterparts. The purpose of the work reported in this proposal is to provide guidance to the research and policy community on the design of rigorous studies that have the power to draw strong causal inferences to establish the effectiveness of PD programs on valued outcomes. The authors' work considered a new generation of mathematics and reading knowledge outcomes designed to assess the types of content problems that teachers encounter in practice. Using these outcomes, they developed empirical estimates of design parameters such as the intraclass correlation coefficient (ICC) for teacher PD studies. Within this framework they first investigated the extent to which teachers' knowledge levels were clustered in schools and the extent to which this clustering varies by outcome domain and school context. Second, they investigated the extent to which uses of general design parameter estimates (e.g., ICCs irrespective of outcome) leads to indeterminacies in design. Third, they examined the extent to which the appropriateness of design parameters in mounting a well powered study were sensitive to the knowledge domain and the contextual features of studies. They then provide empirical estimates of domain- and context-specific design parameters to help researchers navigate methodological choices that lead to more effective PD study design. Four tables and one figure are appended.
Measurement of Child Behavior via Classroom Observations in the Good Behavior Game Professional Development Models Randomized Control Trial
Author: Kurki, Anja
Date: 2013-00-00
Type: Reports - Research
Subjects: Child Behavior,Student Behavior,Behavior Modification,Educational Games,Classroom Techniques,Aggression,Behavior Problems,Social Development,Grade 1,Grade 2,Elementary School Students,Program Effectiveness,Intervention,Faculty Development,Program Implementation,Randomized Controlled Trials,Teacher Competencies

The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007, Ialongo, et al. 2001, Kellam, S.G. et al, 2008 and Poduska, J.M. et al. 2008, Kellam, S.G. et al 1998, Ialongo, N.S. et al. 1999), especially for students that were rated as aggressive, disruptive at entry into first grade/baseline by their teachers. Despite GBG being recognized as an evidence-based prevention program (National Registry of Evidence-based programs and Practices, NREPP, http://nrepp.samhsa.gov/), published data to date is mostly limited to African American and Anglo populations that are native English speakers. This study is a four-year IES Goal 3 project (R305A090446, PI Poduska) that was designed to understand the level of professional development (PD) required for teachers to implement and sustain the Good Behavior Game (GBG), a universal preventive intervention. Two models of PD are being compared with each other and with a control condition, in a randomized field trial. &quot;GBG Basic,&quot; which provides group-based pre-implementation training to teachers supplemented by a group-based booster session, and &quot;GBG w Coach,&quot; which has the same activities under &quot;GBG Basic&quot; plus a coach who works directly in the classroom with the teacher. This trial takes place in multilingual context of Houston Independent School district. Five tables are appended.
Missed Opportunities in the Labor Market or Temporary Disruptions? How Late Teacher Hiring Affects Student Achievement
Author: Papay, John P.
Date: 2013-00-00
Type: Reports - Research
Subjects: Teacher Selection,Labor Market,Academic Achievement,Teacher Characteristics,Faculty Mobility,Gender Differences,Racial Differences,Ethnicity,Age Differences,Teacher Education,Teaching Experience,Research Design

While there are many reasons why late hiring may affect student achievement, no empirical studies have documented this effect in practice. This paper presents the first estimates of the direct impact of late hiring on students' academic achievement, sheds light on two competing explanations for the struggles of late-hire teachers advanced in the literature (labor market effects and disruption effects), and examines broader consequences of late hiring on student achievement, including spillover effects that occur from increased teacher turnover. Researchers address the following questions: (1) Do the observable characteristics of teachers who are hired late and the schools that hire them differ from on-time hires?; (2) Does late hiring reduce student achievement? If so, are labor market effects or disruption effects to blame?; and (3) Are teachers who are hired late more likely to switch schools or leave the school district? The study reveals the following findings: (1) Late-hired teachers differ from their peers in the district in several ways--gender, ethnicity, age, professional route to teaching, and a tendency to work in different types of schools; (2) A classroom with a teacher hired after school starts in the fall reduces student achievement; and (3) Late-hired teachers are much less likely to stay in the district than standard-hired teachers, and those who remain are more likely to transfer schools. Tables and figures are appended.