ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Qualification Scale for Pre-Service Teachers
Author: Yengin Sarpkaya, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Qualifications,Test Construction,Test Validity,Test Reliability,Self Efficacy,Attitude Measures,Pedagogical Content Knowledge,Values,Family School Relationship,Professional Development,Educational Environment,Foreign Countries

Teacher education is an important component of the education system and aims to improve the teaching skills of prospective teachers. The teaching skills of pre-service teachers are closely related to their professional qualifications. The present study attempts to develop a valid, reliable, multidimensional measurement tool for assessing the perceptions of pre-service teachers about their professional qualifications. The study was designed in survey model and 247 pre-service teachers participated in the study. Exploratory and confirmatory factor analysis were performed for data analysis. Research results reveal that the developed &quot;Professional Qualification Scale for Pre-service Teachers&quot; is a valid and reliable tool with 0,94 Cronbach alpha value to measure the perception of the pre-service teachers about their competencies. It examines teacher qualifications under 6 dimensions as: Following and Assessing Teaching and Development, Program and Content Knowledge, Personal and Professional Values, School-Family Relations, Professional Development and School Environment.
Measuring Opportunity Cost in Statistics Using Evaluative Space Grid Items: Results from a Pilot Study
Author: Whitaker, Douglas
Date: 2022-00-00
Type: Journal Articles
Subjects: Statistics Education,College Students,Student Attitudes,Likert Scales,Attitude Measures,Test Validity,Reaction Time,Student Motivation,Behavior Theories,Foreign Countries,Test Items

Challenges to measuring students' attitudes toward statistics remain despite decades of focused research. Measuring the expectancy-value theory (EVT) Cost construct has been especially challenging owing in part to the historical lack of research about it. To measure the EVT Cost construct better, this study asked university students to respond to items using both a Likert-type response and an Evaluative Space Grid (ESG)-type response. ESG items enable bivariate responses in a single item and permit distinguishing among two different types of neutral attitudes: indifferent and ambivalent. This pilot study evaluates the appropriateness of ESG-type items for measuring the EVT Cost construct by analyzing student response patterns to ESG-type items and comparing them with Likert-type items. Validity evidence is documented using descriptive statistics and graphs, correlations among items, and a trinomial hypothesis test. Internal consistency reliability indices are also reported. Friedman's Test is used to compare the average response times for items of different types. Results indicate that students can meaningfully respond to ESG-type items in ways that are similar to their Likert-type responses, that students respond to ESG-type items quicker with more practice, and that distinguishing among indifferent and ambivalent attitudes seems appropriate for the EVT Cost construct. These findings suggest that ESG-type items may provide new insights not possible with Likert-type items but also that more research should be conducted to better understand their advantages and disadvantages within statistics education.
An Exploratory Study of Epistemic Stance in Results and Discussion Sections of Medical Research Articles
Author: Dogan, Zeynep Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Research,Journal Articles,Language Usage,Rhetoric,Academic Language

This study is a corpus-based investigation of how epistemic stance is signaled in medical discourse. In particular, we compiled a discipline-specific corpus of research articles from different fields of medicine ranging from anatomy to endocrinology to explore how particular resources are employed by authors to index their level of (un)certainty towards their propositions. The corpus of the study contained only the results and discussion sections of 100 published medical research articles, totaling approximately 215,000 words. The results of the corpus analyses showed that there was very frequent use of modal auxiliaries by the writers in the field of medicine to express their extra-propositional modality. It was also found that medical researchers did not employ a greater number of boosters to amplify their commitment to the propositions conveyed to the readers. However, the rhetorical uses of boosters were shown to be strategic to portray their higher level of confidence for the sake of credibility and interaction. The findings and implications are discussed with a particular focus on the teaching of writing as a part of English for academic purposes.
Wisconsin 2030: The Education Path to Prosperity within the Decade
Author: Gallagher, Mike
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Educational Change,Reading Instruction,Phonics,Teacher Effectiveness,Mentors,School Choice,Urban Schools,Rural Schools,Internet,Administrative Organization,School Administration,Enrollment,Elections,Boards of Education,Technical Institutes,Apprenticeships,Student Financial Aid,Preservice Teacher Education,Educational Equity (Finance),Elementary Secondary Education

The United States has slid into educational mediocrity when compared to international peers which threatens Americans' ability to adapt in an evolving economy, be productive and content at work, put down deep roots in their communities, and help their nation continue to lead on the world stage. That decline has especially harsh consequences for the Midwest, which has seen industrial instability, slow population growth, and striking inequality of opportunity in rural and urban areas. This report uses Wisconsin as a model, proposing new education reforms for Great Lakes and Great Plains states. These reforms rely on states' unique midwestern characteristics to generate opportunity, prosperity, and purpose. In this paper, Mike Gallagher proposes eight ideas, coupled into four categories including: (1) transforming the classroom by bringing back phonics-based reading instruction, getting high-quality teachers into the profession, and helping these teachers mentor the next generation of educators; (2) growing urban and rural choice by funding district and choice students equally and making better investments in high-speed rural internet; (3) modernizing school bureaucracy by using a Yelp-like school enrollment system to empower parents to seek out quality and moving school board elections to the general Election Day to boost participation; and (4) promoting working-class college by encouraging &quot;Guided Pathway&quot; reforms at technical colleges, creating more flexible technical college programs and funding mechanisms, and allowing 529-style accounts to cover apprenticeship expenses, not just college costs.
Analysis of Parental Opinions on Sound and Noise Pollution in Learning Environments
Author: Bulunuz, Mizrap
Date: 2021-00-00
Type: Journal Articles
Subjects: Acoustics,Parent Attitudes,Family Environment,Educational Environment,Parent Student Relationship,Foreign Countries,Elementary School Students

The aim of this study is to examine parents' views on noise at home and at school. Seventy-seven parents who know their children's school, such as class representatives and class mothers, and who are closely interested in the education of their children, participated in the study. Questionnaire and observations of the researcher were used as data collection tools. The &quot;Sound and Noise Questionnaire in Learning Environments&quot; is the basic data collection tool. The data were analyzed descriptively. The results show that children are exposed to various noises such as loud talking, kitchen appliances, vacuum cleaners and TV sound while studying at home. It has been revealed that some families do not try to reduce the noise in the house while their children are studying. It is understood that nearly half of the parents have insufficient awareness of the psychological and physiological discomfort caused by noise. The rate of parents who do not make a rule about keeping the environment quiet, while children are studying, is 14.7%. Almost 40% of the parents find the noisy behaviors of children during school break appropriate. On the other hand, about 60% of the parents are of the opinion that the noise in the school is distracting, and the noise they are exposed to is disturbing. Parents do not have a consensus on preventing noise at school. There is a need to increase the awareness of parents about the negative effects of noise. Most of the parents stated that they would support the acoustic improvements to be made at the school. It has been observed that parents have great excitement, interest, and curiosity about noise in learning environments by asking questions to the researcher regarding the survey questions. Just filling out a questionnaire has drawn parents' attention to noise in their learning environment. In order to create quieter learning environments at home and at school, and to sprout a culture of tranquility in social life, parents should be included in projects to reduce noise. [The abstract of the study was translated by Atacan Bulunuz.]
Education Recovery Benefits: Using Coronavirus State and Local Fiscal Recovery Funds to Address Children&apos;s Academic, Social, Emotional, and Mental Health Needs
Author: Bailey, John P.
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Federal Aid,Financial Support,Educational Finance,Well Being,COVID-19,Pandemics,Student Needs,Distance Education,School Closing,Disadvantaged Youth,Low Income Students,Minority Group Students

The Coronavirus State and Local Fiscal Recovery Funds is meant to bolster state, local, territorial, and tribal government responses to the public health emergency and economic disruptions caused by the novel coronavirus. Different funding formulas allocate the funds to these entities, but provide significant discretion to state and local leaders in how to best deploy the funds to stabilize revenue, address budget shortfalls, support public health efforts, and address negative economic impacts of COVID-19. This report presents: (1) Overview of the Coronavirus State and Local Fiscal Recovery Funds Program; (2) Education recovery benefits for children; and (3) Considerations for establishing a direct cash assistance program for children.
A Latent Transition Analysis of the Longitudinal Stability of Dual-Factor Mental Health in Adolescence
Author: Moore, Stephanie A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Mental Health,Models,High School Students,Adolescents,Psychological Patterns,Stress Variables,Mental Disorders,Health Promotion,Prevention,Intervention,Classification,Well Being,Behavior Problems,Questionnaires,Screening Tests

Dual-factor models of mental health are increasingly supported but little is known about longitudinal trends in dual-factor mental health. The current study used latent profile analysis (LPA) to empirically identify dual-factor mental health classes at each of Grades 9 through 12 and latent transition analysis (LTA) to examine stability of classes over four academic years. A sample of 875 adolescents from two cohorts reported on their social-emotional strengths and psychological distress. Cross-sectional LPAs for each grade year resulted in four mental health classes: &quot;complete mental health,&quot; &quot;moderately mentally healthy,&quot; &quot;symptomatic but content,&quot; and &quot;troubled.&quot; An LTA model indicated that the &quot;complete mental health&quot; class exhibited the most stability, followed by &quot;moderately mentally healthy&quot; and &quot;symptomatic but content&quot; classes. The &quot;troubled&quot; class exhibited the least stability. Less than 24% of participants remained in the same mental health class across all years. Findings support regular monitoring of students' dual-factor mental health to accurately inform mental health promotion, prevention, and intervention efforts. [This paper was published in &quot;Journal of School Psychology&quot; 2019.]
Spatial Thinking in Science, Technology, Engineering, and Mathematics: Elementary Teachers&apos; Beliefs, Perceptions, and Self-Efficacy
Author: Gagnier, Kristin Michod
Date: 2021-00-00
Type: Journal Articles
Subjects: Spatial Ability,STEM Education,Teaching Methods,Teacher Attitudes,Elementary School Teachers,Problem Solving,Beliefs,Self Efficacy,Teaching Skills,Science Instruction,Thinking Skills,Teacher Characteristics,Teaching Experience

Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. [This article was published in &quot;Journal of Research in Science Teaching&quot; (EJ1319642).]
Invest in Career-Readiness Training for College Students. Sketching a New Conservative Education Agenda
Author: Davis, Aimée Eubanks
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Career Readiness,College Students,Higher Education,Access to Education,Low Income Students,Social Capital,First Generation College Students

In America, it is promised that self-discipline, hard work, and ambition will be met with equality of opportunity. That is a promise that has failed to be kept far too often. Now more than ever, it must be ensured that talented college students, particularly those from low-income backgrounds, are prepared to compete for strong jobs before they graduate. This can be achieved by infusing high-quality career preparation into the academic side of higher education and making it accessible to all (i.e., students who attend college while working full-time). This report presents five core elements of successful career-preparation efforts.
Reclaiming Arts and Culture in Education: The Fundamental Importance of the Fine Arts. Sketching a New Conservative Education Agenda
Author: Makridis, Christos A.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Art Education,Educational Policy,Educational Finance,Federal Aid,State Aid,Social Integration,Public Schools,Political Attitudes,Educational Benefits,Public Agencies,Educational Trends,Kindergarten,Elementary Secondary Education,Social Capital,Cultural Education,Social Values

In recent years, much of the education policy debate has become consumed by America's &quot;culture war.&quot; State legislators and school boards across the country have questioned whether public schools ought to reinforce, or transform, America's civic culture. Over 90 percent of Americans believe arts are important for the education system, and 80 percent believe adults should continue to access arts education outside school. However, only 49.5 percent of people received any arts education in childhood in 2008, compared with 64.6 percent in 1982, and that proportion continues to decline. Even outside the education system, federal appropriations to state arts agencies fell by nearly half since 2000, according to the National Endowment of the Arts. There is better empirical evidence than ever before that the arts build character and civic cohesion. Instead of just playing defense in a civic culture war, conservative leaders should take the culture war offensive on behalf of arts education in public schools. This report presents the empirical case for the arts, societal benefits of the arts, and policy recommendations.
43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021
Author: Office of Special Education and Rehabilitative Services (OSERS) (ED)
Date: 2022-01-00
Type: Reports - Research
Subjects: Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Educational Quality,Disabilities,Program Implementation,Early Intervention,Childrens Rights,Student Rights,Parent Rights,Access to Education,Infants,Toddlers,Program Effectiveness,Conflict Resolution,Special Education,Special Education Teachers,Paraprofessional School Personnel,Age Differences,Educational Environment,Age Groups,Developmental Delays,Federal Government,Educational Finance,Educational Attainment,Compliance (Legal),Geographic Regions,State Policy

This is the &quot;43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021.&quot; Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The &quot;43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021&quot; describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. [For the &quot;42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020,&quot; see ED612645.]
Re-Prioritize Basic Skills and Technical Training for High School Graduates. Sketching a New Conservative Education Agenda
Author: Lewis, Wayne D., Jr.
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: High School Graduates,Public Schools,Career Readiness,College Readiness,Outcomes of Education,Expectation,Educational Experience,Alignment (Education),Secondary School Curriculum,Political Attitudes,Educational Change,Basic Skills,Labor Needs,Reading Skills,Mathematics Skills,Graduation Requirements,Vocational Education

A public education system's effectiveness should be based primarily on whether graduates have been equipped to be productive workers following program completion. Otherwise, neither the system nor the completion certificate (diploma) is worth the tax dollars spent. As Kentucky's education commissioner, the author found it woefully apparent that despite schools' and policymakers' best intentions, too many students who earned high school diplomas in Kentucky's public schools lacked the minimum knowledge or skills to succeed in college or the workforce. These educational shortcomings are neither new nor isolated to Kentucky. While there is no simple solution to the longstanding American education problems of social promotion, watered-down curriculum and expectations, and secondary school experiences that are misaligned with the realities of postsecondary education and the workforce, some commonsense measures should be championed by conservatives and implemented in every state to make the high school diploma more meaningful. The following measures to implement are presented: (1) Requiring demonstration of basic skills; (2) Diversifying secondary school curriculum and program offerings; (3) Prioritizing career and technical education; and (4) Aligning secondary curriculum and expectations with postsecondary realities.
Spread Too Thin: The Effects of Teacher Specialization on Student Achievement. EdWorkingPaper No. 21-477
Author: Hwang, NaYoung
Date: 2021-10-00
Type: Reports - Research
Subjects: Elementary School Teachers,Specialization,Teacher Effectiveness,Mathematics Instruction,Reading Instruction,Student Characteristics,Teacher Characteristics,Attendance,Student Behavior,Discipline,Mathematics Teachers,Reading Teachers,Mathematics Achievement,Reading Achievement,Educational Improvement,Institutional Characteristics,Grade 4,Grade 5,Grade 3

Although the majority of elementary school teachers are in self-contained classrooms and teach all major subjects, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience difficulties in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality.
Direct Certification in the National School Lunch Program: State Implementation Progress Report to Congress -- School Year 2015-2016 &amp; School Year 2016-2017
Author: Food and Nutrition Service (FNS) (USDA)
Date: 2018-10-00
Type: Reports - Research
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the requirement of PL 110-246 to assess the effectiveness of state and local efforts to directly certify children for free school meals. Direct certification is a process conducted by the states and by local educational agencies (LEAs) to certify eligible children for free meals without the need for household applications. The 2004 Child Nutrition and WIC Reauthorization Act required LEAs to establish systems to directly certify children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits by school year (SY) 2008-2009. This report presents information on the outcomes of direct certification for SY 2015-2016 and SY 2016-2017. [For the SY 2014-2015 report, see ED616764.]