ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Victimization in U.S. Schools: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey. Stats in Brief. NCES 2018-106
Author: Yanez, Christina
Date: 2018-01-00
Type: Reports - Research
Subjects: Victims,Violence,Questionnaires,National Surveys,Victims of Crime,Student Surveys,Secondary School Students,Student Characteristics,Bullying,Aggression,Age Differences,Crime,Educational Environment,Disclosure,Statistical Analysis

Student victimization and school violence have been an ongoing cause of national concern, resulting in a concerted effort among educators, administrators, parents, and policymakers to determine the gravity of the issue and consider approaches to crime prevention. This Statistics in Brief presents estimates of student criminal victimization at school by selected student characteristics and school conditions, reports of bullying victimization and other indicators of school disorder, school security measures, and student avoidance behavior. To assist policymakers, researchers, and practitioners in making informed decisions concerning crime in schools, the National Center for Education Statistics (NCES) collects data on student criminal victimization through its sponsorship of the School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The U.S. Department of Justice, Bureau of Justice Statistics (BJS), administers both surveys. This report uses data from the 2015 NCVS Basic Screen Questionnaire (NCVS-1), NCVS Crime Incident Report (NCVS-2), and SCS.1 The NCVS is the nation's primary source of information on criminal victimization and the victims of crime. The SCS collects additional national-level information from students in NCVS survey households, including questions about their experiences with and perceptions of crime and violence occurring at their school, on school grounds, on the school bus, and going to or from school. The SCS contains questions in areas not included in the NCVS, such as: (1) student reports of being bullied at school; (2) the presence of weapons, gangs, hate-related words, and graffiti in school; (3) the availability of drugs and alcohol in school; and (4) students' attitudes related to fear of victimization and avoidance behavior at school.
The Case against Exit Exams. Policy Brief
Author: Hyslop, Anne
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Exit Examinations,Standardized Tests,College Readiness,Career Readiness,Common Core State Standards,State Policy,Academic Standards,Student Motivation,Access to Education,Educational History,High School Graduates,Accountability,Student Responsibility,Educational Attainment,Employment Level,Employment Qualifications,College Entrance Examinations,Benchmarking

In the 2013-14 school year, twenty-four states required students to be proficient on standardized tests in order to graduate from high school. But starting next year, and in the years to come, states will launch more rigorous, college- and career-ready assessments aligned to the Common Core. As they do so, they should revisit the stakes on these tests for students and consider eliminating, or modifying, their exit exam policies. As states transition to more challenging academic standards--with assessments to match those expectations--exit exams will increasingly place two worthy goals in conflict: motivating students to become college- and career-ready and giving them opportunities to access the world of college and career. In making this choice, &quot;The Case Against Exit Exams&quot; finds that states run the risk of weakening the intent of the Common Core and undermining efforts to increase rigor, build stronger curricula, and authentically evaluate students' postsecondary readiness.
The Power of Fully Supporting Community College Students: The Effects of The City University of New York&apos;s Accelerated Study in Associate Programs after Six Years
Author: Gupta, Himani
Date: 2017-10-00
Type: Reports - Research
Subjects: Urban Schools,Two Year College Students,Community Colleges,Associate Degrees,Acceleration (Education),Graduation Rate,Program Effectiveness,Low Income Groups,Remedial Instruction,Randomized Controlled Trials,Transportation,Textbooks,Tuition,Academic Advising,Career Counseling,Employment Services,Comparative Analysis

The Accelerated Study in Associate Programs (ASAP), developed by the City University of New York (CUNY), is an uncommonly comprehensive and long-term program designed to address low graduation rates among community college students. MDRC has been studying the effects of ASAP on low-income students with developmental (remedial) education needs at CUNY using a randomized controlled trial. At the time of MDRC's evaluation, ASAP offered students a tuition waiver, the free use of textbooks, a MetroCard for the unlimited use of New York City public transit, access to advisers with reduced caseloads, individual career and employment services, and tutoring, all for up to three years. To maintain their status in the program, students had to enroll full time, take their developmental courses early, meet regularly with their advisers, and attend tutoring if they were taking developmental courses or were struggling academically. The last report MDRC published found that within three years (the amount of time program services were available to students) ASAP nearly doubled graduation rates. Following up on students six years after the start of the research study, MDRC finds that ASAP both continues to increase graduation rates and enables some students to earn their degrees faster than they would have otherwise.
Preservice History and Social Studies Teachers&apos; Perceptions of Outdoor History Teaching
Author: Yildirim, Tercan
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,History Instruction,Student Attitudes,Outdoor Education,Foreign Countries,Teaching Methods,Student Surveys,Attitude Measures,Gender Differences,Intellectual Disciplines,Grade Point Average,Knowledge Level,Teacher Competencies,Scores,Statistical Analysis

Creating positive attitude and behaviors in individuals towards the environment he/she lives in, outdoor teaching aims at bringing the individual together with unwritten evidences by making use of historical environment and resources when considered especially within the scope history and social studies teaching. Using relational screening model, this study aimed at investigating preservice history and social studies teachers' perceptions of outdoor history teaching in terms of different variables. The participants were composed of 265 preservice teachers studying at two different universities in Turkey during 2016-2017 academic year. Outdoor History Teaching Perceptions Scale (OHTPS), which was developed by Yazici and Yildirim (2017) and aimed at determining the teachers'/preservice teachers' perceptions of outdoor history teaching, was used as the data collection tool. Within the framework of this study, preservice history and social studies teachers' perceptions of outdoor history teaching were investigated in terms of gender, university, department, GPA, and appointment status after graduation. As a result of the study, it was found that preservice social studies teachers obtained higher scores from the subscales of outdoor history teaching awareness, knowledge, and competency, and from the complete scale than preservice history teachers.
Using Online Videos to Improve Speaking Abilities of EFL Learners
Author: Yükselir, Ceyhun
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Video Technology,Language Skills,Foreign Countries,Speech Communication,College Students,Educational Technology,Technology Uses in Education,Social Media,Gender Differences,Language Tests,Program Effectiveness,Regression (Statistics)

There is a growing tendency among the researchers about how to assess and improve the ability of speaking. In spite of its complex nature, speaking is generally considered to be the most essential skill to acquire. With the onset of communicative language teaching, this inclination has encouraged researchers to carry out research and make recommendations and implications. This study aims to improve the speaking abilities of EFL students at prep school by using online videos at Osmaniye Korkut Ata University. The study was carried out with 20 low level students in 5 classes in an English Language prep class at Osmaniye Korkut Ata University in Turkey. Of 20 students ten were chosen for the treatment group. These students were selected in accordance with the results of the first speaking exam administered in the 2015-2016 academic year. The materials used were five videos available online. The researchers asked the students to watch five videos respectively within the period of five weeks. These online videos were taken from YouTube, BBC, VOA and TED. The data were analyzed by using t-test in terms of the results of second speaking exam and gender. Results show that those who watched videos improved their speaking ability and scored high than those who didn't, and in view of gender, the girls were more successful than the boys. Thus, it can be concluded that using online videos in classes can be of vital importance and effective in improving EFL learners' speaking ability. [This study was presented as a proposal in the 9th ELT Research Conference, 12-14 May 2016, Çanakkale, Turkey.]
Teachers&apos; Opinions about Professional Development Schools=Ögretmenlerin Mesleki Gelisim Okullarina Iliskin Görüsleri
Author: Ulubey, Özgür
Date: 2017-12-00
Type: Journal Articles
Subjects: Professional Development Schools,Faculty Development,College School Cooperation,Teacher Attitudes,Mixed Methods Research,Elementary School Teachers,Secondary School Teachers,Surveys,Foreign Countries,Semi Structured Interviews

The purpose of the current study is to determine teachers' opinions about professional development schools. In the current study; one of the mixed methods, the convergent design was employed. The sampling of the quantitative dimension of the study is comprised of 256 teachers working in 21 elementary and secondary schools in the city of Mugla. The teachers participated in the study on a volunteer basis. The sampling of the qualitative dimension of the study consists of 26 teachers selected from among the 256 teachers. The data of the study were collected through the Professional Development Schools Scale and an interview form. The quantitative data were analyzed by using descriptive statistics and the qualitative data were analyzed by using the inductive content analysis. The findings of the study revealed that the teachers have positive opinions about professional development school applications, they want more developed school-university cooperation, and they think that teacher-academician and teacher-teacher relationships need to be developed. The opinions of academicians working in education faculties about professional development schools can be elicited. A pilot study of professional development school can be conducted in Turkey. [This study was presented as an oral presentation at the conference &quot;International Conference on New Horizons in Education&quot; held on 17-19 July 2017, in Berlin, Germany. This article is presented in both English and Turkish.]
An Evaluation of Turkish Teacher Education System Compared to Other Models in Different Countries
Author: Duman, Tayyip
Date: 2016-01-00
Type: Journal Articles
Subjects: Comparative Education,Foreign Countries,Teacher Effectiveness,Educational Innovation,Educational History,Teaching Methods,Learning Processes,Educational Change,Models,Socioeconomic Status,Cultural Influences,Political Influences,Teacher Education Programs,Educational Policy,Elementary School Teachers,Secondary School Teachers,Program Evaluation

Teachers and their education, as the most important elements in educational systems, have been one of the mostly debated issues in Turkish national education system. The success of an education system largely depends on the quality of the teachers who plan and practice teaching and learning process. Reviewing Turkish educational history with a well-established tradition of education reveals a rich experience in teacher training within this tradition. The main objective of this study is to examine teacher training policies and practices from 1848 to these days in Turkey, and to compare the Turkish teacher training system to the current teacher training models applied in different countries. This survey research has been conducted based on the literature review. Not yet completed, some of its recent results obtained are as follows: Teachers in Turkey were regarded as the main agent of educational innovation, and teacher education was discussed as an issue within educational reform. Turkey, to the present day from 1848, the date when first teacher training institution was founded in the country, during the Republican era in particular, had many teacher training institutions and practiced many different training models considering the socio-economic, cultural and political conditions. In spite of some similarities to other models in different countries, Turkish teacher training system shows originality and richness in terms of its features.
Scaling up the Success for All: Model of School Reform. Final Report from the Investing in Innovation (i3) Evaluation. Executive Summary
Author: Quint, Janet
Date: 2015-09-00
Type: Reports - Research
Subjects: Models,Educational Change,Program Implementation,Reading Instruction,Reading Programs,Change Strategies,Educational Innovation,Program Evaluation,Program Effectiveness,Intervention,Experimental Groups,Control Groups,Kindergarten,Elementary Education,Reading Achievement,Participant Satisfaction,Student Characteristics,Institutional Characteristics,Staff Development,Training Methods,Performance Factors,Comparative Analysis,Outcome Measures,Spanish,Scores,Academic Achievement,Achievement Gains,Surveys,Qualitative Research,Statistical Analysis

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous improvement, with the goal of ensuring that every child learns to read well in the elementary grades. This is the third and final report from an independent evaluation of the scale-up demonstration of the SFA elementary school reading program. Both the demonstration and the evaluation have been funded under the U.S. Department of Education's Investing in Innovation (i3) competition. Conducted by MDRC--a nonprofit, nonpartisan education and social policy research organization--the evaluation examines SFA's implementation and impacts in five school districts over a three-year period (the 2011-2012 school year through the 2013-2014 school year). It also includes an analysis of program costs. Finally, it considers the scale-up process itself--the methods employed and the extent to which the Success for All Foundation (SFAF), the organization that developed and provides technical assistance to schools operating the program, achieved its scale-up goals. This document provides a summary of the study's evaluation design, context for the evaluation, and findings. [This summary was written with Emma Alterman, Colin Bottles, and Emily Pramik. For the full report, see ED579089.]
Examine Middle School Students&apos; Constructivist Environment Perceptions in Turkey: School Location and Class Size
Author: Yigit, Nevzat
Date: 2017-03-00
Type: Journal Articles
Subjects: Middle School Students,Constructivism (Learning),Questionnaires,Foreign Countries,Student Attitudes,School Location,Class Size,Educational Environment,Rural Schools,Urban Schools,Science Instruction,Cooperative Learning,Relevance (Education),Correlation,Multivariate Analysis,Comparative Analysis,Factor Analysis,Statistical Analysis

This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment. The sample included 1882 students from Grades 6-8 randomly selected twenty schools in a northern province in Turkey. Data analysis revealed that there were significant differences between the perceptions of students from rural/urban schools and small/large classes. More specifically, students in small classes and rural schools reported their classroom learning environments more positively than those who were in large classes and urban schools in dimensions of thought provoking, collaboration, life relevance, concurrent learning and assessment, and bringing different viewpoints. Implications and future directions were discussed.
School Enrollment in the United States: 2011. Population Characteristics. P20-571
Author: Davis, Jessica
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Enrollment Trends,Census Figures,Elementary Secondary Education,Statistical Analysis,Postsecondary Education,Higher Education,Nursery Schools,Early Intervention,Early Childhood Education,Kindergarten,Elementary Education,Secondary Education,Home Schooling,Charter Schools,Age Differences,Instructional Program Divisions,Dropouts,Gender Differences,Racial Differences,Ethnicity,Employment Level,Undergraduate Study,Graduate Study,Certification,Specialization,Student Characteristics,Race,Hispanic American Students,White Students,African American Students,Asian American Students,Language Usage,Immigrants,Institutional Characteristics,Geographic Regions,Disabilities,Poverty,Socioeconomic Status,National Surveys

In the United States in 2011, more than one in four people were going to school. This included many types of people--children going to nursery school and elementary school, young adults attending high school and college, and adults taking classes to obtain a degree or diploma. What is known about these people--their age and sex, where they live, their progress through school, the types of schools they attend? This report provides a guide to data from the U.S. Census Bureau and other sources that provide a picture of the 83 million people who are enrolled in school.
Benchmarking Jiangsu University to Improve Its Academic Ranking
Author: Li, Xinchao
Date: 2017-00-00
Type: Journal Articles
Subjects: Benchmarking,Universities,Institutional Evaluation,Reputation,Comparative Education,Educational Quality,Foreign Countries,Periodicals,Web Sites,International Education,Research,Faculty Publishing,Criticism,Institutional Advancement,Research Reports

This paper collates research on global ranking through U.S.News.com in relation to Jiangsu University's nonappearance in global ranking of higher education institutions. The author critiques the Academic set up of the University in comparison with universities Ranked as World Class. The author navigates the study largely through descriptive and critical synthesis of published research and their variances. He explains how these measures improve the performance and ranking position of a Higher Education Institution (HEI). Looking at the international ranking systems in the world, and zeroing down to U.S.News.com; the author puts out the theory of all departments' focus on generating quality research, high quality publications and internationalization to meet the demands of World University ranking by addressing the Gap in Jiangsu University (JU) and how to close it.
2015 Federal Student Aid Supplement for the 1996 and 2004 Beginning Postsecondary Students Longitudinal Study Cohorts. Data File Documentation. NCES 2018-409
Author: Smith, Nichole D.
Date: 2017-10-00
Type: Reports - Research
Subjects: College Freshmen,Student Financial Aid,Federal Aid,Student Loan Programs,Longitudinal Studies,Postsecondary Education,Loan Repayment,Undergraduate Students,Financial Aid Applicants,Data Collection,Privacy,Cohort Analysis,Weighted Scores,Statistical Analysis,Grants,Loan Default,Trend Analysis

The 2015 Federal Student Aid Supplement (FSA Supplement), directed by the National Center for Education Statistics (NCES) at the U.S. Department of Education (ED), is a collection of federal student loan data intended to augment the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01) and the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). This data file documentation (DFD) report provides guidance and documentation to users of the 2015 Federal Student Aid Supplement (FSA Supplement), which contains long-term federal student aid and loan repayment information from the National Student Loan Data System (NSLDS), the U.S. Department of Education's (ED's) central repository for administering and tracking federal financial aid. This collection of administrative records augments data in the 1996 and 2004 Beginning Postsecondary Students Longitudinal Studies (BPS:96/01 and BPS:04/09).
Turkish Teachers&apos; and Students&apos; Perceptions towards Computer Assisted Testing in Comparison with Spanish Teachers&apos; and Students&apos; Perceptions
Author: Berber, Aslihan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Computer Assisted Testing,Teacher Attitudes,Student Attitudes,College Students,College Faculty,Likert Scales,Attitude Change

There are different opinions about using technology in the assessment field of education regarding computer-assisted assessments. People have some concerns such as its application, reliability and so on. It seems that those concerns may decrease with the developing technology in the following years since computer-based testing programs are gradually getting better in terms of reliability and utility. This research aims to determine Turkish teachers' and students' perceptions towards computer assisted testing comparing the results with Spanish students' and teachers' perceptions. In this study, testing and assessment are used interchangeably even though some researchers accept these terms separately. The result of this study is crucial for educators in Turkey because computer-assisted assessment is being tried to be applied in Turkish schools. It is crucial to be aware of educators' and students' perceptions towards it.