ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Competence in Primary Education: The Case of Turkish Language, Mathematics and Personal and Social Development Courses
Author: Hazar, Esin
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Outcomes of Education,Turkish,Elementary School Curriculum,Guidelines,Social Development,Individual Development,Mathematics Instruction,Safety,Problem Solving,Foreign Countries,Elementary School Students,Laptop Computers

This paper examines the current status of digital competence indicators in the Turkish primary school curricula. The European Commission had long been studying on developing a common digital competence framework for citizens and in 2016 a revised framework was published to be used as a reference in various sectors as well as education. In most official papers the importance of digital competence is highly stressed and studies to provide students with digital skills are carried out by Turkish Ministry of National Education (MONE) and other governmental institutes. In this paper the indicators of digital competence standards in the Turkish primary education are explored. The curricula of three compulsory subjects are identified and the learning outcomes of these curricula are analysed to understand the place of digital competence standards in curricula and in which competence areas are emphasized mostly. The review was conducted using the curricula of three subject areas in primary education: the Turkish language, mathematics and personal and social development. The analysis of the learning outcomes in these curricula shows that 7.5% of learning outcomes emphasizes digital competence in the Turkish language curriculum while the highest rate is 4% in mathematics and personal and social development subject areas. That most digital competence areas are ignored can be observed in each subject; communication and collaboration is totally excluded in all three subjects while data and information literacy was included in merely Turkish language curriculum; safety competence area was stated only in personal and social development curriculum and Mathematics curriculum contained learning outcomes merely related to the problem solving.
The Relation between Workplace Friendship and School Culture Perception of Teachers
Author: Bilgin, Yasemin Neslihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Friendship,Correlation,School Culture,Teacher Attitudes,Work Attitudes,Foreign Countries,Secondary School Teachers,Interprofessional Relationship,Demography,Age Groups

In this study, it was aimed to determine the relationship between high school teachers' workplace friendship and school culture perceptions. The research was carried out with a total of 330 teachers from 8 Anatolian high schools and 8 vocational high schools selected by stratified sampling method in Efeler District of Aydin Province, Turkey in the 2017-2018 academic year. When the data were analyzed, 8 data collection tools which were filled in and which did not carry normality conditions were removed without investigation and analyzed through 322 data collection tools. In the collection of the data &quot;Personal Information Form&quot; created by researchers; &quot;Workplace Friendship Scale&quot; that it developed by Nielsen, Jex and Adams (2000), adapted to Turkish by Kiral (2016) and the &quot;School Culture Scale&quot; developed by Terzi (2005) was used. An exploratory and confirmatory factor analysis was conducted for the construct validity of the School Culture Scale. In the analysis of the data, t-test, Kruskal Wallis H-test, ANOVA, Scheffe test were used. The Pearson Moments Multiplication Correlation Coefficient was used to determine the relationship between workplace friendship and school culture perception of high school teachers. According to the results of the research, it was found that the &quot;friendship opportunity&quot; and &quot;task culture&quot; perceptions of the high school teachers were higher than the other dimensions. The friendship prevalence of female teachers is higher than that of male teachers; the friendship prevalence and general friendship of married teachers is higher than that of single teachers; the bureaucratic culture perception level of high school teachers in the age group of 35 and under is higher than 41-45 age group; the achievement culture perception level of vocational high school teachers is higher than that of Anatolian high school teachers. Positive and significant relationship between workplace friendship and school culture was found.
Charter School Funding: A Misguided Growing State Responsibility
Author: Villanueva, Chandra
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Finance,State Aid,State Government,Government Role,State Legislation,Curriculum Development,Academic Achievement,Public Schools,Taxes

Education is the bedrock of an informed democracy and the bridge to lifelong learning. To ensure that every Texan reaches their full potential, it's important that all families have access to high-quality education--regardless of their ZIP code. However, efforts to expand educational options for Texas families in the form of charter schools have been misguided. As a result, the state is now running two parallel education systems. The state passed legislation allowing charter schools in 1995, and the first 20 charters were approved in 1996. Though initially intended as an opportunity to broaden teachers' freedom to experiment in curriculum, instruction, and school structure, charters have grown over the past 25 years as publicly funded, privately-governed alternatives to traditional public schools. Studies show, however, that charter schools do not significantly improve students' academic performance, earnings, or create measurable competition among school options, as originally purported. Now as Texas leaders take a serious look at remodeling the public school finance system, it is important to evaluate how the state funds charter schools and their impact on funding for traditional public schools.
State of Texas Children: The Road to a Brighter Future
Author: Tingle, Kristie
Date: 2018-00-00
Type: Reports - Research
Subjects: Children,Well Being,Educational Policy,Child Development,Demography,Student Characteristics,Race,Equal Education,Immigrants,Census Figures,Family Income,Poverty,Racial Differences,Welfare Services,Health Insurance,Child Safety,Achievement Gap,Retrenchment,Graduation Rate,Educational Finance,Access to Education,Student Diversity,Economic Factors,Food,Nutrition,Low Income Groups,Child Abuse,State Aid

We all want Texas kids to have a bright future, but Texas is consistently ranked in the bottom ten states for child well-being. Texas decision makers must create policies that improve conditions for all Texas kids and put them on the road to success. According to the Annie E. Casey Foundation, Texas ranks 43rd in overall child well-being (based on measures of education, financial security, health, and families and communities). As Texas children grow into the leaders of tomorrow, the future of Texas depends on the opportunities that kids -- across gender, income, race, and ethnicity -- have today. Policies to improve the health of Texas kids, give them high-quality educational opportunities, and strengthen their families' financial security can put Texas in the fast lane to a better child well-being ranking and pave the way to a stronger future for our state. Common-sense policies and investments can simultaneously improve outcomes and close the gaps in children's well-being by race and ethnicity by removing roadblocks and creating equitable opportunities. This report examines the role of policy in shaping child well-being, and how policy can raise the bar for all kids while closing the gaps in child well-being by race, ethnicity, gender, and family income.
Acquisition of Literacy in Bilingual Children in the Dominican American
Author: Tejada Reyes, Venecia
Date: 2015-11-00
Type: Reports - Research
Subjects: Bilingualism,Second Language Learning,Children,Spanish Speaking,English Language Learners,English (Second Language),Language Acquisition

In this research study presents an analysis in the area of literacy in bilingual children in the Dominican American. Base on the framework of bilingual literacy. The population working was bilingual children aged 2 to 10 years, the last two weeks at the observation section in class with the aim of seeing how children develop in school with their teachers and how they act in your neighborhood, community, town or country. The evidence presented is particularly relevant for education in bilingual children in the Dominican American, as the scarcity of published material for these children is a limiting factor, decisively, the acquisition of literacy in the mother tongue of bilingual children. The teacher using mechanisms to exploit cultural and linguistic experience of the student who has had extensive contact and sustained writing before entering primary is suggested. It is proposed precisely that lack of written or functional material used writing in the child's environment is not necessarily dispositive school failure.
First Language Grammatical Proficiency on Second Language Acquisition (Ingles / Spanish)
Author: Tejada Reyes, Venecia
Date: 2015-11-00
Type: Reports - Research
Subjects: Native Language,English (Second Language),Second Language Learning,Spanish,Language Acquisition,Bilingualism,Bilingual Students,Grammar,Language Tests,Language Proficiency,High School Students,Listening Comprehension,Listening Skills,Reading Comprehension,Foreign Countries

The main concern of this subject of research study a bit further was the correlation between FIRST LANGUAGE GRAMMATICAL PROFICIENCY ON SECOND LANGUAGE ACQUISITION (INGLES / SPANISH). This study was implemented in a pre-selection of students and directors of these schools, First language and Second language. Students and Directors selected homogeneously in terms of their efficiency level English, sex and age. We attended Public High School and was shown the same material as these we gave the same number of hours of instruction for the realization of the evaluation. Two grammatical proficiency tests (Spanish and English) a background questionnaire were administered also to the directors of the school. The statistical analyses including descriptive statistics and Spearman; whose correlation was observed a significant correlation between the bilingual First language grammatical proficiency level and Second language grammatical proficiency level. Finally the implications of the results are discussed as they relate to educational programs. And they showed some improvements in the education system that they put into practice in both the First level and the Second level of grammatical competence.
Linguistic Perspective in 2Do Language Acquisition
Author: Tejada Reyes, Lic Venecia
Date: 2015-11-00
Type: Reports - Research
Subjects: Language Acquisition,Second Language Learning,Language Proficiency,Psycholinguistics,Applied Linguistics,Bilingualism,Cognitive Psychology,Linguistic Theory,Language Aptitude,Bilingual Students,Foreign Countries,English (Second Language),Spanish,Individual Development,Maturity (Individuals)

Among the new and multiple demands from contemporary society, framed in a global context of constant changes and advances, one of the most outstanding needs in recent years is the early acquisition of a second language. It is commonly known that, when starting the process of learning a second language or L2 being in adulthood, the results are not entirely satisfactory in terms of speed of acquisition, retention capacity of new grammatical structures and pronunciation new phonemes. This research deals with the linguistic perspective in acquiring a second language. The main objective is whether people show adequate linguistic perspective in acquiring a second language. From the latter, different positions arise on the assumption critical period in the incorporation of one or more languages, placing all in the stage of childhood. That is why various scientific disciplines such as Psycholinguistics, Cognitive Psychology and Applied Linguistics studies have been conducted regarding the linguistic perspective and factors that characterize the acquisition of a second language in order to find the most appropriate methodology for successfully achieve this process and to understand the mechanisms of perception, cognition and language that support the development of a foreign language. The theoretical framework that was used for this research is essential based on multiple concepts and elements involved in the analysis of the linguistic perspective in acquiring a second language. One, which has been used as the starting point of many experts in this field and which will be referred at length corresponds to bilingualism. Bilingualism is regarded as the domain of both languages by an individual. If your study is part of the childhood stage becomes an issue that, according Akerberg (2005), interested in causing direct impact on child development. As indicated by Vygotsky (1935, 2000: 348), not only the child's intellectual development, but also the formation of his character, his emotions and his personality as a whole, are in direct dependence on language, so more or less degree is also manifest in the development of language in relation to bilingualism or monolinguals.
EdReports.org: Its Pivotal Role in Standards-Based Education Reform
Author: Watt, Michael
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Research,Educational Change,Instructional Materials,Organizations (Groups),Decision Making,Evaluation Methods,Alignment (Education),State Standards,Educational Policy,Research Reports,Instructional Material Evaluation,Mathematics,Language Arts,Professional Development,Sciences,Productivity,Elementary Secondary Education

The purpose of this study was to analyze the findings of research studies investigating the role of instructional materials, review issues and recommendations referring to instructional materials in policy papers, and evaluate the decision-making process in relation to the development, diffusion and adoption of EdReports program. Content analysis was used to analyze the subject matter of reports and policy papers. A decision-oriented evaluation model was used to analyze planning, structuring, implementing and recycling decisions occurring in the change process within EdReports.org. The results showed that the wave of research investigating the role of materials has continued with publication of new reports, the release of policy papers, initiation of a study investigating adoption patterns, and commencement of new projects by EdReports.org. The findings showed that researchers are investigating the effects of decision-making on the selection of high-quality, standards-aligned materials, foundations and non-profit organizations are providing recommendations to policymakers to link high-quality, standards-aligned materials with professional learning, and EdReports.org has developed, diffused and adopted a program to provide information about high-quality, standards-aligned materials to the education community.
Techniques Used by Students Learning English as a Foreign Language as a Way to Improve Orality
Author: Tejada Reyes, Venecia
Date: 2015-11-00
Type: Reports - Research
Subjects: Second Language Learning,English (Second Language),Foreign Countries,Learning Activities,Verbal Communication,Oral Language,Adult Students,Interaction

The lack of interactive speaking activities that include learning techniques to enhance the ability of adult students speak English as a foreign language at the intermediate level, results in poor performance when speaking. Through this project, we expect to find valuable information to help solve the various problems facing the students speak the target language in the classroom. The purpose of this research study is to analyze the main techniques used for intermediate students of the Autonomous University of Santo Domingo (Curse-UASD) to learn English as a foreign language as a way to improve their orality. The method used in this project is the action research with case study format. It consists of an intervention program in which a series of interactive oral activities are implemented including learning strategies for students to improve their oral production. These strategies were selected according to the type of activity and its characteristics. Through this study, it has been found that by applying oral activities involving learning strategies, training in the use thereof, careful selection of activities to be applied, and pleasant working environment, the oral production of adult learners of English as a foreign language intermediate level improved considerably.
Research on the Difficulties That Adults Encounter in Learning a Foreign Language at (UASD, Santo Domingo) in This Semester 2015
Author: Tejada Reyes, Venecia
Date: 2015-11-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Learning,Second Language Learning,Learning Problems,College Students,Language Proficiency,English (Second Language),Language Tests,Standardized Tests,Second Language Instruction,Adult Students,Language Acquisition,Learning Strategies,Difficulty Level,Reading Comprehension,Urban Areas,Rural Areas

Learning a foreign language implies that the learner will become, after a number of years, proficient at expressing ideas, dominating new sounds (phonology), improving the range of words (lexicon), becoming proficient at expressing thoughts in acceptable grammatical form (syntax), and gain sufficient mastery to communicate with negative speakers. My experience in learning English as a Foreign Language (EFL) at the university in a purely classroom environment has led me to recognize that adults tend to encounter specific types of challenges if their language learning experience did not begin at a much earlier age. This is the reason why I have decided to identify, through research, the particular difficulties that adults face in learning a foreign language, especially in this semester 2015. The point of departure for an adult choosing to learn a foreign language may be determined by various factors: personal values, previous skills or experiences in learning other languages, and their professional or personal needs and decisions to acquire additional languages or learn one for the first time in their lives. How such challenges are identified and what strategies a teacher takes in order to help such adult students can either become barriers that slow down their learning or become a source of motivation for them to reach their personal goal in mastering a new language. The context in which adults learn foreign languages and the factor that determine or shape their choices will serve as the background for this study. It will also take into account data from questionnaires and interview with students about the main difficulties they face as they learn another language. Finally, it will provide motivational strategies that can help reduce or eliminate such barrier or difficulties in order to, eventually, increase their motivation to continue to learn the new language.
The Beliefs about Mathematics, Its Teaching and Learning of Those Involved in Secondary Mathematics Pre-Service Teacher Education
Author: Marshman, Margaret
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Secondary School Mathematics,Preservice Teachers,Preservice Teacher Education,Beliefs,Student Attitudes,Mathematics Teachers,Foreign Countries,Mathematics,Professional Personnel,Problem Solving

Secondary mathematics pre-service teachers often have different experiences of mathematics and its teaching and learning during their initial teacher education. This paper documents the beliefs about mathematics, its teaching, and its learning, of mathematicians and mathematics educators who teach secondary mathematics pre-service teachers. The beliefs of the surveyed sample of eighty-two academics and differences between groups were characterised using descriptive statistics and one-way comparisons between groups ANOVA. Generally, respondents had a Problem-solving view of mathematics and those with education backgrounds were more in agreement with that method of teaching.
The Effects on Schooling Outcomes of Early Developmental Vulnerabilities in Children
Author: Evans-Whipp, Tracy
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Outcomes of Education,Child Development,Social Development,Longitudinal Studies,Early Adolescents,Peer Relationship,Well Being,Mental Health,Health,Family Relationship,Learner Engagement,Secondary School Students,Student Adjustment,Academic Achievement,Grade 7,Grade 3,Grade 4,Grade 5,Predictor Variables

In Australia and many other countries, the provision of the healthiest possible start in life for all children has been a priority for government. Evidence to support the importance of the early years for future development has accumulated over the past two decades [1]. Patterns of childhood development predict health, wellbeing, learning and behaviour and lay a foundation for children to grow up with the skills to succeed, bringing benefits for them and the community as a whole [2]. The Australian Early Development Census (AEDC) is one major investment within the national agenda for early childhood development. It provides information to communities, governments and schools to support their planning and service provision. It also allows identification of groups of students who are developmentally vulnerable (DV) when entering the education system. This report presents findings from a linkage study involving the 2009 AEDC and CATS (Childhood to Adolescence Transition Study) datasets. CATS is an ongoing longitudinal study of health, wellbeing and educational achievement through late childhood and early adolescence. The sample comprises over 1,200 students and their parents drawn from Year 3 in 2012 from randomly selected schools across metropolitan Melbourne. The authors obtained information annually from students, parents and teachers on students' mental health and wellbeing, peer and family relationships, school engagement and the primary to secondary school transition. Guided by the conceptual framework described in our previous report, the current report uses a linked longitudinal dataset of student development and academic achievement spanning the entire primary school years (from the first year of primary school; 5-6 years of age through to Year 7; 12-13 years of age) to address the following questions: (1) What is the relationship between early developmental vulnerability on the AEDC and later learning, school engagement and wellbeing? (2) How might any relationship between early developmental vulnerability and learning at Year 7 be affected by wellbeing and school engagement across Years 3, 4 and 5? [This report was undertaken by the Centre for Adolescent Health on behalf of the Evidence and Assessment Group, the Australian Government Department of Education and Training. The Centre for Adolescent Health is a research group of the Murdoch Children's Research Institute.]