ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Evaluation of Distance Learning in Turkey: Reasons of More than Half Repetition
Author: Bakioglu, Aysen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,College Students,Internet,Student Attitudes,Teacher Student Relationship,Computer Software,Access to Computers

Purpose of the research is to find out students' evaluation of distance education they have in terms of internet services related to high failure rate and to develop suggestions by putting forth their expectations for consideration. General survey method was used in this research aiming to determine the distance education method evaluation of the students studying their graduate degree through distance teaching techniques in open education management and economy faculties at Anatolia University. The population of this research is consisted of 1610 students studying education management and economy faculties of the Anatolia University and registered in Istanbul offices and continuing a private Open Education Courses. The sample of this research is consisted of 1020 students studying in a private open education courses in Istanbul, replied self devised questionnaire. Result suggest that the most of the repeaters connect to the internet from their houses and offices by comparing with non repeaters. This difference has been found as significant. There is a significant relation between the way of providing internet connection with the faculty and the repeating situation of the students. A number of suggestions were made.
Examination of School Principals&apos; Mobbing Practices against Class Teachers
Author: Can, Ertug
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Principals,Antisocial Behavior,Teacher Administrator Relationship,Elementary School Teachers,Stress Variables,Job Satisfaction,Conflict,Trust (Psychology),Teacher Motivation,Teacher Burnout

Mobbing practices at schools have been increasing and affecting education process negatively. This study aimed to examine the school principles' mobbing practices against the primary school class teachers and provide suggestions in order to clear away mobbing behaviours. For this purpose, 25 teachers were interviewed face-to-face with a semi-structured interview form in Üsküdar and Ümraniye, Istanbul. The data were analyzed with qualitative research methods and assessed through the content analysis. The results yielded that the school principles' mobbing practices caused uneasiness, enervation, conflict, stress, distrust against the managers, feelings of unworthiness and decrease in motivation, school devotion and performance among class teachers. It was suggested that providing training to principals and teachers about mobbing, setting up psychological consultation centers at schools, generating related legal and pedagogical arrangements might be helpful. [This paper was published in: Kakana, D-M. &amp; Manoli, P. (Eds.) (2017). &quot;Digital Proceedings from the 3rd International Symposium on New Issues on Teacher Education-ISNITE 2015&quot; (Volos, Greece, September 11-13, 2015), p.50-56. Volos: University of Thessaly Press.]
Access and Accessibility in Online Learning: Issues in Higher Education and K-12 Contexts. From &quot;OLC Outlook: An Environmental Scan of the Digital Learning Landscape&quot;
Author: McAlvage, Katherine
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Online Courses,Access to Education,Higher Education,Disabilities,Federal Legislation,Educational Technology,Technology Uses in Education,Instructional Design,Accessibility (for Disabled),Educational Legislation,Equal Education,Court Litigation

Accessibility in K-12 and higher education is becoming an increasingly complex terrain to traverse as schools increase online materials and instructional delivery options. This white paper provides an overview of critical terms, legal precedents, and other considerations for course designers, instructors, and administrators as they work to improve the educational experiences of learners with disabilities. Key questions around accessibility include the following: (1) How do national laws that govern disability access apply to online courses?; (2) What case law exists to guide online course design and delivery in various educational settings?; (3) What issues emerge regarding online course access that might be unique to higher education and to K-12 settings? What issues are shared?; and (4) What support do online course designers need in order to generate accessible courses for learners across the life span (from K-12 to higher education)? The first section of this white paper provides definitions for concepts related to accessibility in digital educational environments. Second, accessibility in online course design from both practical and policy perspectives are elaborated for both higher education and K-12 education. Helpful references and resources -- including active online communities of practice -- are provided at the end of the document.
How Technology Affects Language Learning and Teaching
Author: Mkdadi, Ali Mahmod
Date: 2019-00-00
Type: Journal Articles
Subjects: Dialects,Second Language Learning,Second Language Instruction,Instructional Innovation,Teaching Methods,Educational Technology,Information Technology,Computer Assisted Testing,Language Tests,Language Aptitude,Robotics,Artificial Intelligence,Collaborative Writing,Social Media,Computational Linguistics,Computer Simulation,Universities,Internet,Web Sites,Editing,Web 2.0 Technologies

This article surveys the writing on technology in language and unknown dialect learning. Given the solid enthusiasm for innovation use for language learning, it is imperative to take a gander at how innovation has been utilized in the field up to this point. The objectives of this examination are twofold: to see how technology have been utilized to help unknown dialect learning and furthermore to investigate any proof with respect to how innovation can upgrade securing of language aptitudes. This article talks about the discoveries under the accompanying classes: possibilities of innovation and its utilization in explicit territories, programming apparatuses utilized in certain language ability regions, programming structure contemplation, automated language testing, and research discoveries from concentrates utilizing quantitative as well as subjective strategies. At last, issues imperative for future research are additionally talked about.
State Authorization across State Borders
Author: Online Learning Consortium (OLC)
Date: 2019-02-27
Type: Reports - Descriptive
Subjects: Federal Regulation,State Regulation,Educational Legislation,Compliance (Legal),Postsecondary Education,State Legislation,Student Financial Aid,Eligibility,Universities,Court Litigation,Place of Residence,Residence Requirements

States have always had the ability to regulate institutions conducting instruction or other postsecondary activities in their states. In Fall 2010, a Federal regulation was first released tying institutional and student eligibility for Title IV Federal Financial aid to an institution complying with State laws. Colleges and universities were to be expected to demonstrate compliance with regulations in a State in which the institution is not physically located or is otherwise subject to State jurisdiction. This regulation, 34 C.F.R. §600.9(c), was vacated in 2012 by the Federal courts on procedural grounds. Since that time, attempts to re-establish the regulation have met difficulty reaching a final effective solution. In 2014, a rulemaking panel failed to reach consensus on a proposed rule. A subsequent rule, released in by the Department of Education in 2016, has since been delayed and sent back to rulemaking. The paper provides a history and direction in the creation of new Federal regulations for State Authorization of out-of-state activities. This is a good resource for those who wish to learn about the foundation of state authorization.
Investigation of the Opinions of Secondary Education Administrators Regarding School Council Implementations
Author: Can, Ertug
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary Education,Secondary Schools,Administrators,Administrator Attitudes,Opinions,School Councils,Program Implementation,Foreign Countries,Participative Decision Making,Parent Participation,Teacher Participation,Student Participation,Democracy,School Culture

The aim of this study is to find out the school administrators appointed in secondary education institutions about school council implementations and to develop suggestions for the school, council to function more properly. The study was carried out with 234 administrators appointed in secondary and high schools in Bahcelievler District of Istanbul in 2014-2015 academic year. Quantitative and Qualitative research methods were used for this study. In order to collect the quantitative data, &quot;School Council Implementation Scale Composed of 36 questions was developed and used. Quantitative data was analysed by using t-test and ANOVA techniques. Qualitative data, however, was evaluated by means of content analysis. At the end of the study, the points of &quot;School Council Implementation Scale&quot; were investigated and no significant difference was found among gender, appointment, seniority, administrator seniority and education levels. Most of the participants pointed out that they agreed the statement of &quot;School Council and Administrator may learn new ideas from students.&quot; According to most of the participants, since the administrators, parents and students do not have sufficient information about the school council, problems may sometimes arise during the implementation. As there are sometimes problems during the process of school council implementations, it may be helpful if administrators, students and parents are informed, enabled to participate in decisions and be effective in the process of decision-making. [This paper was published in: O. Titrek, M. Potmesil (Eds.) (2016) &quot;1st International Conference on Lifelong Learning and Leadership for All. ICLEL 2015 Proceedings Book&quot; (p.291-301). Sakarya, Turkey: ICLEL Conferences, Sakarya University Faculty of Education.]
Interlanguage: A Case Study of a Korean Learner of Bangla
Author: Islam, A. K. M. Mazharul
Date: 2019-01-00
Type: Journal Articles
Subjects: Interlanguage,Phonetics,Morphology (Languages),Indo European Languages,Language Usage,Syntax,Native Language,Korean,Interference (Language),Second Language Learning,Learning Motivation,Psycholinguistics,Grammar,Difficulty Level,College Students,Foreign Countries

This study has investigated the interlanguage features in spoken language of a Korean learner of Bangla. Data has been collected through interviews which were recorded and analyzed. The analysis of the respondents' language has been made in terms of phonetic, morphological and syntactic aspects. The language deviations may be attributed to different factors such as L1 interference to some extent, and other aspects related to psychological processing, motivation and language use.
Do Organizational Conditions Influence Teachers Implementation of Effective Classroom Management Practices: Findings from a Randomized Trial
Author: Sebastian, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Urban Schools,Intervention,Faculty Development,Teacher Attitudes,Educational Environment,Program Effectiveness,School Psychologists,Role,Elementary School Teachers,Primary Education

Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to a number of factors. A school's organizational health is one aspect of the broader social environment that has been hypothesized to influence implementation of interventions. Yet, empirical evidence is limited on whether organizational contexts can influence teacher implementation of effective interventions and subsequently, classroom environments and student outcomes. In the present study, teachers in an urban school district were randomly assigned to receive training in the Incredible Years Teacher Classroom Management program (IY TCM), a classroom management intervention. We examined how teacher perceptions of their school environment moderated intervention effects for previously established treatment outcomes -- implementation of effective classroom methods, students' social behaviors, emotional regulation, and social competence. Results showed that treatment effects on teacher implementation and student outcomes were moderated by teachers' sense of affiliation to their school. Specifically, main effects on implementation of effective classroom management strategies were only observed among teachers whose perceptions of initial teacher affiliation was low or average; whereas main effects on student outcomes were only found for teachers with initial high levels of affiliation.
Professional Development in CALL: A Selection of Papers
Author: Giannikas, Christina Nicole, Ed.
Date: 2019-03-15
Type: Books
Subjects: Second Language Learning,Second Language Instruction,Information Technology,Computer Assisted Instruction,Teaching Methods,Self Concept,Social Networks,Study Abroad,Language Teachers,Comparative Education,Task Analysis,Literacy,Electronic Publishing,Material Development,English (Second Language),Elementary Secondary Education,Foreign Countries,Faculty Development,Computer Simulation,Technological Literacy,Pedagogical Content Knowledge,Handheld Devices,Computer Software,English for Special Purposes,Blended Learning,Preservice Teacher Education,Teacher Attitudes,Telecommunications,Cooperative Learning

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. &quot;Professional Development in CALL: A Selection of Papers&quot; is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]
The Challenge of Evidence in Disability and Rehabilitation Research and Practice: A Position Paper
Author: Johnston, Mark V.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Evidence,Disabilities,Rehabilitation,Intervention,Standards,Evidence Based Practice

This paper states the position of the National Center for the Dissemination of Disability Research (NCDDR) Task Force on Standards of Evidence and Methods (TFSE) regarding the need for (a) the thoughtful determination of research evidence on the basis of both the rigor of the research and the relevance of the research to the lives of people with disabilities; and (b) systems that facilitate our ability, on a timely basis, to describe what the best available evidence is in response to specific topical questions in disability and rehabilitation. The primary focus of this paper is on evidence for interventions in the field of disability and rehabilitation (D&amp;R). Evidence issues related to D&amp;R interventions concern all people with disabilities and involve both research and development, as both are extremely important. The specific objectives of this paper are the following: (1) To clarify what is meant by the term evidence and to describe the nature of the contemporary systems used to identify and evaluate evidence in intervention research; (2) To identify the challenges in meeting contemporary standards of evidence in the field of D&amp;R interventions; and (3) To propose next steps for examining related issues and for taking action to promote the availability of evidence-based services and information in the field of D&amp;R interventions. [This paper was developed as a group effort of the National Center for the Dissemination of Disability Research (NCDDR) Task Force on Standards of Evidence and Methods (TFSE).]
Modeling Technology Innovation: Combining Science, Engineering, and Industry Methods to Achieve Beneficial Socioeconomic Impacts Systematically and Deliberately. FOCUS Technical Brief No. 35
Author: Stone, Vathsala I.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Scientific Research,Technological Advancement,Innovation,Sciences,Technology,Research and Development,Engineering,Industry,Evidence Based Practice,Planning,Quality of Life,Medicine,Health Services

This &quot;FOCUS Technical Brief&quot; summarizes a paper recently published in the open-access journal Implementation Science1 (Stone &amp; Lane, 2012). The full paper presents a conceptual framework that integrates all three knowledge-generating methods--scientific research (R), engineering development (D), and industry production (P)--into a logic model format, which is useful for planning, obtaining, and measuring the intended beneficial impacts by implementing knowledge in practice (Lane &amp; Flagg, 2010). [This FOCUS Technical Brief is a publication of SEDL's Disability Research to Practice Program.]
Attitudes Held by Teachers When Using Mobile Devices as Language Aids
Author: Waldren, Sofía Milagros
Date: 2019-03-15
Type: Reports - Research
Subjects: English Teachers,Teacher Attitudes,Second Language Instruction,English (Second Language),Teaching Methods,Handheld Devices,Technological Literacy,Classroom Techniques,Educational Benefits,Barriers

The aim of the study is to establish and understand the attitudes teachers hold when using mobile devices as language aids. Data was collected using a mixed method approach. Both quantitative and qualitative questionnaires were disseminated using 'closed/private' Facebook groups related to Teaching English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL) to focus the survey on participants that had experience in this field. Approximately 267 participants completed the quantitative questionnaire, whilst only eight participants completed the qualitative questionnaire. The results from the quantitative questionnaire demonstrate that participants acknowledge Mobile Assisted Language Learning (MALL) devices to be beneficial. However, according to the qualitative results, even though participants recognise the potential MALL devices can provide, most participants did not use MALL devices within their classroom. Reasons for this, according to the qualitative data, are due to the teachers' lack of digital literacy and competency, as well as the potential difficulty of managing classroom disruptions and behaviour when using MALL devices. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Promoting Pre-Service Teachers&apos; Inquiry Skills in a Blended Model
Author: Morales, Sandra
Date: 2019-03-15
Type: Reports - Research
Subjects: Preservice Teachers,Inquiry,Thinking Skills,Reflection,Blended Learning,Language Teachers,Second Language Instruction,English (Second Language),Foreign Countries,Problem Solving,Video Technology,Observation,Technology Uses in Education

Lesson observation has been used with pre- and in-service teachers to improve classroom practices. In addition, reflection and criticality can be developed when teachers use evidence from their lessons and engage in collaborative discussions. Therefore, it is essential for pre-service teachers to collect data from their practices and reflect upon them individually and as a part of a teaching community. Thus, classroom-based studies in which blended models promote reflective research skills based on pedagogical practices are needed. Bearing this in mind, the aim of our case study was to examine the development of reflective inquiry skills amongst pre-service teachers in an English language teaching programme in Chile. We implemented a blended model of face-to-face sessions and an online community to foster discussions about classroom related issues. The face-to-face interactions took place as part of the Applied Research (AR) in teaching English as a foreign language course. The pre-service teachers' videos from the Practicum I (PI) course were uploaded onto the Video Enhanced Observation (VEO) online portal where self, peer, and teacher observation occurred. Data were collected from a questionnaire, comments on the VEO platform and focus groups. Statistical analyses were carried out using R scripts and quantitative content analyses were conducted with word clouds. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Assessing the Efficacy of VR for Foreign Language Learning Using Multimodal Learning Analytics
Author: Gorham, Tom
Date: 2019-03-15
Type: Reports - Research
Subjects: Computer Simulation,Second Language Learning,Second Language Instruction,Teaching Methods,Pilot Projects,Comparative Analysis,Data Analysis,Human Body,Motion,Pretests Posttests,Japanese,Computer Assisted Instruction,Computer Software,Writing (Composition),Females,Graduate Students,Orthographic Symbols,Writing Instruction

This chapter describes a small-scale pilot study in which participants in the experimental group learned how to write Japanese kanji characters within an immersive Virtual Reality (VR) graffiti simulator (the Kingspray Graffiti Simulator on the Oculus Rift VR system). In comparing the experimental group to the non-VR control group in the context of embodied cognition, the authors used a multimodal learning analytics approach: the participants' body movements were recorded using a full-body 3D motion-tracker and clustered with a machine learning algorithm. The participants were also compared on the basis of a written posttest and a follow-up survey. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]