ethanporcaro/eric-fulltext-meta huggingface dataset:
Charter Public Schools Serving Hispanic Communities
Author: National Alliance for Public Charter Schools
Date: 2016-09-27
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Hispanic American Students,Outcomes of Education,Academic Achievement,Educational Quality,Culturally Relevant Education,School Choice

The innovative and culturally responsive teaching practices provided in high-quality charter schools are not only providing Hispanic students with an excellent alternative to district public schools, but they are also yielding academic results that show neither race/ethnicity nor income level must determine a child's future. The compilation of research featured in this report shows how the over 12 million Hispanic children in American public schools are faring, with the data time and again showing that charter schools serve more Hispanic students than their district counterparts, and are fostering achievement at higher levels. Charter schools provide parents with a choice. For many Hispanic parents, charter schools are an accessible alternative to the district public schools in their community. The chance to enroll their children in a charter school creates an opportunity for parents to provide them with an education that is on par with that of their more advantaged peers. In many cases, the charter school alternative is not only better than the neighborhood public school, but it surpasses more affluent schools in terms of quality.
State Legislative Session Highlights for Public Charter Schools. Communications State Policy
Author: Ziebarth, Todd
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Charter Schools,Public Schools,State Legislation,Educational Legislation,Accountability,State Policy,Educational Finance,Financial Support,Educational Facilities

There were a number of historic public charter school policy wins across the country in 2017. Kentucky became the 44th state (along with the District of Columbia) to enact a charter school law. Colorado and Florida provided charter school students with unprecedented access to locally raised dollars for facilities. Tennessee and Texas created new funding streams to specifically support charter school facility costs--the first time either state had done so. Wisconsin added to the number of authorizing entities in the state, which will allow for truly independent charter schools across the state. And, Illinois and Washington overhauled their public school funding systems in ways that will provide more equitable funding for all students, including those in charter schools. At a time when an increasing amount of pushback from long-time opponents like the teacher unions is seen, it is notable that charter school supporters achieved these game-changing policy victories. This report provides a summary of this year's state legislative activity, organized into the following categories: no-law states, authorizing and accountability, funding and facilities, and other issues.
Nature of Mathematics That Impacts Difficulties in Learning It: A Comparison of Student Perspectives on Learning School Subjects from Kerala
Author: Gafoor, K. Abdul
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Questionnaires,Student Surveys,Mathematics Achievement,Mathematical Aptitude,Learning Problems,Problem Solving,Statistical Analysis,Secondary School Students,Difficulty Level,Intellectual Disciplines,Relevance (Education),Attribution Theory,Achievement Need,Etiology,Rote Learning,Attention,Attendance,Teaching Methods,Teaching Models,Student Attitudes,Foreign Countries

Though factors contributing to difficulty in learning school subjects including Mathematics were extensively studied, nature and characteristics of mathematics, possibly, one among the foremost causes for difficulty in learning it has not received required attention. To bring attention to the difficulties arising out of the nature of mathematics teaching-learning, this study identifies and compares the level of difficulty of major school subjects perceived by students. The study categorizes the characteristics of subjects that contribute to student perception of difficulty. Then it compares Mathematics with other school subjects on these perceived reasons. Questionnaire survey on a sample comprising of 300, 8th standard students randomly selected from schools of Kerala is employed. Findings indicate that as to mathematics, most of these identified factors are highly causative to difficulty compared to other subjects. The study implies reducing the difficulties in learning Mathematics through remedial measures that consider special nature of that subject.
Principals&apos; Supervisory Techniques as Correlates of Teachers&apos; Job Performance in Secondary Schools in Ebonyi State, Nigeria
Author: Chidi, Nnebedum
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Supervisory Methods,Secondary School Students,Job Performance,Correlation,Teacher Administrator Relationship,Classroom Observation Techniques,Workshops,Demonstrations (Educational),Teacher Surveys

The persistent and prolonged pitiable state of teachers' job performance leading to poor academic achievement of secondary school students in Ebonyi State has become a source of concern and worry among stakeholders and parents. This could be that instructional supervision is not regularly performed by the principals in order to provide professional guidance and assistance to teachers to enable them improve on their instructional delivery. It therefore becomes necessary to investigate the relationship between principals supervisory techniques and teachers job performance in secondary schools in Ebonyi State. The study was guided by three research questions and three hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The study population comprised 4,368 secondary school teachers in Ebonyi State. Stratified proportionate sampling technique was used to sample 1005 respondents from the population of the study. The researchers developed two sets of instruments titled &quot;Principals' Supervisory Techniques Questionnaire (PSTQ)&quot; and &quot;Teachers Job Performance Questionnaire (TJPQ)&quot; were used for data collection. The instrument was subjected to face and content validation by three experts who are lecturers; two in Department of Foundations and the other in Measurement and Evaluation Unit in the Department of Science Education, all from Faulty of Education, Ebonyi State University, Abakaliki. Cronbach alpha was employed for the reliability test and this yielded a coefficient of 0.78, 0.68 and 0.81 for the three parts of PSTQ and 0.78 for TJPQ respectively. Pearson product moment coefficient was used in answering the research questions and t-test was used in testing the hypotheses. The findings of the study revealed among others that there is a high positive correlation between classroom observation techniques and teachers' job performance in secondary schools in Ebonyi State. It also revealed that there was a significant relationship between principals' demonstration techniques and teachers' job performance in secondary schools in Ebonyi State. Based on the findings, conclusion was drawn and it was recommended among others that government should provide opportunity for principals to attend conferences, workshops, seminars and colloquiums on supervisory techniques at least once a year both nationally and internationally for more acquisition of skills and knowledge for effective instructional supervision in order to keep them at par with their foreign counterparts.
The Validity and Reliability Study of Turkish Version of the Sentiments, Attitudes, and Concerns about Inclusive Education Scale
Author: Cansiz, Nurcan
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Likert Scales,Questionnaires,Test Validity,Test Reliability,Inclusion,Preservice Teachers,Student Teacher Attitudes,Factor Analysis,Factor Structure,Test Items,Predictive Validity,Self Efficacy,Multiple Regression Analysis,Statistical Analysis

The purpose of this study is to translate and adapt the Sentiments Attitudes and Concerns about Inclusive Education Scale (SACIE) for use in the Turkish context. For this purpose, translated version of SACIE was administered to 304 and 368 preservice teachers (PTs) to perform exploratory and confirmatory factor analysis respectively. The result of exploratory factor analysis revealed the three-factor structure of SACIE as sentiments, attitudes, and concerns. The confirmatory factor analysis supported three-factor structure of SACIE including 19 items. Moreover, the scale indicated a reasonable predictive validity to the self-efficacies of preservice teachers. The importance of the adaptation of the scale into Turkish was discussed.
Administrators&apos; Managerial Competencies for Sustainable Human Resource Management in Secondary Education in Enugu State, Nigeria
Author: Ezeugbor, Carol Obiageli
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Human Resources,Administrator Effectiveness,Administrator Qualifications,Competence,Principals,Questionnaires,Administrator Surveys,Sustainability,Governance,School Administration

The inability of teachers to timely cover the scheme of work, students' truancy and persistent lateness to school, poor attitude towards teaching and learning, activities of cultism and frequent conflicts among secondary school students in Enugu State prompted this study to determine the administrators' managerial competencies for sustainable human resource management in secondary education in Enugu State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey research design. The study population comprised all the 291 secondary school principals in Enugu State. Simple random sampling technique was used to sample 146 principals for the study. The instrument used for data collection was a 19 items researchers' developed instrument titled; &quot;Administrators' Managerial Competencies for Sustainable Human Resource Management Questionnaire&quot; (AMCSHRMQ). The face validation of the instrument was established by three experts, two from the Department of Educational Management and Policy and one from the Department of Educational Foundations (Measurement and Evaluation Unit), Nnamdi Azikiwe University, Awka. The Cronbach alpha was used to determine the reliability of the instrument. Coefficient value of 0.71 was obtained. Data were analyzed using mean and standard deviation. Findings of the study revealed among others that secondary school administrators lack managerial competencies for students' human resource management by not providing counseling services to students regarding their learning process, providing incentives for students to increase their motivation to learn among others. Based on the finding, it was recommended among others that student human resource management should be incorporated and emphasized in the training guide for educational administrators in order to make them develop more suitable students centered policies in their various schools. Conclusion was drawn based on the findings.
Acute Effect of Various Exercise Intensities on Cognitive Performance
Author: Ceylan, Halil Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Athletes,Exercise,Males,College Students,Team Sports,Scores,Multivariate Analysis,Physical Activities,Sensory Integration,Psychomotor Skills,Cognitive Ability,Correlation,Foreign Countries

The aim of this study was to examine the acute effect of various exercise intensities on coincidence anticipation timing at different stimulus speeds. Fifteen male students who attend to Faculty of Sport Sciences at Mugla Sitki Kocman University, have been dealing with individual or team sports and having licenses for 5 or more years with no health problem or disability, participated in this study voluntarily. Athletes were subject to incremental running protocol on treadmill at 70 percent and 90 percent exercise intensity. Coincidence anticipation timing performances of athletes at each stimulus speeds (6 mph, 9 mph and 12 mph) were measured in rest and steady state at each exercise intensity (70 percent and 90 percent). Bassin Anticipation Timer device was used for determining coinciding anticipation timing performance. The data were recorded in SPSS program. Repeated Measures ANOVA, Bonferroni Correction were used. According to, a Repeated Measures ANOVA statistically significant difference was found in mean absolute error scores measured at rest, 70 percent and 90 percent intensity exercises (F(2, 28) = 9.446), p = 0.001, multivariate partial eta squared = 0.40). Post hoc tests using the Bonferroni correction revealed that coincidence anticipation timing mean absolute error scores (6 mph) were statistically significantly higher at 70 percent and 90 percent intensity exercises than mean absolute scores measured at rest. For 9 mph, statistically significant difference was found in mean absolute error scores measured at rest, 70 percent and 90 percent intensity exercises (F(2, 28) = 6.124), p = 0.006, multivariate partial eta squared = 0.30). Bonferroni correction explained that mean absolute error scores (9 mph) measured at 70 percent and 90 percent intensity exercises were statistically significantly higher than mean absolute scores measured at rest. For 12 mph, no statistically significant difference was found in mean absolute error scores measured at rest, 70 percent and 90 percent intensity exercises (F(2, 28) = 1.873), p = 0.172, multivariate partial eta squared = 0.11). Mean absolute error scores (12 mph) measured at 90 percent intensity exercises were higher than mean absolute scores measured at rest and 70 percent intensity. In conclusion, it has been seen that high and moderate intensity exercises influence coincidence anticipation timing negatively at low, moderate stimulus speeds. Thus, in the planning of the training programs, it is important to enhance sensory-motor function stamina of athletes for high intensity activities and it is suggested that the athletes could be involved in exercises that improve their response to different stimuli.
Tutor Trust Secondary: Evaluation Report and Executive Summary
Author: Buchanan, Emily
Date: 2015-07-00
Type: Reports - Research
Subjects: Foreign Countries,Tutoring,Disadvantaged Youth,At Risk Students,College Students,Program Evaluation,Program Effectiveness,College Graduates,Secondary School Students,Interviews,Mathematics Achievement,English,Academic Achievement,Scores,Randomized Controlled Trials,Quasiexperimental Design,Comparative Analysis,Student Characteristics,Institutional Characteristics,Statistical Analysis,Intervention,Regression (Statistics),Qualitative Research,Case Studies

The Tutor Trust is a Manchester-based charity that aims to provide affordable small group and one-to-one tuition, predominantly to disadvantaged pupils in schools in challenging communities. The tutors are university students and recent graduates, enabling tuition to be provided at a competitive rate on a not-for-profit basis. This three-year evaluation assessed the impact of the Tutor Trust on the English and mathematics GCSE results of 1,029 Year 11 pupils. Tuition took place in the academic years 2011-2012 to 2013-2014. Students received different numbers of hours of tuition, and some received tuition in multiple academic years between Year 9 and Year 11. The evaluation also explored schools' perceptions of the need for affordable tuition and their assessment of the quality of the service provided. Qualitative fieldwork took place in eight schools and was based on interviews with senior leaders, classroom teachers, tutors and pupils. The project was funded by the Education Endowment Foundation (EEF), Manchester City Council and payments from participating schools. A separate evaluation of the impact of the tuition on the English and mathematics attainment of Year 6 and Year 7 pupils is available on the EEF website. Key conclusions include: (1) Due to the limitations of the study design and the absence of a high-quality comparison group, this evaluation has not provided a secure estimate of the impact of the project on academic outcomes; (2) Participating pupils achieved slightly higher mathematics GCSE scores than pupils in the comparison group, and lower English GCSE scores than pupils in the comparison group. However, it is not possible to attribute either change to the tuition provided; (3) Schools involved in the qualitative interviews were positive about the tuition, keen to work with the Tutor Trust again, and largely confident that the tuition was beneficial for their pupils; (4) Teachers believed that there was a need for more affordable high-quality tuition, and that the Tutor Trust helped meet this need; and (5) It is recommended that the Tutor Trust continues to monitor tutor performance and identifies mechanisms to increase the consistency of tuition. Schools should be active participants in this process and classroom teachers need to be involved in the planning and management of tuition to ensure that in all cases tuition complements work in the classroom.
Tutor Trust Primary: Evaluation Report and Executive Summary
Author: Buchanan, Emily
Date: 2015-07-00
Type: Reports - Research
Subjects: Foreign Countries,Tutoring,Disadvantaged Youth,At Risk Students,College Students,Program Evaluation,Program Effectiveness,College Graduates,Interviews,Mathematics Achievement,English,Academic Achievement,Scores,Randomized Controlled Trials,Quasiexperimental Design,Comparative Analysis,Student Characteristics,Institutional Characteristics,Statistical Analysis,Qualitative Research,Intervention

The Tutor Trust is a Manchester-based charity that aims to provide affordable small group and one to one tuition to schools. The Trust recruits university students and recent graduates, which enables it to provide tuition at a competitive rate. It predominantly aims to support schools in challenging communities and pupils who are looked-after or eligible for free school meals. This evaluation assessed the impact of the Tutor Trust on the English and mathematics attainment of 95 pupils in Years 6 and 7. Participating students could receive up to 15 hours tuition whilst in Year 6 and a further 10 hours tuition in Year 7. The evaluation also explored schools' perceptions of the need for affordable tuition and their assessments of the quality of the service provided, in order test the feasibility of the approach and provide formative feedback to the Tutor Trust. The project was funded by the Education Endowment Foundation (EEF), the SHINE Trust and Manchester City Council. A separate evaluation of the impact of the Tutor Trust on the GCSE results of pupils in Years 10 and 11 is available on the EEF website. Key conclusions include: (1) Due to the study's design and problems recruiting schools to receive tuition or participate in the evaluation, this evaluation has not provided a secure estimate of the impact of the project on pupil outcomes; (2) Participating pupils made slightly less progress in both English and mathematics than those in the matched comparison group. However, this finding was not statistically significant, meaning that it could have occurred by chance; (3) Schools involved in the qualitative interviews were positive about the tuition, keen to work with the Tutor Trust again, and largely confident that the tuition was beneficial for their pupils. All teaching staff and senior leaders interviewed believed that there was a need for more affordable, high quality tuition; (4) School staff who we spoke to believed the quality of tutors was generally high and that, the quality of tutors greatly influenced the impact of the programme; (5) To ensure pupils derive maximum benefit, it is recommended that the Tutor Trust continues to put additional mechanisms in place to monitor tutor performance and conduct and that schools also implement such mechanisms. In addition, classroom teachers need to be involved in the planning and management of tuition so that it is not viewed as a 'bolt-on' and complements work in the classroom.
The Views of Educational Supervisors on Clinical Supervision
Author: Kayikçi, Kemal
Date: 2017-00-00
Type: Journal Articles
Subjects: Clinical Supervision (of Teachers),Phenomenology,Interviews,Teacher Attitudes,Teacher Educators,Educational Practices,Qualitative Research,Foreign Countries,Questionnaires

Contemporary educational supervision expresses democratic and leadership focused supervisory approach which consists of collaboration, trust, sharing and improving. The aims of the study are to investigate the answer of how current teacher supervision in Turkey is conducted according to the views of educational supervisors, and to unearth what the general attitudes and evaluations of educational supervisors are regarding clinical supervision. A phenomenological research design was used in the study. The study group consists of 53 educational supervisors working in the province of Antalya. A structured form consisting of both open and close ended questions was delivered to the supervisors who participated in the study. Data was gathered oral and written via interviews. A conference lasting six hours on clinical supervision's aim, processes, techniques, observation and data collecting tools was held for the supervisors within the study. According to the results of the study, current supervision may be categorized under four stages; the stage before reaching the school setting, pre-observation, observation, and post-observation. That the views of educational supervisors are positive regarding the applicability of clinical supervision. The participants, mostly, stressed that the supervisory duties must be divided from the duties of investigation, and that the supervisors must be trained on clinical supervision.