ethanporcaro/eric-fulltext-meta huggingface dataset:
Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia
Author: Basilaia, Giorgi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Online Courses,Web Based Instruction,Educational Technology,Private Schools,Outcomes of Education,COVID-19,Pandemics

The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities of the country and its population to continue the education process at the schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.
A Comparative Study of Positive Behavior Interventions and Supports in Middle Schools in South Texas
Author: Molina, Theresa
Date: 2020-06-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Middle School Students,Academic Achievement,Attendance,Public Schools,Program Implementation,Standardized Tests,Discipline,Student Placement,Correlation

This quantitative study examined the relationship between implementation of a Positive Behavior Interventions and Supports (PBIS) program and academic achievement, attendance, and discipline. The data was collected from schools from South Texas Educational Regions One, Two, and Twenty. The public middle school campuses for this study were chosen based on demographics, size, and PBIS implementation. Campuses were similar in demographics and size and were also be PBIS implementing campuses as well and non PBIS campuses. Data was obtained through the 2017-2018 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus to assess attendance, academic achievement in Reading and Math on The State of Texas Assessments of Academic Readiness (STAAR), and discipline. The design used for this study was a non-experimental study that examined the statistical relation between PBIS, academic achievement, attendance, and discipline. The study investigated two schools from each of the educational regions listed, one school being a PBIS implementing school and the other implementing no form of PBIS. The two groups from each region were compared by attendance, academic achievement in Reading and Math as determined by STAAR, and discipline, through TAPR data released by TEA.
A Comparison of Accounting Faculty Profiles at HBCUs to Non-HBCUs
Author: Randle, Edward C.
Date: 2020-06-00
Type: Journal Articles
Subjects: Accounting,College Faculty,Teacher Characteristics,Black Colleges,Educational Attainment,Academic Rank (Professional),Gender Differences,Teacher Qualifications,Expertise,Institutional Characteristics,Business Administration Education

This study seeks to document whether the profiles of faculty at HBCUs are similar to faculty at non HBCUs. The researchers analyze the data using the X[superscript 2] test of independence to make direct comparisons of profile data between faculty at HBCUs and non HBCUs and within each institution type by gender. The findings suggest that faculty profiles at HBCUs and non HBCUs are nearly identical. The research shows that the highest degree earned, professional certification, and teach/research interest ratio is similar for faculty at HBCUs and non-HBCUs. Meanwhile, the academic professor ranking shows that the percentage of HBCU faculty is higher than of non-HBCUs and that 38% of HBCU faculty received their highest degree before 1990 in comparison to the 29.3% of the non-HBCU faculty. These findings suggest that HBCU schools are not attracting younger graduates in comparison to non-HBCU schools. Given that there are anticipated shortages of accounting faculty, rate of retirements and salary inversion, this information should be of interest to faculty and administrators for budgeting and those seeking to employ accounting faculty. This research provides insight to students who are considering entering into the profession and help project the future demand for accounting faculty at HBCUs.
Evidence on Relationships between Teaching Evaluations and Ratemyprofessors Teaching Tags
Author: Jalbert, Terrance
Date: 2020-06-00
Type: Journal Articles
Subjects: Teacher Evaluation,Student Evaluation of Teacher Performance,Web Sites,College Students,College Faculty,Business Education Teachers,Business Administration Education

This research examines relationships between teaching tags and teaching evaluations. The paper constitutes one in a series of papers by the same author that examines Ratemyprofessors.com data. Since 2014, Ratemyprofessors' reviewers can assign tags that provide detailed comments about the class and professor. The analysis here examines how these student-assigned teaching tags relate to teaching evaluations and the willingness of a student to take another course from the professor. This paper analyzes data for 202 business professors. Results identify variables important and unimportant in determining teaching ratings. Professors might focus efforts on critical areas identified here to improve their teaching ratings.
Activities Conducted in Primary School through the Eyes of Fourth Graders
Author: Yorulmaz, Alper
Date: 2020-06-00
Type: Journal Articles
Subjects: Elementary School Students,Children,Grade 4,Learning Activities,Game Based Learning,Preferences,Public Schools,Foreign Countries,Outdoor Education,Emotional Response,Group Activities,Writing Attitudes

It can be said that activities form the basis for active learning, but teachers determine which activity is effective for the development of students. One of the criteria in this determination is the student, which is the basic input of education. Therefore, the aim of the study is to determine the opinions of primary school students about the activities based on their observations. To this end, variables such as the scope, type, location and frequency of the activities, the feelings and thoughts of the children about these activities were determined. The study employed the case study design, one of the qualitative research designs. The study group was comprised of 20 fourth grade students attending primary education in the city of Mugla in the spring term of the 2017-2018 school year. The data were collected by using a semi-structured interview form developed by the researchers. In order for the children to remember the activity types, the activities were introduced to the children one by one before initiating the data collection process. In order to eliminate peer effect in the data collection process, the interviews were individually conducted with each participant and each one lasted 5-10 minutes. In the analysis, content analysis was used. As a result, it was found that the activities most liked by the children are game-based and writing-based activities. Moreover, the students stated that activities are generally conducted inside the class and that they would like to conduct more activities in out-of-class environments.
An Analysis of the Metaphorical Perceptions about the Piano by Fine Arts High School Students
Author: Avci, Ayca
Date: 2020-06-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Fine Arts,Student Attitudes,Phenomenology,High School Students,Grade 9,Grade 12,Foreign Countries,Figurative Language,Language Usage,Content Analysis,Positive Attitudes

The aim of this study is to determine, as expressed in metaphors, the attitudes of the students of music department in the Fine Arts High School (FAHS) in the 2019-2020 academic year. The study was carried out with 37 music students in 9th and 12th grades of Mersin Adiyaman Fine Arts High School. In line with the phenomenological research design, a form including the statement &quot;The piano lesson is like… Because...&quot; was used to collect the data for the study. Determining the attitudes of the students of the music department towards the piano is critical in terms of increasing the quality of piano learning and music education. Since metaphors are crucial in determining the student's attitude towards a musical instrument, the metaphors that are used by the student are extremely important. Therefore, the aim of this study was to determine the metaphorical meanings assigned to the piano by FAHS music students. The data were categorized by using content and frequency analysis techniques, which revealed 34 positive and three negative metaphorical definitions about the piano instrument. The findings indicate that most of the participants have positive metaphoric definitions of the piano.
A Case for Hybrid Learning: Using a Hybrid Model to Teach Advanced Academic Reading
Author: Yang, Zhenyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Second Language Learning,Second Language Instruction,English (Second Language),Reading Instruction,Advanced Students,Computer Assisted Instruction,Intensive Language Courses,Rating Scales,Guidelines,Course Descriptions,Females,Graduate Students,Student Attitudes,Management Systems,Educational Benefits

The study investigates the use of the hybrid method in the teaching and learning of English reading for speakers of English as a second language. Through an interview, a questionnaire and class observation, the research seeks to investigate the benefits and drawbacks that the hybrid model would possibly bring to the course.
Instructional Coaching for Teachers of ELs in Inclusive Environments: Practical Insights for a Low-Incidence EL Setting
Author: Nuss, Svetlana V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Coaching (Performance),English (Second Language),Second Language Instruction,Incidence,Empathy,Cultural Awareness,Faculty Development,Program Implementation,Enrollment

As instructional coaching is being implemented to help English learners access content in school districts across the U.S., the low-incidence EL setting requires its own consideration. This article discusses an urban school district's EL coaching initiative from the practitioner's perspective. It addresses enrollment of classroom teachers into the EL coaching program, specialized areas of an EL coach's expertise, and how this drives professional development for EL instructional coaches in the larger systemic context. ELL Awareness presentations are suggested as a practical way of building equity for ELs and positively impacting the culture of inclusion in school districts. Challenges of institutional integration of an EL instructional coaching platform are discussed. The article shines light on the realities of EL coaching in low-incidence EL inclusive environments and offers practical ways of its implementation, and represents a reflection on the experience of one ELL specialist-turned-EL-coach.
Investigating the Use of Case-Oriented Station Technique in Teaching Socio-Scientific Issues: A Mixed Method Study = Sosyobilimsel konularin ögretiminde örnek olay destekli istasyon teknigi kullaniminin incelenmesi: Karma yöntem çalismasi
Author: Ture, Zeliha Gül
Date: 2020-00-00
Type: Journal Articles
Subjects: Science and Society,Case Method (Teaching Technique),Instructional Effectiveness,Sustainable Development,Biotechnology,Climate,Learning Motivation,Academic Achievement,Secondary School Students,Foreign Countries,Student Attitudes,Grade 8,Conservation (Environment),Consciousness Raising,Group Activities

This research aims to investigate the effect of teaching the socio-scientific issues, &quot;Global Warming, Sustainable development and Bio-technology&quot; in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.
STEM Teachers&apos; Beliefs and ESOL Professional Development
Author: Kim, Catherine E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,STEM Education,Teacher Attitudes,Faculty Development,English Language Learners,Portfolios (Background Materials),Second Language Learning,Second Language Instruction,English (Second Language),Self Evaluation (Individuals),Teaching Methods,Academic Language,Cultural Awareness,Family Needs,Advocacy,Instructional Leadership,Culturally Relevant Education,Individualized Instruction

In this research note, Catherine Kim presents the findings of the changes in in-service STEM teachers' beliefs about English Learners (ELs) and English to Speakers of Other Languages (ESOL) education gleaned from the teachers' written reflections in the portfolios submitted at the end of their yearlong participation in an ESOL professional development program. The objectives were to discover how STEM teachers made a self-assessment of what they learned from their ESOL professional development experience and to further evaluate whether it contributed to changing their views on ELs and ESOL education.
Life Quality of 9-11 Year-Old Children: Family Functionality and Demographic Variables = 9-11 yas arasi çocuklarin yasam kalitesi: Aile islevselligi ve demografik degiskenler
Author: Tumer, Tugba
Date: 2020-00-00
Type: Journal Articles
Subjects: Quality of Life,Preadolescents,Foreign Countries,Family Relationship,Elementary School Students,Secondary School Students,Individual Characteristics,Public Schools,Predictor Variables,Parent Child Relationship,Adolescent Attitudes,Childrens Attitudes

In this study, the relationship between the quality of life levels of children aged 9-11 and their perception of family functions and some demographic characteristics was investigated. The sample of the study included six primary schools and six secondary schools in the central districts of a metropolitan city located in the west of Turkey in the 2017-2018 academic year. Participants were 783 children, 396 girls and 387 boys. Multiple regression analysis was used to analyze the data collected by using the General Quality of Life Scale for Children and Family Relationship Scale for Children. The results of the analysis showed that supportive and discouraging family relationships scores significantly predicted the quality of life of the children and explained 35.80% of change in their quality of life. In addition, the predictive power of supporting family relationships (28.70%) was significantly higher than that of the discouraging family relationships (-7.10%) in explaining children's quality of life. Gender, age and number of siblings were not significantly correlated with life quality of children.
Professional Growth Orientation and Collaboration: Mediating Roles in Science Teacher Professional Learning
Author: Rinke, Carol
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development,Science Teachers,Program Effectiveness,Teacher Background,Environmental Education,Curriculum Implementation,Middle School Teachers,High School Teachers,Scientific Literacy,Teacher Participation,Correlation

This study addresses current dilemmas surrounding features of effective teacher professional development (PD). Using a theoretical framework that conceptualizes the complexity of teacher learning, this study investigates the interconnections among teachers' professional backgrounds, purposes for developing professionally, teaching contexts, engagement and participation in PD, and PD outcomes. Drawing upon the experiences of 16 case study teachers participating in a multi-year, multi-site environmental science literacy PD, this research uses a variety of data sources to better understand how teachers applied the concepts and practices from their PD program to the classroom context. Our analysis identified three forms of classroom implementation: &quot;Integrated&quot; incorporated practices across the curriculum, &quot;Focused&quot; attended closely to one interest area, and &quot;Consistent&quot; involved authentic instruction of the curriculum as designed. Findings suggest that teachers who demonstrated &quot;Integrated&quot; implementation were more likely to come to PD with a general desire for professional growth and engage collaboratively with colleagues. Implications include a deeper understanding of teacher learning to inform the design of effective PD.
Where Is the Math in Science Olympiad? Aligning Mathematics Standards to Science Olympiad Events
Author: Meadows, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Competition,Science Instruction,Content Analysis,Middle School Students,High School Students,Nonprofit Organizations,Common Core State Standards,Knowledge Level,Alignment (Education),Science Education,Preservice Teachers,Science Teachers,Mathematics Teachers,Evaluators,Interrater Reliability

Science Olympiad (SO) is a national non-profit organization which holds science competitions for students in grades 7-12 within 50 states with each event aligned to Next Generation Science Standards (NGSS, 2010). The purpose of this article is not only to align the Common Core State Standards in Mathematics (CCSSM) with Science Olympiad events, but also to determine Webb's Depth of Knowledge Levels (DOK) within the mathematics content. This alignment was achieved by utilizing a content analysis and the Depth of Knowledge alignment processes (Webb, 1999). The findings in this study indicate there are a significant number of SO events that are aligned to the CCSSM with high levels of Depth of Knowledge within the Division B (grades 6-8) and C (grades 9-12) events.
Equitable Representation among People of Color and Women in Higher Ed
Author: Surna, Alex
Date: 2018-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,College Students,Females,Minority Group Students,College Admission,Leadership,Self Efficacy,Student College Relationship,Admissions Officers,Minority Groups

By and large the United States is not even close to having equitable representation among people of color and women in higher ed--both as students and as institutional leaders. Regarding the status of women, great strides have undoubtedly been made in the educational field; however, they continue to significantly trail men with regard to career advancement opportunities. Even more concerning, among women of color, the number is proportionally lower. Whether it is in outreach or review committees, admission representatives who come from diverse experiences play an impactful role in whether a student from an underrepresented background will even consider applying to their institution. Admission offices can create a more equitable opportunity for all students by having diverse admission teams and review committees, and by creating a sense of belonging.
The Effects of Mathematics Anxiety and Motivation on Students&apos; Mathematics Achievement
Author: Suren, Nadide
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Student Motivation,Mathematics Achievement,Middle School Students,Grade 8,Correlation,Predictor Variables,Foreign Countries,Gender Differences,Student Attitudes,Student Characteristics,Self Esteem,Social Influences,Sex Stereotypes,Tutoring,Preschool Education

This study aims to investigate whether there is an effect of anxiety and motivation, and if so, the level of this effect on students' mathematics achievement in the transition test from middle school to high school. In this research, anxiety and motivation levels of the students were examined together with variables such as gender, pre-school education, support and training courses, and private tutoring. The sample of the study consisted of 777 eighth-grade students in a province of Aegean region of Turkey. Mathematical Motivation Scale (MMS) and Mathematics Anxiety Scale for Elementary School Students (MASESS) were used as data collection tools. In addition, the demographic information of the students was obtained with the personal information form developed by the researcher. Descriptive analysis, independent samples t-test, correlation analysis, and structural equation modeling analysis were used for data analysis. According to the results of the study, the mathematics anxiety and motivation levels of middle school eighth-grade students were high and there was a positive and moderate relationship between mathematics anxiety and motivation towards mathematics. It was also determined that anxiety predicted achievement at a higher level, followed by motivation.