ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Infographics in Teaching Turkish as a Foreign Language
Author: Öztürk, Ismail Yavuz
Date: 2021-11-00
Type: Journal Articles
Subjects: Visual Aids,Turkish,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Guidelines,Rating Scales,Instructional Materials

Infographics, which can present the message to be conveyed to the target person or audience by combining multiple coding systems such as text, line, picture, photograph, video, map, sound, enable the regular, effective and efficient transfer of large amounts of complex information, data or knowledge. They, which have become increasingly popular lately, are frequently encountered in areas such as the press, public transportation, marketing and advertising. It is thought that they can be used in educational activities. The facts that human brain's ability to analyze and interpret visuals in a shorter time than a written text and to store them for a longer period of time and today's students, who see living in the virtual world as much more than a hobby, need more concise and understandable content with the increasing interaction of digital screens compared to previous generations, makes the place of infographics in educational activities clear. Based on this information, it is aimed to present a perspective on the ways of using infographics in teaching Turkish as a foreign language with this research. In order to achieve this objective, scientific publications on infographics and their use in education, the Common European Framework of Reference for Languages, Turkish Maarif Foundation Teaching Turkish as a Foreign Language Curriculum are scanned, and suggestions are offered on how the aforementioned material can be used in teaching Turkish as a foreign language.
Virginia Department of Education: Evaluation of 21st Century Community Learning Centers, 2017-2018
Author: Muzzi, Cindy
Date: 2019-05-00
Type: Reports - Research
Subjects: Enrichment Activities,Supplementary Education,Reading Achievement,Mathematics Achievement,Adult Education,Parent Education,Summer Programs,Outcomes of Education,Institutional Characteristics,Program Effectiveness,Attendance,Student Participation,Elementary Secondary Education,Preschool Education

The 21st Century Community Learning Centers (21st CCLC) grant program provides academic enrichment opportunities outside of the regular school day to help students meet state and local performance standards in core academic subjects. This report summarizes the results of the Center for Research in Educational Policy's evaluation of the 2017-2018 Virginia 21st CCLC programs. The purpose was to determine whether the federally-funded 21st CCLC programs were meeting Virginia's program objectives by: (1) improving student academic achievement in reading; (2) improving student academic achievement in mathematics; and (3) providing opportunities for parental education. An analysis of school-day attendance was also included. Data were analyzed from five main sources: (1) 21st CCLC and school day attendance data on all student participants with available SOL scores; (2) scores for reading and mathematics from the Standards of Learning (SOL) assessments, Virginia Alternate Assessment Program (VAAP), and Virginia Grade Level Alternative (VGLA) assessment; (3) the online Annual Local Evaluation Survey (ALERT); (4) the Student Perceptual Survey; and (5) the Teacher Annual Performance Report (APR) Survey.
Affecting Transformative Change: Questions for Families and Other Advocates to Ask Their District Leaders. Reimagine &amp; Rebuild
Author: Education Trust-West
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Educational Change,Equal Education,Disadvantaged Youth,School Districts,Student School Relationship,Summer Programs,Mental Health,Students,Teachers,School Personnel,COVID-19,Pandemics

While the COVID-19 pandemic has affected all families and communities, it is most deeply impacting students of color, students from low-income families, English learners, youth in foster care, unhoused students, students with disabilities, and other marginalized children and youth -- as well as their families. The pandemic has exposed and worsened inequities in education. At the same time, the strength of students, families, and school staff has been seen, as they have taken on new roles in their homes, schools, and communities. This document provides a list of questions for families and other advocates to ask their school and district leaders. It also shares related suggestions for how leaders can take action to support students now and reimagine how schools can better support them in the future. This resource highlights a collection of key recommendations for districts as they implement immediate actions to respond to the needs of their students and families, while also implementing actions to transform school systems to truly center equity to ensure that every student is supported to thrive socially, emotionally, and academically.
Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions
Author: Sutherland, Kevin S.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Test Construction,Outcomes of Treatment,Measures (Individuals),Intervention,Fidelity,Delivery Systems,Early Childhood Education,Elementary Education

While the measurement of treatment integrity is important to determine how much, and how well, interventions are delivered in schools, the science of treatment integrity is not well developed in education research. The purpose of this paper is to describe a program of research that has developed treatment integrity measures over the past 10 years to assess teacher delivery of an indicated program targeting reductions in problem behavior in early childhood and elementary school classrooms. Specifically, this paper will highlight the importance of active use of conceptual models to guide treatment integrity measure development, multidimensional assessment of treatment integrity and training procedures for observers, using several studies to illustrate the evolution and refinement of our measurement approach. Recommendations for researchers developing and evaluating interventions in schools are provided, as are recommendations to help the field move toward a more rigorous science of treatment integrity. [This is the online version of an article published in &quot;School Mental Health.&quot; For the final published version of this article, see?EJ1328215.]
Investigation of Primary-School Teachers&apos; Attitudes towards Educational Game According to Different Variables
Author: Say, Serkan
Date: 2021-11-00
Type: Journal Articles
Subjects: Educational Games,Teacher Attitudes,Gender Differences,Instructional Program Divisions,Elementary School Teachers,Foreign Countries,Teaching Experience,Geographic Location,Game Based Learning

Educational games are included in student-centered practices in the contemporary education system, which are suitable for the purpose of raising students who know themselves and love to research and learn. Educational games enable children to develop their cognitive, social and psycho-motor skills by being inspired by activities that are different from traditional learning environments and that they love to do in their daily lives. As well as being instructive, it is important that the learning activities to be developed are interesting and entertaining. Teachers who design and implement the activities also play an important role at this point. The aim of this study is to examine the attitudes of classroom teachers towards educational game according to the variables of gender, place of work, professional year, and the grade they teach. For this purpose, the research was carried out according to the descriptive survey model, which is one of the quantitative research methods. The study group consists of 307 primary-school teachers working in Erdemli district of Mersin province in the spring term of the 2020-2021 academic year. The Personal Information Form developed by the researchers and the &quot;Attitude Scale of Basic Education Teachers towards Educational Games&quot; designed by Altuner-Çoban, Bozkurt and Kan (2019) were used in order to determine the attitudes of the participants towards educational games, Statistical analysis package program was used in the analysis of the data and data analysis was carried out by using the appropriate techniques for the data set. As a result of the research, it was determined that primary-school teachers generally have a positive attitude towards educational games. While there was no difference in the variables of gender, professional year and working region, there was a difference in the grade level variable. It has been concluded that teachers who teach lower class groups have a more positive attitude towards educational games.
Improving School Climate for Transgender and Nonbinary Youth. Research Brief
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2021-00-00
Type: Reports - Research
Subjects: LGBTQ People,Educational Environment,At Risk Students,School Safety,Sexual Identity,Student Experience,Social Support Groups,Program Effectiveness,Social Bias,Social Discrimination,Clubs,School Personnel,Inclusion,School Policy,Bullying,Curriculum,Student Participation

Over 20 years of GLSEN's Research has established that schools are not safe or welcoming spaces for LGBTQ youth, who face hostile school climates due to their sexual orientation, gender, and gender expression. Further, findings from our biennial National School Climate Survey have historically shown that transgender and nonbinary students (i.e., students whose genders do not align with the sex they were assigned at birth) experience especially hostile climates compared to their cisgender lesbian, gay, bisexual, and queer (LGBQ) peers. In addition to documenting the hostile school climate experienced by LGBTQ students, this research has also shown that LGBTQ-supportive school resources can help offset the negative effects of this hostile school climate and make schools safer and more affirming for all LGBTQ students. However, little is known about whether transgender and nonbinary students reap the same benefits of affirmative school supports as their LGBQ peers. The purpose of this Research Brief is to illustrate the experiences of transgender and nonbinary students in K-12 schools by: (1) describing transgender and nonbinary students' experiences with hostile school climate; (2) examining transgender and nonbinary students' reports of access to school supports; and (3) whether and how these supports provide benefits specifically to this population of students. Further, we explore whether there are differences in both access to and benefits of these resources for transgender and nonbinary students and cisgender LGBQ students.
LGBTQ Students and School Sports Participation. Research Brief
Author: Clark, Caitlin M.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Athletics,LGBTQ People,Student Participation,Educational Environment,Well Being,Elementary Secondary Education,Predictor Variables,Student Experience,Social Discrimination,Physical Education Teachers,Athletic Coaches,Interpersonal Relationship,Peer Relationship,School Safety,Bullying,Verbal Communication

Sports participation has positive effects on youth development, improving physical health, social skills and psychological well-being. Additionally, research has found that sports participation is related to greater feelings of school belonging and pro-school behaviors. Despite these benefits, some research has found negative effects of sports participation among LGBTQ students, including social exclusion and feeling unsafe, associated with increased mental health challenges. Sports environments have been shown to reflect high levels of anti-LGBTQ harassment on playing fields and in locker rooms. Previous research from GLSEN and other scholars has found that LGBTQ youth regularly experience hostile school climates, which can inhibit their participation in school activities in general, and sports in particular. Enhancing the climate of sports in schools is necessary to allow LGBTQ students full access to school life and to improve the well-being of LGBTQ students who choose to participate in sports. Therefore, we are interested in the conditions that predict sports participation, benefits of sports participation for LGBTQ youth and how those benefits may differ across groups. The purpose of this Research Brief is to illustrate the sports-related experiences of LGBTQ students in K-12 schools. This brief will 1) examine conditions that may predict sports participation 2) describe LGBTQ students' experiences of discrimination within sports, and 3) examine benefits to sports participation for LGBTQ students. Further, we discuss whether there are differences in both access to and benefits of sports participation for transgender and nonbinary students.
New Normal Leadership Competencies of School Heads and Its Influence on Their Decision-Making Style and Organizational Trust
Author: Espiritu, Melchor L., Jr.
Date: 2021-11-00
Type: Journal Articles
Subjects: Organizational Culture,Trust (Psychology),Teacher Attitudes,Confidentiality,Leadership Effectiveness,Decision Making,Leadership Styles,Measures (Individuals),Administrator Effectiveness,Reliability,Public School Teachers,Elementary School Teachers,Leadership Training,Foreign Countries

The principal aim of the researcher was to test the influence of new normal leadership competencies of school heads and their influence on their decision-making style and organizational trust. A descriptive correlational design was utilized to test the assumed hypotheses of the study within a .05 level of significance. Various statistical measures such as frequency counts, mean, and regression analysis were used to analyze the data and answer the study's hypotheses. The researcher utilized reliable and validated instruments. To gather necessary information for this study, the researcher adopted the New Normal Leadership Competency Scale developed and standardized by Nuqui and Francisco (2020). Meanwhile, to determine the school heads' decision-making styles, the researcher used the instrument Decision-Making Style Questionnaire utilized by Bruce &amp; Scott (2015) and the Organizational Trust Inventory by Bromiley and Cummings (1995). To ensure reliability, the researcher requested teachers to answer all three standardized questionnaires via google form with the utmost confidentiality--a total of 256 teachers from selected public elementary schools in the two districts of Marilao. The collected data were analyzed and treated statistically using Statistical Packages for Social Sciences (SPSS). The analysis of variance revealed a lesser value than the significance level set at 0.05. The researcher rejects both null hypotheses, which states that school heads' new normal leadership competencies do significantly influence their decision-making styles and school heads' new normal leadership competencies do significantly influence their organizational trust. The study recommended that training programs for future school heads and those already in administrative positions may be intensified to prepare them to perform their duties effectively and efficiently.
Examining the Primary-School Teachers&apos; Motivation Levels during the COVID-19 Pandemic
Author: Leylak, Dila
Date: 2021-11-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Teacher Motivation,COVID-19,Pandemics,Measures (Individuals),Foreign Countries,Gender Differences,Teaching Experience,Instructional Program Divisions,Teacher Surveys,Distance Education,Teaching Methods

The purpose of this research is to investigate the primary-school teachers' motivation levels towards the profession during the COVID-19 pandemic. In accordance with this purpose, the professional motivations of primary school teachers have been examined according to the variables of gender, years of professional seniority, grade level taught and the number of students attending the course in the distance education. The study group of the research consists of 258 primary-school teachers working in Erdemli district of Mersin province. The study was carried out by using the survey method one of which is a quantitative research method and the data have been collected through the Personal Information Form developed by the researchers and the &quot;Primary School Teacher Motivation Scale&quot; developed by Ozturk &amp; Uzunkol (2013). The results of the research demonstrated the professional motivation level of the primary-school teachers to be moderate during the COVID-19 pandemic. The gender showed a significant difference on primary-school teachers' professional motivation levels and female teachers' general average of professional motivation levels were found to be higher than the male teachers' professional motivational levels during COVID-19 pandemic. Another significant difference in professional motivation levels was observed in the the seniority levels in which it was determined to be between 21+ and 5-10, 11-15, 16-20 and between 16-20 and 11-15, 16-20 years of professional seniority groups. The professional motivation levels of the primary-school teachers did not show a significant difference according to the class level and the number of students participating in distance education. The data obtained from the scale have been interpreted, using the same scale, by comparing them with the studies carried out with teachers before the pandemic. Compared to pre-pandemic period, the professional motivation levels of the primary-school teachers are found to decrease.
Equity Alert: Maximizing Equity for Young Learners as California Implements Universal Transitional Kindergarten
Author: Education Trust-West
Date: 2021-12-09
Type: Reports - Descriptive
Subjects: Equal Education,Kindergarten,State Policy,Preschool Education,Minority Group Students,Enrollment Trends,Educational Quality,Budgets,State Aid,Educational Finance,Outcomes of Education,Statewide Planning,Evidence Based Practice,Faculty Development,Disadvantaged,Transitional Programs

In 2021, California made historic investments in early learning to expand transitional kindergarten (TK) to serve all of California's 4-year-olds. Transitional kindergarten began in California in 2012 as a free public school program for 4-year-olds who were not yet eligible for kindergarten (a non-compulsory grade). Yet by 2019, just 28 percent of Black and 31 percent of Latinx 3- and 4-year-olds were enrolled in high-quality early learning programs in California. Universal TK can be a considerable step toward leveling the playing field for young children, however, it has to be done in a way that centers equity. In this equity alert, we share the investments that the budget includes to expand TK and provide seven recommendations for state leaders, local education agencies (LEAs), and community members and advocates to ensure that implementation of universal TK leads to equitable outcomes. It is essential that early learning and care providers, parents (including parents who do not speak English as a primary language), community partners, and advocates are all involved as LEAs build their plans to scale up TK. State and local leaders have a responsibility to leverage this additional funding to bolster stakeholder engagement, partnerships, and data utilization, to strengthen professional development and career opportunities for educators, and to intentionally expand access in evidence-backed ways that support communities that have been the most underinvested.
Jumpstart: Setting Goals to Drive Equitable Dual Enrollment Participation in California&apos;s Community Colleges
Author: Muñoz, Yvonne
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Community Colleges,Equal Education,High School Students,College Credits,College School Cooperation,Outcomes of Education,Access to Education,African American Students,American Indian Students,Hispanic American Students,Racial Discrimination,Ethnicity,Student Recruitment,School Districts

The COVID-19 pandemic has been painful, and its long-term negative impacts on equitable educational outcomes will unfurl for years to come. However, in spite of the disruption of the pandemic, education leaders have an opportunity to re-imagine and rebuild systems to be equity-centered in ways they have never been before. Dual enrollment holds this possibility for transformation. Dual enrollment, which allows high school students to take college courses for credit, has the potential to be a powerful lever for the success of California's high school and postsecondary students. Early exposure to college courses sets students on a trajectory to both attend and be successful in college. However, this opportunity is not widely available for all high school students, especially Black, Latinx, and Native American students. In fact, participation rates for Black and Latinx students are lower than for all students statewide. If students of color do not have equal access to dual enrollment opportunities, they cannot reap the wide-ranging and critical benefits that will move California closer toward its promise of educational equity and racial justice. This report analyzes data on dual enrollment at California's community colleges to determine the extent to which they are effectively serving students of color through equitable participation in dual enrollment. The authors found that K-12 local education agencies (LEAs) and community college districts are not doing enough to ensure Black, Native, and Latinx students are participating in dual enrollment at equitable levels. However, the authors also found that there are community college districts with equitable dual enrollment participation and many districts are not far from reaching fair participation. This report provides a set of recommendations to address disparities in dual enrollment participation and offers suggestions on opportunities for its equitable expansion. The authors hope local education leaders will use this information to set goals and prioritize dual enrollment opportunities, centering those students who are the least likely to have access to college. [This report received additional support from Tipping Point Community.]