ethanporcaro/eric-fulltext-meta huggingface dataset:
Personality Features and EFL Learning Process within the Dominican Society Context
Author: Tavarez DaCosta, Pedro
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Personality Traits,English (Second Language),Second Language Learning,Foreign Countries,Social Influences,Learning Theories,Language Usage,Psychology,Language Aptitude,Teacher Influence,Psychological Patterns,Learning Motivation

Through this work we are focusing on discussing the relationship between the Traits of Personality and the performance of Students in EFL Learning (introversion/extroversion and other determining factors of the educational Process) within the Dominican's Society context as largely perceived by Teachers of English as a Foreign Language. There have been a great number of international studies already published which had tried to explain the effects of such features of the student's personality, mostly introversion/extroversion on the student's performance in foreign language learning, something, which from the teacher's perception have always been presumed as an unquestionable fact. Although the results of many of the studies have often been labeled as contradictory, some of them show, however a clear or positive correlation between language competency achievement and/or proficiency vs. Personality features, some others do not. Among the reasons for subtracting validity to the referred studies various relevant variables might be cited, such as the validity of the assessment of the tools administered, the internal/external factors that affect their academic environment, and furthermore; the socio-economic, cultural, and gender factors of our students within the Dominican society context.
Effectiveness of the G-T Method in EFL Monolingual Adult Classes at Private Schools Institutes in the City of Puerto Plata, D.R.
Author: Tavarez DaCosta, Pedro
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Adult Education,Adult Students,Grammar,Translation,Correlation,Gender Differences,Self Esteem,Tourism,Language Usage,Lifelong Learning,Monolingualism,Language Skills

The goal of this research is to determine the effectiveness of Grammar-Translation Method on EFL adult learners. The sample of this investigation was based on 30 graduated students as a universe and a sample of 15 which represent the 50% in which 9 of them were female who represent the 60% and 6 male who represent the 40% from Impact Languages Institute. The research used random sampling process to lead this investigation. The findings of this research indicated that there is a positive Correlation between the usage of Grammar Translation Method and both female and male EFL learners. This research concluded that both female and male EFL adult learners who were taught by using Grammar Translation Method progressed notably in grammar in which they achieved great self-confidence. This study recommends that further future research be led toward this investigation to overcome problems with foreign language especially in grammar.
Small Districts, Big Challenges: Barriers to Planning and Funding School Facilities in California&apos;s Rural and Small Public School Districts
Author: Vincent, Jeffrey M.
Date: 2018-04-00
Type: Reports - Research
Subjects: School Districts,School District Size,Rural Schools,Educational Facilities Improvement,Barriers,State Aid,Educational Finance,Financial Support,State Policy,Public Schools,Administrator Attitudes,Expenditures,Budgets,Expertise,Funding Formulas,Resource Allocation,Grants,Enrollment,Debt (Financial),Bond Issues

In 2017, the California Department of Education (CDE) announced the &quot;Small School District Assistance Initiative,&quot; aimed at providing targeted assistance to small and rural school districts in the state. A prime focus of the initiative is assisting small and rural school districts with improving their facilities. To aid CDE's efforts, this study investigates the facility challenges and issues facing rural and small school districts in California. The following research questions are presented: (1) Are rural and/or small school districts at a competitive disadvantage in providing adequate and equitable facilities?; (2) What are the major obstacles rural and/or small districts face in getting state capital funds?; and (3) Given the findings, what changes in state policy and/or regulations might improve the ability of rural and/or small school districts to adequately plan and finance their facilities? A mixed method approach was utilized to understand the capital investment patterns and facility planning processes of rural and small public school districts in California. Findings are presented from analysis of school district data on facility-related characteristics and spending trends. Findings from interviews with 40 rural and small school district officials from across California are presented. They provide a rich understanding of the facility planning and investment challenges experienced by rural and small school districts across California. The findings also provide long term guidance to CDE in amending state policy and regulations, improving technical assistance, and reforming funding formulas to overcome the challenges faced by local school districts in planning and funding their facilities. [For &quot;Small Districts, Big Challenges: Barriers to Planning and Funding School Facilities in California's Rural and Small Public School Districts. Executive Summary,&quot; see ED586249.]
Small Districts, Big Challenges: Barriers to Planning and Funding School Facilities in California&apos;s Rural and Small Public School Districts. Executive Summary
Author: Vincent, Jeffrey M.
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: School Districts,School District Size,Rural Schools,Educational Facilities Improvement,Barriers,State Aid,Educational Finance,Financial Support,State Policy,Public Schools,Administrator Attitudes,Expenditures,Budgets,Expertise,Funding Formulas,Resource Allocation,Grants,Enrollment,Debt (Financial),Bond Issues

This study investigates the school facility challenges and issues facing rural and small school districts in California. A mixed method approach was utilized (analysis of district characteristics, spending patterns, and 40 interviews with superintendents) to understand the capital investment patterns and facility planning processes of these districts. Using the findings, the report identifies challenges these districts face and concludes with state policy recommendations. [For the full report &quot;Small Districts, Big Challenges: Barriers to Planning and Funding School Facilities in California's Rural and Small Public School Districts,&quot; see ED586248.]
The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Change,Role of Education,Foreign Countries,Educational Research,Secondary Education,Higher Education,Definitions,Educational Attitudes,Educational Policy,Epistemology,Instruction,Systems Approach,Labor Market,Social Stratification,Models

The aim of the paper is to review scholarly attempts to define or explain vocational education and training and to develop a theoretical model to analyse national definitions or conceptions of VET [vocational education and training] and how they have changed over time. VET takes many forms and is, perhaps, the least unitary of education sectors. Based on a literature review of previous attempts to characterise VET, the paper suggests using a multi-perspective framework which combines: (a) an epistemological and pedagogical perspective; (b) a system and institutional perspective; and (c) a socioeconomic and labour market perspective to analyse VET. These perspectives can help to identify appropriate learning approaches, institutional solutions and forms of cooperation to work towards. In Volume 2 of this series, the approach is empirically tested and the different understandings of VET in 30 European countries are illustrated. [This research paper is the first in a series produced as part of the Cedefop project, &quot;The changing nature and role of VET (2016-18).&quot; The research was carried out by a consortium led by 3s Unternehmensberatung GmbH. For Volume 2, see ED586252. For Volume 3, see ED586256.]
The Changing Nature and Role of Vocational Education and Training in Europe. Volume 2: Results of a Survey among European VET Experts. Cedefop Research Paper. No 64
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2017-00-00
Type: Reports - Research
Subjects: Vocational Education,Educational Change,Role of Education,Foreign Countries,Expertise,Definitions,Educational Attitudes,Educational Trends,Secondary Education,Higher Education,Lifelong Learning,Vocabulary,Educational Legislation,Adult Education,Futures (of Society)

This paper discusses national definitions and conceptions of vocational education and training (VET) in European Union Member States, Iceland and Norway and describes how these have changed over the past two decades. In autumn 2016, Cedefop invited national VET experts to respond to a questionnaire regarding the way national VET systems are understood (in the form of official definitions and overall conceptions). While the survey demonstrates significant diversity across Europe, VET is largely perceived as occupations-specific education and training geared towards securing supply of skilled labour and inferior to general or academic education. The survey also identifies two major trends: significant diversification of VET (in terms of providers, levels and target groups), and strengthening of VET (in the form of renewed emphasis on apprenticeships and increased work-based elements). [This research paper is the second in a series produced as part of the Cedefop project, &quot;The changing nature and role of VET (2016-18).&quot; The research was carried out by a consortium led by 3s Unternehmensberatung GmbH. For Volume 1, see ED586251. For Volume 3, see ED586256.]
Are Washington Charter Public Schools Serving Students with Disabilities?
Author: Tuchman, Sivan
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Charter Schools,Disabilities,Governance,Public Schools,State Standards,Educational Quality,Inclusion,Special Education,Educational Legislation,Federal Legislation,Equal Education,Civil Rights Legislation

In 2012 Washington became the 42nd state in the nation to adopt a charter school law. Charter schools in Washington are autonomous public schools operated by a nonprofit organization rather than a school district. As a local education agency, each school must follow many of the same compliance and reporting requirements that traditional districts do. In Washington, either a school district or the Washington State Charter School Commission can authorize schools. Charter schools hire their own staff, manage their budgets, and select their own curriculum, and in exchange face closure if they fail to meet strict operational and student achievement requirements. Like other standards for special populations, charter schools in Washington are required to adhere to all federal and state laws pertaining to special education, including the federal Individuals with Disabilities in Education Act (IDEA), the Americans with Disabilities Act (ADA), and Section 504, which guarantee non-discrimination, accommodations, and services to students with disabilities. Washington's first charter school opened in 2014. As of May 2018, there are 10 charter schools operating in Seattle, Tacoma, Kent, Spokane, and Highline. Together these schools serve just under 2,400 students. Since its inception 25 years ago, the University of Washington's Center on Reinventing Public Education (CRPE) has studied charter public schools and state policies to understand how the charter sector can fulfill its original intent--to innovate for the broader education system while providing families with high-quality public school options. While it is still too early to assess the quality of Washington's charter sector, there is an opportunity to address some of the questions about charter schools that have arisen in other states. Drawing on decades of national research, CRPE is taking a closer look at issues of interest to Washingtonians. This brief presents data on common questions about special education in charter schools in relation to both a local and a national context. Data for the following questions is provided: (1) Do charter schools in Washington serve students with disabilities?; (2) Are charter schools in Washington serving students with &quot;all&quot; types of disabilities?; (3) What level of inclusion are Washington's charter schools providing for students in special education?; and (4) Are students with disabilities being &quot;pushed out&quot; of Washington's charter schools?
The Changing Nature and Role of Vocational Education and Training in Europe. Volume 3: The Responsiveness of European VET Systems to External Change (1995-2015). Cedefop Research Paper. No 67
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Change,Role of Education,Foreign Countries,Economic Factors,Social Influences,Population Trends,Educational Development,Technological Advancement,Educational Policy,Secondary Education,Higher Education,Lifelong Learning

Based on analysis of developments during the past two decades (1995-2015), the report provides important insights into the responsiveness of national VET systems, notably in relation to changes in demography, technology and the economy. Building on detailed national case studies, this report demonstrates how 'big shocks' (the fall of the Berlin wall, the economic crisis of 2008), national policy reforms and incremental developments over time have changed the character of this crucial part of the European education and training landscape. [This publication is the third in a series produced as part of the Cedefop project, &quot;The changing nature and role of VET (2016-18).&quot; The research was carried out by a consortium led by 3s Unternehmensberatung GmbH. For Volume 1, see ED586251. For Volume 2, see ED586252.]
The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review. Campbell Systematic Reviews 2017:10
Author: Baron, Alex
Date: 2017-10-12
Type: Reports - Research
Subjects: Self Control,Attention,Behavior,Executive Function,Early Childhood Education,Preschool Curriculum,Play,Creativity,Program Effectiveness,Mathematics Skills,Effect Size,Academic Ability,Literacy,Preschool Children

Self-regulation, defined as volitional control of attention, behavior, and executive functions for the purposes of goal-directed action is associated with multiple school-related outcomes. Children with robust self-regulation have been shown to more cooperatively participate in classroom activities, sustain focus on tasks and exhibit reduced behavioral issues. Tools of the Mind (Tools) is an early childhood education curriculum that aims to simultaneously promote children's self-regulation and academic skills. Given the increasing focus on self-regulation and other social-emotional skills in educational contexts, Tools has become increasingly implemented in classrooms around the United States, Canada, and Chile. Despite its growing popularity, Tools' evidence base remains mixed. Although Tools' proliferation has been consistent in recent years, the findings from Tools evaluation studies have been inconsistent. These mixed findings have thus far precluded any authoritative conclusion regarding the curriculum's effectiveness. The present review aims to provide education policymakers and practitioners with useful information regarding whether to implement Tools. Tools' educational approach aligns with many child developmental theories as well as notions of best practice in the early childhood education field. The results presented here indicate small yet positive results for the Tools program. While these results are promising, they are based on a small evidence base; thus, more research is necessary to demonstrate Tools' effectiveness in promoting children's self-regulation skills. Multiple possibilities for future analyses would strengthen the existing Tools literature base. Three possibilities for future research include: (1) a multi-arm trial that directly compares Tools with other self-regulation programs; (2) a meta-analysis of several early childhood interventions and curricula; and (3) a study that accounts for measurement error in the self regulation construct. A combined list of references to included studies, references to excluded studies, and additional references is provided.
Relationship between Staff Human Resource Management and Academic Performance of Accounting Students in Secondary Schools in Akoko South-West, Ondo State
Author: Chiedozie, Onyali Loyce
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Human Resources,Accounting,Business Education,Secondary School Teachers,Teacher Recruitment,Teacher Placement,Teacher Evaluation,Faculty Development,Inservice Teacher Education,Academic Achievement,Secondary School Students,Correlation

The study examined the relationship between staff human resource management and academic performance of accounting students in secondary schools. The study was conducted in Akoko South-West LGA, Ondo State. Two research questions guided the study while two hypotheses were tested. A correlation survey research design was adopted and the study population comprised all the teachers in public and private secondary schools in the State. A multi-stage sampling method was used for the study. Simple random technique was used to select five (5) senior secondary schools in Akoko South-West area of the State, while proportional sampling method was used to select twenty (20) secondary school teachers from each secondary school, totally 100 teachers serving as the respondents for the study. The instrument used for data collection was a 10 items researchers' developed instrument titled; &quot;Staff Human Resource Management and Academic Performance of Questionnaire (SHRMAPQ).&quot; The face validation of the instrument was established by two research experts. Pearson product moment correlation was used to obtain a reliability of correlation co-efficient of r=0.61 indicating that the instrument was reliable for the study. Copies of the questionnaire were distributed and retrieved by the researchers. Data were analyzed using frequency count and simple percentage to answer the research questions, while the research hypotheses were tested using regression inferential statistical method. The study found out among others that recruitment process, proper placement of teachers in schools, regular performance evaluation have positive influence on accounting students' academic performance. Based on the finding, it was recommended among others that school managers should ensure that teachers are constantly updated by organizing suitable developmental programmes like conferences, workshops, seminars, professional courses, and in service training to enable them perform their instructional delivery task in a professional manner. Conclusion was drawn
Examining Preservice Mathematics Teachers&apos; Perceptions and Concept Images of Sequence and Subsequence Concepts
Author: Kögce, Davut
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Student Attitudes,Mathematical Concepts,Knowledge Level,Misconceptions,Definitions

This study examined first-grade preservice mathematics teachers' perceptions and concept images of sequence and subsequence concepts. The qualitative research design was utilized in accordance with this purpose. The study sample was composed of 99 preservice mathematics teachers attending the Faculty of Education at a state university during the fall term of 2015/2016 academic year. A form of 6 open-ended questions prepared about the concepts of sequence and subsequence was used as the data collection instrument. Answers of the preservice teachers to the open-ended questions were first scanned as images and then transferred into digital medium. Next, the data transferred into digital medium were subjected to a content analysis with MAXQDA 12 qualitative data analysis software. &quot;Data coding&quot; which is a data analysis method was utilized. It was concluded in the study that the preservice teachers had wrong perceptions and concept images of both sequences and subsequences scientifically.
The Evaluation of the Sport Preferences and Tendencies of Children in Amasya, Turkey
Author: Güler, Dursun
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Preferences,Secondary School Students,Student Participation,Team Sports,Incidence

In this study, it was aimed to determine and evaluate the sport preferences and tendencies of children towards sports branches. The study group consisted of 1077 secondary school students from 6th, 7th and 8th grades in Amasya city center. The tendency information form was applied in order to determine the students' preferences and tendencies. In the data analysis, frequency and percentage distributions for students' preferences and tendencies were taken and evaluated. In the study, it was found that 39.6% of the students did any sport activity, whereas 60.4% couldn't do any sport activity. When it comes to the tendencies of the children, it was found that football with the percentage 27.9, basketball with 16.3%, volleyball with 15.4%, handball with 6.3%, but only 8.2% of the children could play football and 6.9% could play basketball. In addition, 6.8% could play volleyball and 3.7% could play handball. On the other hand, they were busy with sports branches in the direction of their tendencies and desires in other sport branches. In conclusion, it can be said that some children were forced to do sport that they were willing and inclined to do and that they did not want and tend to.
Pre-Service Teachers&apos; Concept of Sustainable Development and Its Integration in Science Lessons
Author: Montebon, Darryl Roy T.
Date: 2018-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Sustainable Development,Misconceptions,Science Instruction,Secondary Education,Foreign Countries

Sustainable development is a &quot;durable development&quot; that is systematic and long-term development of countries ensuring strong relationship between societal and environmental security with economic progress. The concept of sustainable development is essential for pre-service teachers to realize because the country is on its way to progress and industrialization and their role as future teachers is important. Hence, this paper investigates aims to determine pre-service teachers' concept of sustainable development. It is important that the concept of sustainable development should be clear to teachers because it determines how effective they can teach the concept to their students. A qualitative research design utilizing questionnaires, interviews, and focused group discussions reveal the misconceptions of the pre-service teachers on sustainable development. The result of the present research will be utilized to create a program that will assist them in preparing lessons that integrates the concept of sustainable development successfully.