ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching English Using Video Materials: Design and Delivery of a Practical Course
Author: Lopez-Alvarado, Julio
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Educational Technology,Video Technology,Technology Uses in Education,Curriculum Design,Foreign Countries,High School Students,College Freshmen,Listening Skills,Vocabulary Development,Speech Skills,Role Playing,Writing Assignments,Language Teachers

In this paper, a practical course for listening, speaking, reading and writing was designed using authentic video material. The aim of this paper is to offer tools to the TEFL teacher in order to design new course materials using video material. The development procedure is explained in detail, and the underpinning main theories are also mentioned, in order to facilitate the future development of new materials to the TEFL teachers.
2014-15 Guide to Calculating Informational Baseline School and District Grades
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2016-02-00
Type: Guides - Non-Classroom
Subjects: Guides,School Statistics,Grades (Scholastic),Evaluation Criteria,Benchmarking,Models,Achievement Gains,Achievement Rating,Acceleration (Education),Graduation Rate,Language Arts,Mathematics Achievement,Social Studies,Science Achievement,English Language Learners,Alternative Assessment,Exit Examinations,Discipline Policy,Leadership Responsibility,Secondary Education

School grades provide an easily understandable metric to measure the performance of a school. Parents and the general public can use the informational baseline school grade and its associated components to understand how well each school is serving its students. The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments (FSA). The 2014-15 school grades provide a baseline calculation for informational purposes that schools can use to improve in future years. The purpose of this technical guide is to provide a description of the procedures used to determine school grades for the 2014-15 school year as set forth in Rule 6A-1.09981, Florida Administrative Code (F.A.C.), and Section 1008.34, Florida Statutes (F.S.). This guide does not replace or supersede the rule or statute and is intended to provide the reader with an explanation of the methodology for establishing grades as set forth in rule and statute. The 2014-15 changes to the school grading system refocus the school grading formula on student success measures: (1) achievement; (2) learning gains (beginning in 2015-16); (3) graduation; (4) acceleration success; and (5) maintaining a focus on students who need the most support.
Innovations in College Access: Challenges and Lessons Learned from Investing in Innovation (i3) Grantees
Author: Murthy, Carrie, Comp.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Access to Education,Educational Innovation,Higher Education,Grants,Federal Aid,College Readiness,STEM Education,School Culture,Dual Enrollment,Skill Development,Social Development,Emotional Development,High Schools,Partnerships in Education,Expectation

In May 2017, the Investing in Innovation Fund (i3) College Access and Success community embarked on a project to compile shared challenges and lessons learned as a resource for fellow i3 College Access and Success grantees, the larger community of i3 grantees, and the broader field of college access. Through this project, the authors discovered that many of the key challenges i3 College Access and Success grantees faced were not necessarily specific to their college access work, but related to the work of creating change and innovation and strong partnerships. As such, this paper may be of interest to all i3 grantees--regardless of whether their projects relate to college access and success--as well as to individuals working in the field of college access. Chapter 1 of this report introduces the i3 program and describes the i3 College Access and Success community and the development of this paper. Chapter 2 provides highlights of the key challenges i3 College Access and Success grantees reported, and maps the challenges to the grantee profiles in Chapter 4. Similarly, Chapter 3 shares key lessons learned, mapping the lessons learned to the grantee profiles in Chapter 4. Finally, Chapter 4 contains grantee profiles providing at-a-glance information about each participating grantee, as well as more in-depth discussion of their strategies, challenges, and lessons learned. [Contributing authors include: Karen M. Morris, Lara Dreier, Joel Vargas, Sarah Hooker, Elisabeth Barnett, Sarah Newman, Laureen Avery, Judy Saylor, Meg Grigal, Tom Duenwald, Suzanne Reeve, and Nicole Norfles.]
A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension
Author: Spencer, Trina D.
Date: 2017-09-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Preschool Children,Reading Comprehension,Story Reading,Fidelity,Language Tests,Reliability,Validity,Preschool Teachers,Statistical Analysis

Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on causal and predictive inference skills surrounding the main story grammar components and a novel vocabulary word. Following an overview of the iterative development process and pilot studies, this article presents preliminary evidence of the fidelity of administration, reliability of scoring, alternate form reliability, and validity of the ASC. In all, 237 preschoolers,ages 3 to 5 years old, participated in this study. Fidelity of administration and scoring reliability averaged over 90%.Concurrent validity with two established language measures revealed correlations ranging from 0.67 to 0.81. Test-retest reliability and internal consistency also indicated high levels of reliability for this new tool; however, alternate form reliability results suggest further work is needed. Preliminary results indicate that the ASC holds promise as a viable curriculum based measure that early childhood educators can use for monitoring preschoolers' progress in language comprehension. [This article was published in &quot;Assessment for Effective Intervention&quot; (EJ1151233).]
Civil Rights Data Collection. Data Snapshot: School Discipline. Issue Brief No. 1
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2014-03-21
Type: Reports - Evaluative
Subjects: Discipline,Suspension,Preschool Children,Racial Differences,Ethnicity,Gender Differences,Disproportionate Representation,Minority Group Students,Disabilities,Law Enforcement,Punishment,English Language Learners,Expulsion,Geographic Location,African American Students,American Indian Students,Alaska Natives,Asian American Students,Hawaiians,Pacific Islanders,Hispanic American Students,Multiracial Persons,White Students

The Civil Rights Data Collection (CRDC) collects a variety of information including student enrollment and educational programs and services, most of which is disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The CRDC is a longstanding and important aspect of the Department of Education's Office for Civil Rights (OCR) overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Information collected by the CRDC is also used by other Department of Education offices as well as policymakers and researchers outside of the Department of Education. This data snapshot highlights statistical information pertaining to the following aspects of school discipline, restraint, &amp; seclusion. They include: (1) Suspension of preschool children, by race/ethnicity and gender; (2) Disproportionately high suspension/expulsion rates for students of color; (3) Disproportionate suspensions of girls of color; (4) Suspension of students with disabilities and English learners; (5) Suspension rates, by race, sex, and disability status combined; (6) Arrests and referrals to law enforcement, by race and disability status; and (7) Restraint and seclusion, by disability status and race. This snapshot reveals that students of certain racial or ethnic groups and students with disabilities are disciplined at far higher rates than their peers, beginning in preschool. The CRDC data also show that an increasing number of students are losing important instructional time due to exclusionary discipline.
The Investigation of Teachers Candidates&apos; Occupational Anxiety Levels and Their Views on Occupational Anxiety
Author: Teke, Aziz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Anxiety,Stress Variables,Preservice Teacher Education,Measures (Individuals),Statistical Significance,Gender Differences,Prior Learning,Teacher Placement,Classroom Techniques,Self Efficacy,Statistical Analysis

This research was carried out in order to examine the occupational anxiety levels of the teacher candidates in terms of some variables and to determine their opinions about the occupational concerns of the teacher candidates. The research was carried out in the 2016-2017 Academic Year with the participation of a total of 377 teacher candidates studying at Necmettin Erbakan University 279 of whom studying at Ahmet Kelesoglu Faculty of Education and 97 of whom studying at Pedagogical Formation Program of Necmettin Erbakan University. As a scale, a sub-dimension of 14 items named &quot;Job Oriented Anxiety&quot; of Occupational Anxiety Scale for Prospective Teachers developed by Cabi and Yalçinalp (2013) was used. As a result of the data obtained from the research and analysis of the results, it was revealed that the occasional anxiety levels of the teacher candidates did not show statistically significant difference in terms of gender and graduated high school type, and they showed a statistically significant difference from the other grades and departments. In addition, when the opinions of teacher candidates about occupational anxiety are examined, it is determined that the most worried parts are that they cannot be assigned after graduating from university, transferring their knowledge to students and establishing authority in class. At the end of the research, suggestions related to the occupational anxieties of the teacher candidates were given.
Ecology Art Education On-Line: A World Community of Old Trees, A Story of the Research
Author: Julian, June
Date: 1997-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Doctoral Dissertations,Art Education,Internet,Student Research,Graduate Students,Ecology,Forestry,Natural Resources,Educational Technology,Technology Uses in Education,Interdisciplinary Approach,Conservation (Environment),Student Projects

&quot;A World Community of Old Trees,&quot; http://www.nyu.edu/projects/julian/, is the Internet research component of the doctoral dissertation, &quot;Ecology Art Education On-Line: A World Community of Old Trees.&quot; It is the first study in the discipline of Art Education to use the World Wide Web to transmit and receive data for doctoral research. First launched on the Web in 1991, it continues to serve as an open digital space to receive the input of hundreds of tree enthusiasts from all over the world. To date, the three major sections of the project, TREE GALLERY, TREE MUSEUM, and TREE TALK, include well over 100 separate Web pages with contributions of text, imagery, and digital multimedia from persons of all ages, from 21 states and 18 countries. The research objective was to examine the potential of the World Wide Web as a medium of communication and exchange for ecology art education.
Cognitive Profiles Associated with Responsiveness to Fraction Intervention
Author: Krowka, Sarah K.
Date: 2017-11-00
Type: Journal Articles
Subjects: Cognitive Processes,Grade 4,Elementary School Students,Fractions,Mathematics Skills,Computation,Word Problems (Mathematics),Pretests Posttests,Mathematical Logic,Concept Formation,Listening Comprehension,Student Characteristics

This study examined differences in cognitive processing between 4th-grade students who respond adequately, as opposed to inadequately, to intervention on 3 fraction outcomes: number-line estimation, calculation, and word problems. Students were assessed on 7 cognitive processes and on the 3 fraction outcomes. Students were grouped as adequate or inadequate responders, using as the cut-point the control-group mean on pre-to-post improvement on the relevant measure. Between-group differences identified reasoning, concept formation, and listening comprehension related to all 3 fraction outcomes. On the number-line outcome, within-group profile analysis indicated that inadequate responders experienced low reasoning ability relative to their other forms of cognitive processing. [This article was published in &quot;Learning Disabilities Research &amp; Practice&quot; (EJ1159515).]
Mathematics Performance and Cognition (MPAC) Interview: Measuring First- and Second-Grade Student Achievement in Number, Operations, and Equality in Spring 2014. Research Report No. 2016-01
Author: Schoen, Robert C.
Date: 2017-08-00
Type: Reports - Research
Subjects: Interviews,Test Construction,Psychometrics,Elementary School Mathematics,Elementary School Students,Mathematics Achievement,Cognitive Processes,Mathematical Logic,Grade 1,Grade 2,Problem Solving,Test Validity,Construct Validity,Test Reliability,Student Attitudes,Computation,Word Problems (Mathematics),Equations (Mathematics),Correlation,Models,Test Items,Semi Structured Interviews,Coding,Statistical Analysis,Goodness of Fit

This report provides an overview of the development, implementation, and psychometric properties of a student mathematics interview designed to assess first- and second-grade student achievement and thinking processes. The student interview was conducted with 622 first- or second-grade students in 22 schools located in two public school districts in a single state in the southeastern U.S. during spring 2014. Focused on the domain of number, operations, and equality, the student interview was designed (a) to measure student achievement in mathematics and (b) to gather information about the strategies students use to solve the mathematics problems. Because the interview was designed for both of these purposes, we call it the Mathematics Performance and Achievement (MPAC) interview.
Investigation on the Relationship among Language Learning Strategies, Critical Thinking and Self-Regulation Skills in Learning English
Author: Altay, Betül
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Metacognition,Second Language Learning,Learning Strategies,Grades (Scholastic),Sampling,Correlation,English (Second Language),Semi Structured Interviews,Tests,Second Language Instruction,Student Attitudes,Problem Solving,Foreign Countries,Undergraduate Students,Vocational High Schools,High School Students,Tourism,Engineering Education,Hospitality Occupations,Mixed Methods Research

This study aimed to examine the relationship among language learning strategies, critical thinking skills and self-regulation skills of preparation class students. In this process, students were interviewed and courses were observed so as to profile students' management of learning situations and their awareness for these strategies through a semi-structured form composed of open ended questions developed by the researcher based on expert opinion. The research used mixed methodologies. For the quantitative study, the findings show statistically significant results when sub-dimensions of LLS were compared to the ones in self-regulation and critical thinking skills using the students' gender, department, and education type (daytime-evening education) as variables. For the qualitative study, by use of extreme case sampling, on the basis of the average points of the mid-term exam marks students got throughout the academic year, 10 students who had the highest grades and 10 students who had the lowest grades were interviewed. Using the same sampling method in the school, students of two classrooms--one which had the highest grade average and the other which had the lowest grade average were observed. It was observed that behaviors such as encouraging oneself, asking questions, practising, mental linking, problem solving, are more prevalent characteristics of learners in the classroom with the highest grade-point average than the students in the classroom with the lowest grade-point average.
Schema-Based Instruction: Effects of Experienced and Novice Teacher Implementers on Seventh Grade Students&apos; Proportional Problem Solving
Author: Jitendra, Asha K.
Date: 2016-08-00
Type: Reports - Research
Subjects: Teaching Methods,Schemata (Cognition),Evidence Based Practice,Beginning Teachers,Faculty Development,Mathematics Instruction,Mathematics Achievement,Grade 7,Problem Solving,Metacognition,Experienced Teachers,Retention (Psychology),Achievement Tests,Student Attitudes,Teacher Attitudes,Satisfaction,Quasiexperimental Design,Program Implementation,Fidelity,Coding,Pretests Posttests,Grade 6,Scores,Surveys,Rating Scales,Middle Schools

This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a multicomponent intervention that emphasizes the mathematical structure of problems through the use of schematic diagrams and incorporates problem solving and metacognitive strategy instruction. Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was no SBI experience effect on the immediate and 10-week retention tests of proportional problem-solving, on a general measure of problem solving, or on the end of the year state mathematics achievement test. These results provide evidence that the effectiveness of SBI generalizes over time to different cohorts of teachers and that the impact of SBI on student mathematics outcomes is maintained over time without additional PD. [This article was published in &quot;Learning and Instruction&quot; v44 p53-64 Aug 2016.]
University Students&apos; Views about Their Cyber Bullying Behaviors and Self-Exposition
Author: Usta, Ertugrul
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Bullying,Computer Mediated Communication,Victims,Males,Qualitative Research,Case Studies,Semi Structured Interviews,Content Analysis,Student Behavior,Foreign Countries

The purpose of this research is to examine the views of university students on the presence and exposure of cyber bully behavior. The research study group consists of 10 male students who are higher education students. One of the qualitative research methods is &quot;case study&quot;. In this direction, a &quot;semi-structured interview form&quot; was used to identify the behaviors and opinions of students and individual interviews were held with each student. In the analysis of the obtained data, &quot;content analysis&quot; technique was used. As a result of the content analysis, university students were exposed to bullying behaviors at different aspects and it was reached that they are doing bullying behaviors themselves. In addition, students' opinions are sought to reduce cyber bully behavior. The findings of the research were discussed in the literature and suggestions were made for students, their families and educators as well as for future researches on cyber bullying.
Examination of Primary and Secondary School Teachers&apos; Aspects towards Educational Use of Video Sharing Websites
Author: Usta, Ertugrul
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Video Technology,Web Sites,Technology Uses in Education,Educational Technology,Teacher Surveys,Statistical Analysis,Correlation,Foreign Countries,Teaching Methods,Technology Integration,Questionnaires,Likert Scales

Daily use of video has increased by televisions, but lately people have been using video sharing websites most frequently. This extended use of video sharing websites has emerged a new era for education; teachers and learners can use them to enhance learning in education. Hence, the purpose of this study is to examine primary and secondary school teachers' aspects towards educational use of video sharing websites. This research is conducted as a survey model and carried out with the participation of 114 teachers in total, 48 teachers from Taskent and 66 teachers from Kulu districts of Konya province in Turkey. Quantitative research method has been adopted as the model of this research. Data is obtained by a 19-item questionnaire and analyzed by SPSS (Statistical Package for the Social Sciences) program by using descriptive statistics and basic correlation. Results of this study revealed that teachers have positive attitudes towards using video sharing websites as an educational tool which improves learning.
An OIG Perspective on the Unsafe School Choice Option. ED-OIG/S03G0015
Author: Office of Inspector General (ED)
Date: 2007-08-00
Type: Reports - Evaluative
Subjects: School Choice,School Safety,Educational Legislation,Federal Legislation,Elementary Secondary Education,Violence,Victims,Crime

The reauthorization of the Elementary and Secondary Education Act (ESEA) provides Congress with an opportunity to amend the Unsafe School Choice Option (USCO) provision to ensure that the intent of the law is met. Based on the experience the Office of Inspector General (OIG) gained through audits, they prepared this report to inform Department officials and Congress of: (1) common trends that prevent states from effectively identifying PDS; and (2) concerns about an apparent lack of incentive to comply with the USCG provision. Suggestions for corrective action regarding states' ineffective policy criteria are intended to improve the USCO provision in its current form. Additionally, they discuss more in-depth changes that should help the acceptability and effectiveness of the provision. Lastly, they note suggestions on possible changes to the USCO provision provided by the education community.