ethanporcaro/eric-fulltext-meta huggingface dataset:
Government-Funded Students and Courses, January to June 2017. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,School Statistics,Federal Programs,Bayesian Statistics,Educational Practices,Trainers,Agencies,Student Characteristics,Geographic Distribution,Statistical Data,Statistical Distributions,Student Participation,Enrollment Trends,Majors (Students),Intellectual Disciplines,Tables (Data)

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system (defined as Commonwealth and state/territory government-funded training). Data for the Government-funded students and courses series are received by the National Centre for Vocational Education Research (NCVER) in four cumulative data submissions: (1) January to March, submitted in May; (2) January to June, submitted in August; (3) January to September, submitted in November; and (4) January to December, submitted in March. The quarterly data submissions are cumulative, which allows additional data to be reported and also corrections made to previously submitted data. The data in this publication cover the period of 1 January to 30 June 2017. For comparative purposes, it also examines this data against previously submitted data for the 1 January to 30 June periods in 2015 and 2016, as well as against data for the 1 January to 31 March 2017 period. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees).
VET Student Outcomes 2017. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,National Surveys,Student Surveys,Outcomes of Education,Public Schools,Private Schools,Employment Level,Attitude Measures,Satisfaction,Program Effectiveness,Student Characteristics,Income,Graduates,Training,Secondary Education,Postsecondary Education

This publication provides a summary of the outcomes of students who completed their vocational education and training (VET) in Australia during 2016. The outcomes are reported for students in receipt of Commonwealth or state funding and those who paid for their training by other means. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (subject completers). The mandatory reporting of nationally recognised training activity to the National VET Provider Collection from 2014 provided a sampling frame to expand the scope of the National Student Outcomes Survey to include fee-for-service students (those who paid for the training or whose employer paid for the training) from private training and community education providers. In 2016, a trial was undertaken to expand the scope of the survey to report on the outcomes of all graduates. Previously, the survey only covered students who completed government-funded training. Following the successful trial, the expanded scope was applied to the 2017 survey for graduates and, for the first time, subject completers. Information is presented on students' reasons for training, their employment outcomes, further study outcomes and satisfaction with training. Data on the main reason for not continuing with the training are available for subject completers. Year-on-year comparisons of all graduates are presented for 2016 and 2017. As this is the first year of reporting subject completers under the expanded scope, information for all subject completers is only presented for 2017.
The Role of Higher Education in Economic Growth: A Comparative Analysis of the Republic of South Korea and the Republic of India
Author: Gaulee, Uttam
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Role of Education,Higher Education,Economic Progress,Economic Development,Politics of Education,Decision Making,Educational Development,Knowledge Economy,Barriers,Access to Education

We may examine the relationship between higher education and economic growth by comparing the Republic of Korea to the Republic of India. How do political educational decisions impact economic growth? Although both countries began with relatively underdeveloped economies at the time of their independence in the late 1940s, these two countries took different trajectories in organizing their higher education systems. Korea's strategic and sustained investment in education (along with the private sector) has helped the economy to soar. India, on the other hand, has neither strategized nor channeled its resources for the development of higher education. India appears to have been fallen prey to a competency trap, the presumption of many policymakers that secondary and higher education may not be central to economic growth. Her economy will continue to suffer until political commitment shifts and the country massively invests in higher education, thus unlocking vast potential.
The Effect of Friendship Skills Training on Friendship Quality and Subjective Well-Being of Adolescents
Author: Çekiç, Ali
Date: 2017-04-17
Type: Journal Articles
Subjects: Foreign Countries,Friendship,Interpersonal Competence,Training,Well Being,Adolescents,Experimental Groups,Control Groups,Secondary School Students,Grade 9,Grade 10,Grade 11,Psychoeducational Methods,Statistical Analysis,Pretests Posttests,Instructional Effectiveness,Likert Scales

This study aims to examine the effects of friendship skills training on the quality of friendship and subjective well-being of adolescents. In order to determine the experimental and control groups, the Friendship Quality Scale and the Adolescent Subjective Well-Being Scale were administered to 311 students in 9th, 10th and 11th grade classes from a state school in Iskenderun in Hatay during the 2015-2016 education year. As a result, 21 students who had lower than average scores were included in the study. Students who participated in the study were assigned to the experimental and control groups randomly. An 8-session psycho-education program (&quot;Beginning Friendships, Maintaining and Protecting Training&quot;) which were developed by Morganett (2013) have been conducted with the students in the experimental group while the control group received no treatment. After the sessions, the same measurement tools were applied on both the experimental and control groups. The data gathered was analyzed by using the Wilcoxon Signed Ranks Test to examine the effectiveness of the training program. The analysis of the data has indicated an increase in the friendship quality and subjective well-being of the students who attended the friendship skills training group while there was no change in the friendship quality and subjective well-being of the students in control group.
Teaching with the Interactive Whiteboard: An Engaging Way to Provide Instruction
Author: Morgan, Hani
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Educational Equipment,Educational Technology,Interactive Video,Educational Benefits,Teaching Styles,Cognitive Style,Visual Learning,Learner Engagement,Multimedia Instruction,Elementary Education

This article explores the advantages and limitations of using the interactive whiteboard to enhance teaching and learning. The author observed two teachers use it and discusses their feelings about it. Also included is a discussion of previous research on this technological tool.
Teacher Candidates&apos; Views Regarding Multicultural Education: A Case Study on Content Integration Dimension
Author: Akcaoglu, Mustafa Öztürk
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Educational Attitudes,Multicultural Education,Case Studies,Integrated Curriculum,Semi Structured Interviews,Student Attitudes,Preservice Teacher Education

The purpose of this study was to examine teacher candidates' perceptions regarding multicultural education in general, as well as to investigate whether content integration dimension is effective in terms of teaching multicultural education. Data for the study were collected from the semi-structured interviews performed with 10 teacher candidates. The participants were enrolled in the department of social sciences teaching of a faculty of education at a state university in Western Black Sea Region, Turkey. The results of the study revealed that teacher candidates' perceptions with regard to defining multicultural education, constructing the definition, promoting multicultural education, the place of multicultural education in teacher training programmes and the effect of content integration differ greatly based on their experiences and educational backgrounds.
Prentice Hall/Pearson Literature© (2007-15). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: English Curriculum,Language Arts,Literacy,Educational Research,Instructional Effectiveness,Secondary School Curriculum,Adolescents,Comprehension,High School Students,Middle School Students,Achievement Tests,Standardized Tests,Reading Tests

&quot;Prentice Hall/Pearson Literature©&quot; (2007-15) is an English language arts curriculum designed for students in grades 6-12 that focuses on building reading, vocabulary, literary analysis, and writing skills. It uses passages from fiction and nonfiction texts, poetry, and contemporary digital media. The curriculum is based on a textbook. The publisher also provides online components and other materials that enable teachers to provide personalized assignments, monitor students' progress, and score writing assignments, enrich instruction, or provide additional practice to supplement the textbook. The What Works Clearinghouse (WWC) identified three studies of &quot;Prentice Hall/Pearson Literature©&quot; (2007-15) that fall within the scope of the Adolescent Literacy topic area and meet WWC group design standards. One study meets WWC group design standards without reservations, and two meet WWC group design standards with reservations. Together, these studies included 4,149 adolescent readers in grades 7-10 in 20 schools in the United States. According to the WWC review, the extent of evidence for Prentice &quot;Hall/Pearson Literature©&quot; (2007-15) on the achievement of adolescent readers was medium to large for two outcome domains-general literacy achievement and comprehension. &quot;Prentice Hall/Pearson Literature©&quot; (2007-15) had no discernible effects on general literacy achievement and comprehension for adolescent readers.
Prentice Hall Literature© (1989-2005). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: English Curriculum,Language Arts,Literacy,Educational Research,Instructional Effectiveness,Secondary School Curriculum,Adolescents

&quot;Prentice Hall Literature©&quot; (1989-2005) is an English language arts curriculum designed for students in grades 6-12 that focuses on building reading, writing, listening, viewing, speaking, and language skills. Multiple editions of this curriculum were released between 1989 and 2005, including &quot;Prentice Hall Literature©&quot; (1989) and &quot;Prentice Hall Literature: Timeless Voices, Timeless Themes©&quot; (2000, 2002, 2005). The WWC refers to each of these editions as &quot;Prentice Hall Literature©&quot; (1989-2005) in this intervention report. This report presents findings from a systematic review of &quot;Prentice Hall Literature©&quot; (1989-2005) conducted using the WWC Procedures and Standards Handbook (version 3.0) and the Adolescent Literacy review protocol (version 3.0). No studies of &quot;Prentice Hall Literature©&quot; (1989-2005) that fall within the scope of the Adolescent Literacy review protocol meet What Works Clearinghouse (WWC) group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;Prentice Hall Literature©&quot; (1989-2005) on students in grades 6-12. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.
An Ethnographic Approach to Education: What Are You Doing in This Village?
Author: Yanik, Betül
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethnography,Educational Research,Preschool Education,Student Adjustment,Educational Researchers,Rural Areas,Foreign Countries,Islam,Religious Factors,Females,Sex Role,Role,Cultural Influences,Cultural Context,Interpersonal Relationship,Sociocultural Patterns

This study describes the ethnographic approach used in educational research, as seen through the eyes of an ethnographer. This work is the product of research that investigates the transition of young children to pre-school, within the cultural processes of their everyday lives. The article describes the village setting and the processes in which I engaged in my role as participant observer for seven months, as well as the difficulties I encountered, and the strategies I developed. The practical experience I gained in the research provided me an important foundation for my ethnographic research methods. As a result, the products of this study emphasize that the ethnographic method doesn't necessarily relate to fixed rules; instead it usually occurs in three basic steps. These are: initial, activation, and acceptance. The content of these three phases was determined by the sociocultural structure of the society in which I became a participant. In this study, the decisive role of the community's cultural structure in the research method and techniques is discussed in the framework of the three basic stages.
Analysis of Children&apos;s Songs in Terms of Values
Author: Keray Dinçel, Betül
Date: 2017-00-00
Type: Journal Articles
Subjects: Values,Singing,Values Education,Competition,Content Analysis,Childrens Writing,Music,Music Appreciation,Qualitative Research,Interviews,Observation,Foreign Countries

Children's songs inspire the love of music in children and improve their musical skills and at the same time, teach national values and societal rules, contribute to their personality development, make children feel happier, foster interpersonal communication and particularly contribute to the cognitive and linguistic development of children at early ages. Children's songs, which take place almost every moment of children's life, play an important role in transferring values to children. There are many classifications of value education, but Schwartz's value classification is a very comprehensive and an accepted type of classification. In the literature research, no studies have been done to examine the children's songs in terms of values. In this context, the aim of the research is to examine the 59 children songs which were qualified to the finals at the Popular Children's Song Competition organized by Turkish Radio Television Corporation between 2004 and 2015 according to Schwartz's classification of values. Content analysis method and NVivo 11 Pro program were used in this research. According to the findings of this research, motivational types found in the analyzed songs are achievement, hedonism, stimulation, self-direction, universalism, benevolence, conformity, and security. Among these motivational types, it is seen that the most emphasized and prominent values are a world at peace, a world of beauty, protecting the environment, enjoying life, unity with nature. In addition to these findings, there is no value for power and tradition motivational types.
The Scale Development Study on Class Teachers&apos; Perceived Self-Efficacy in Creating an Effective Classroom Environment
Author: Ocak, Gürbüz
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Techniques,Self Efficacy,Test Construction,Self Concept Measures,Psychometrics,Likert Scales,Factor Analysis,Test Reliability,Test Validity,Correlation,Foreign Countries,Statistical Analysis

The aim of this study is to develop a five point likert scale called &quot;Class Teachers' Perceived Self-efficacy in Creating an Effective Classroom Environment.&quot; Following this aim, a draft scale that included 44 items was developed and given to 248 class teachers working in Manisa and Usak cities of Turkey. The principal components analysis was used in factor analysis of the scale in order to to examine structural validity. As a result of the analysis, 12 items were excluded and remaining 32 items were grouped into 5 factors. The explained variance is 65,157% of the total variance. The Cronbach's Alpha value that indicates the internal consistency of the scale is 0,85. The scale is accepted to be valid and reliable according to these findings. Besides, item-total and item-remaining correlations that were analyzed through Pearson are significant (p&lt;,001) and item discrimination that was tested for each item by applying t-test to the bottom and top 27% is also significant. After exploratory factor analysis, confirmatory factor analysis was carried out and goodness of fit indexes were seen to be acceptable (RMSEA = 0,075; AGFI = 0,75; SRMR = 0,69; RMR = 0,68; CFI = 0,92; NFI = 0,92).
Pragmatic Instruction May Not Be Necessary among Heritage Speakers of Spanish: A Study on Requests
Author: Barros García, María J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pragmatics,Spanish,Heritage Education,Second Language Instruction,Transfer of Training,Oral Language,Written Language,Interference (Language),English (Second Language),Teaching Methods,Comparative Analysis,Scores,Pretests Posttests,Statistical Analysis,Intervention,North American English,Second Language Learning,College Students,Control Groups,Experimental Groups,Language Tests,Cloze Procedure

This paper studies the pragmatic competence of U.S. heritage speakers of Spanish in an attempt to determine (a) the degree of pragmatic transfer from English to Spanish experienced by heritage speakers when producing different types of requests in Spanish; and (b) how to best teach pragmatics to students of Spanish as a Heritage Language (SHL). Additionally, the study compared the differences and similarities between the development of the pragmatic competence in SHL students and in students of Spanish as a second language (L2). Oral and written discourse completion tasks were used to assess requests in Spanish HL/L2 pragmatics. The results indicate that the pragmatic interventions only helped the Spanish L2 group, and that the Spanish HL group was already aware of the pragmatic principles that regulate requests in Spanish. Furthermore, no cases of negative pragmatic transfer were found in the Spanish HL data, so the study concluded that there is no need to teach heritage students pragmatic norms.
Gifted Education Program in Enderun System
Author: Sabanci, Osman
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Program Descriptions,Special Education,Educational History,Special Schools,Talent Identification,School Organization,Educational Practices,Literature Reviews

This study aims to interpret the organizational structure, the determination of the students, the curriculums and the content of all by associating them with the educational conditions of today's gifted students and taking the general approaches into consideration. The Enderun school in the Ottoman period is the first systematic approach when considering the education of talented people. Enderun schools are a system based on the recruitment of non-Muslim children regarded as superior in body and mind. In this study, Enderun education was compared with today's gifted education by examining the Enderun Schools' history, theoretical and practical approaches in accordance with the aims stated above. The method of this study is the literature review. Primary and secondary sources were used in the literature search. The summary, synthesis, and examination of the information about the Enderun with the support of the literature have been influential in the selection of this method. The result of the literature study shows that Enderun Schools have similar characteristics in terms of cognitive, emotional and behavioral factors when compared to subsequent and today's high talent education institutions and practices. Applications in Enderun education system were not based on only academic skills, the system was established taking into consideration interests, abilities, and values of the students.
Examination of the Effects of STEM Education Integrated as a Part of Science, Technology, Society and Environment Courses
Author: Yildirim, Bekir
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Interdisciplinary Approach,Preservice Teachers,Student Attitudes,Program Effectiveness,Energy Conservation,Conservation (Environment),Mixed Methods Research,Semi Structured Interviews,Measures (Individuals),Coding,Attitude Change,Knowledge Level,Foreign Countries,Pretests Posttests

This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers' attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015 academic year with 76 prospective science teachers. In the study, mixed method research design, which employs qualitative and quantitative research methods together, has been used. As a data collection tool &quot;Sensitivity to Environment Problems Scale&quot;, &quot;Attitude Scale for Renewable Energy Resources&quot; and &quot;Semi-structured Interview Form&quot; developed by the researcher were used. Data obtained as a result of content analysis were coded. As a result of analysis of the study, it was determined that prospective teachers' attitudes towards renewable energy resources were positively affected but there was no change in their level of awareness of environmental problems.
Developing Critical Thinking through the Arts
Author: Eutsler, Mark L.
Date: 2017-10-10
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Critical Thinking,Art Education,Interdisciplinary Approach,Teaching Methods,Skill Development,Thinking Skills,Secondary School Teachers,Middle School Teachers,Biblical Literature,Integrated Curriculum,Elementary School Teachers,Guides,Learning Activities,Christianity,Religious Education,Aesthetics,Self Esteem,Multiple Intelligences,Instructional Effectiveness,Qualitative Research

The purpose of this study was to prove to what degree using the arts could increase developing student critical thinking skills. The thesis is based on Paul, Elder, and Bartell assertion that intensive arts training, can prepare students for life and work by developing in them the general skills and attitudes, the habits of heart and mind they need to prevail in postmodern society no matter what career they chose. They continue that intensive arts training in high school increases, not decreases, options. The thesis explored that assertion by studying a program that provided a supplemental resource to non-arts courses to integrate the arts. The study analyzed data from teachers using the program throughout a three-year period. The study provides evidence that the arts, even when delivered as a supplemental resource within other non-arts courses, have impact upon developing student critical thinking skills. The consistency among teaching disciplines (arts and non-arts) in the integration of the arts and the differences among grade levels (secondary, middle, and elementary) suggest a deeper study could explore what are the unifying elements among disciplines and the factors causing differences among grade levels. Contains appendices.