ethanporcaro/eric-fulltext-meta huggingface dataset:
Multiple Measures Placement Using Data Analytics: An Implementation and Early Impacts Report
Author: Barnett, Elisabeth A.
Date: 2018-09-00
Type: Reports - Research
Subjects: Student Placement,Community Colleges,Two Year College Students,Remedial Instruction,Measures (Individuals),Program Effectiveness,College Mathematics,College English,Gender Differences,Racial Differences,Program Implementation,Cost Effectiveness

Many incoming college students are referred to remedial programs in math or English based on scores they earn on standardized placement tests. Yet research shows that some students assigned to remediation based on test scores would likely succeed in a college-level course in the same subject area without first taking a remedial course if given that opportunity. Research also suggests that other measures of student skills and performance, and in particular high school grade point average (GPA), may be useful in assessing college readiness. The Center for the Analysis of Postsecondary Readiness (CAPR) is conducting a random assignment study of a multiple measures placement system based on data analytics to determine whether it yields placement determinations that lead to better student outcomes than a system based on test scores alone. Seven community colleges in the State University of New York (SUNY) system are participating in the study. The alternative placement system evaluated uses data on prior students to weight multiple measures--including both placement test scores and high school GPAs--in predictive algorithms developed at each college that are then used to place incoming students into remedial or college-level courses. Over 13,000 incoming students who arrived at these colleges in the fall 2016, spring 2017, and fall 2017 terms were randomly assigned to be placed using either the status quo placement system (the control group) or the alternative placement system (the program group). The three cohorts of students will be tracked through the fall 2018 term, resulting in the collection of three to five semesters of outcomes data, depending on the cohort. This interim report, the first of two, examines implementation of the alternative placement system at the colleges and presents results on first-term impacts for 4,729 students in the fall 2016 cohort. The initial results are promising. The final report, to be released in 2019, will examine a range of student outcomes for all three cohorts, including completion of introductory college-level courses, persistence, and the accumulation of college credits over the long term. [This report was written with Dan Cullinan.]
Curiosity Works: Moving Your School from Improvement to Innovation
Author: Rouleau, Kristin
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Personality Traits,Student Motivation,Leadership Role,Educational Environment,Values,Educational Practices,Teaching Methods,Professional Development,Teamwork,Change Strategies,Educational Innovation,Inquiry

Based on McREL International's research and experience, this white paper suggests that student curiosity is a powerful driver of student success and engagement. The most powerful changes that can be made within schools must come from the inside out, from the natural curiosity and intrinsic motivation that everyone shares to experience the joy of learning, discovery, and improvement. This paper provides a guide for school leadership teams to create learning environments that unleash student curiosity. After looking at how to commit to shared values, moral purpose, and vision, the paper focuses on five phases of program development: (1) Create hopeful urgency (What is the school doing right, and what must be done better?); (2) Focus on teaching and learning (How can the team help people transform professional practice?); (3) Support professional learning and collaboration (How can participants change together?); (4) Develop consistent, deep practice (How can the team help others with the difficulties of change?); and (5) Build a purposeful community (How is the culture of inquiry developing?).
Unlocking Learning: Science as a Lever for English Learner Equity
Author: Feldman, Sarah
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: English Language Learners,Science Instruction,Second Language Learning,English (Second Language),Academic Achievement,At Risk Students,Elementary Secondary Education,Achievement Gap,Equal Education,Teaching Methods,School Districts,Program Effectiveness,Professional Development,School Community Programs,Time Factors (Learning),Language Usage,Financial Support,Common Core State Standards,Interdisciplinary Approach

What would it actually look like for district or state leaders to prioritize equity for English learners in standards implementation? Because the science and English Language Development (ELD) standards are relatively new--and the idea of coordinated implementation even more so--the authors turned to the data. The first goal was to see what data could tell about where California is now as a state. Then, the authors wanted to identify and learn from districts and schools that are doing better than the state as a whole and proactively using science learning to advance achievement for English learners. This report shares what was learned. The report begins by reviewing the data on English Learners (ELs) and science. It then focuses on a handful of leading districts. Finally, the authors lay out a set of recommendations for how state and local leaders can promote English language development integrated with high-quality science education opportunities. [For the second report in the series, &quot;Unlocking Learning II: Math as a Lever for English Learner Equity,&quot; see ED588756.]
Unlocking Learning II: Math as a Lever for English Learner Equity
Author: Ruffalo, Rachel
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: English Language Learners,Second Language Learning,English (Second Language),Academic Achievement,At Risk Students,Elementary Secondary Education,Achievement Gap,Equal Education,Teaching Methods,School Districts,Program Effectiveness,Professional Development,School Community Programs,Time Factors (Learning),Language Usage,Financial Support,Mathematics Instruction,School Culture,Common Core State Standards,Interdisciplinary Approach,Cooperative Learning

Wide and persistent gaps in math achievement separate English learners from their English-proficient peers. The consequences of these gaps are severe and long lasting. Without a solid foundation in math, students are less likely to access and excel in college preparatory math and science classes in high school. Without high-level math classes in high school, students have fewer college and career opportunities, especially in the STEAM (science, technology, engineering, arts, and math) fields that are increasingly in high demand in California. Indeed, these gaps threaten the very wellbeing of the state's future, in terms of lost human and economic potential. This report, the second in The Education Trust-West's &quot;Unlocking Learning&quot; series, aims to illuminate the promising practices in math education that advance access, opportunity, and achievement for English learners in California. [For the first report in the series, &quot;Unlocking Learning: Science as a Lever for English Learner Equity,&quot; see ED588755.]
Pathways to College and Career Readiness: Bringing the New California Standards to Life through Linked Learning. K-12 Policy
Author: Education Trust-West
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,State Standards,At Risk Students,Minority Group Students,Low Income Students,School Districts,Educational Quality,Common Core State Standards,Critical Thinking,Thinking Skills,Problem Solving,Relevance (Education),High Schools

Showing early indicators of increased graduation rates and college readiness among students of color and low-income students, Linked Learning has the potential to be even more impactful when integrated with Common Core and other new California standards. This report examines promising strategies being employed at nine California school districts. While some of these strategies are still being refined, they are already yielding encouraging results, especially with historically underserved student populations. Linked Learning was designed to engage students through rigorous coursework that is closely tied to real-world work experiences. By aligning Linked Learning with Common Core and other new state standards, educators can ensure that students not only gain a richer academic experience, but also develop the critical thinking and problem-solving skills they need to thrive after graduation day. The report identifies eight promising strategies that are being used in several school districts throughout California. Some are student-focused, such as the practice of developing &quot;graduate profiles&quot; aligned to Common Core standards that spell out what all students should know by the time they graduate. Others concentrate on the teacher, such as providing structured &quot;release time&quot; for teachers to collaborate with their peers to plan and develop interdisciplinary lessons for the Linked Learning pathway courses they teach.
Professional Development Needs among WIOA Youth Service Professionals. Info Brief. Issue 46
Author: Larson, Mindy
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Professional Development,Youth Programs,Professional Personnel,Responsibility,Administrators,National Programs,Labor Force Development,Recruitment,Disabilities,Competence,Job Skills,Training,Barriers,Costs,Time

In May and June 2017, the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) conducted a national survey on Frontline Professional Development Needs among Youth Service Providers. NCWD/Youth received 74 survey responses from youth service professionals in 20 states. Sixty-one percent of survey respondents identified as the Workforce Innovation and Opportunity Act (WIOA) Title I service providers. One quarter of respondents indicated that their agencies had oversight and administrative responsibilities for services under WIOA. The remaining 14 percent of respondents identified as administrators or providers across all WIOA Titles, adult education providers, or other entities partnering with WIOA providers. These survey results spotlight what service providers and administrators view as important topics for professional development and the types of challenges that youth service professionals encounter while implementing youth-centered services under WIOA. The results also provide information about what professional development some youth service professionals currently receive, including the frequency, topics covered, PD providers, and which formats are most common and regarded as most effective. In addition to providing an overview of findings from the survey of Frontline Professional Development Needs among Youth Service Providers, this brief recommends strategies to enhance and expand professional development that administrators can use to support youth services professionals. The document also includes links to WIOA professional development resources currently available online. Additional resources are provided.
Re-Envisioning English Language Arts and English Language Development for English Language Learners. Updated. (Second Edition)
Author: Hopkins, Debra
Date: 2017-05-00
Type: Guides - Non-Classroom
Subjects: Language Arts,English Instruction,English Language Learners,Instructional Material Evaluation,Alignment (Education),Student Educational Objectives,Language Acquisition,Second Language Instruction,Delivery Systems,Guidelines

The guide is intended to clarify and define a renewed vision for high-quality, coherent, and rigorous instruction for English Language Learners (ELLs)--focusing on the areas of English language arts (ELA) and English language development (ELD)--and to provide guidance in evaluating and selecting appropriate ELA/ELD instructional materials. It is meant to be a useful guide for educators who teach ELA or ELD to ELLs, and for anyone who is involved in the design, development, and/or selection of curricula, materials, and resources. The document is divided into three sections: (1) Raising Expectations and Instructional Rigor for ELLs; (2) A Comprehensive Approach to ELD; and (3) Evaluating Instructional Materials: A User's Guide.
Sustained Effects of Collaborative School-Home Intervention for ADHD Symptoms and Impairment
Author: Pfiffner, Linda J.
Date: 2018-04-00
Type: Reports - Research
Subjects: Intervention,Family School Relationship,Daily Living Skills,Elementary School Students,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Outcomes of Treatment,Behavior Problems,Severity (of Disability),Academic Achievement

Objectives: The Collaborative Life Skills (CLS) program is a school-home intervention for students with Attention Deficit Hyperactivity Disorder (ADHD) symptoms and impairment. CLS integrates school, parent, and student treatments followed by booster sessions during a maintenance period into the subsequent school year. The program is delivered by school-based mental health providers. Beneficial post-treatment effects have been documented. This study evaluates effects of CLS after the maintenance period in the subsequent school year. Method: Using a cluster randomized design, schools within a large urban public-school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately six students participated at each school (N=135, grade range=2-5). Measures were completed at baseline, post-treatment, and follow-up during the next school year. Results: Students from schools assigned to CLS, relative to those assigned to usual services, showed significantly greater improvement at follow-up on parent, but not teacher, ratings of ADHD and oppositional defiant disorder (ODD) symptom severity, organizational skills, and global impairment. Within-group analyses indicated that parent and teacher-reported post-treatment gains for CLS in ADHD and ODD symptoms, organizational skills and academic competence maintained into the next school year. Conclusions: These results extend support for CLS to the following school year by demonstrating sustained benefits on parent-reported ADHD and ODD symptoms and functional impairment. The lack of significant teacher-reported differences between CLS and usual services highlights the need for further study of booster treatments for improving outcomes with new teachers across school years. [This paper was published in &quot;Journal of the American Academy of Child and Adolescent Psychiatry&quot; v57 p245-251 Apr 2018.]
An Analysis on Turkish Fairy Tales in the Context of Their Educational Properties
Author: Bozkirli, Kürsad Çagri
Date: 2018-00-00
Type: Journal Articles
Subjects: Turkish,Fairy Tales,Geographic Regions,Teaching Methods,Content Analysis,Ethics,Intelligence,Self Efficacy,Imagery,Foreign Countries

The purpose of this research is to analyze Turkish fairy tales in the context of educational properties of fairy tales. 10 Turkish fairy tales gathered around from different parts of Turkey by several researchers have been analyzed in the scope of the research conducted by document analysis method. Determining factors of the chosen fairy tales were that they had different storylines and characters and that they were from different regions of Turkey. The data analysis of the research was conducted with content analysis method and most of the analyzed fairy tales were exemplary to the reader-listener showing the characteristics of selflessness, bravery, benevolence, and honesty whereas some of the fairy tales were found to be weak in directing the reader-listener to act with confidence and use intelligence by portraying an image of dependency for supernatural powers while solving problems by the protagonists.
Adaptation of the Teacher Effectiveness Scale in Higher Education into Turkish Language
Author: Marulcu, Ihsan
Date: 2017-00-00
Type: Journal Articles
Subjects: Turkish,Teacher Effectiveness,Factor Analysis,Correlation,Teacher Behavior,Pedagogical Content Knowledge,Personality Traits,College Faculty,Higher Education,Language Teachers,Measures (Individuals),Student Attitudes,Second Language Learning,Second Language Instruction,Foreign Countries,College Students

The purpose of this research is to adapt The Teacher Effectiveness Scale in Higher Education into Turkish language. The survey method was employed. Collected data were analyzed using confirmatory and exploratory factor analyses. The adapted scale had 32 items and 4 factors explaining 50.3% variance. Cronbach alpha reliability coefficients of the factors varied from a=0.70 to a=0.89 and factor loadings of the items ranged from 0.47 to 0.80. Statistically significant correlations among factors ranging from r=0.54 to r=0.58 were found. It is concluded that the adapted scale is a valid and reliable instrument to measure teaching-related behavior, subject matter expertise, relational expertise, and personality aspects of teacher effectiveness in higher education.
Examination of Educational Internet Usage Self-Efficacy Beliefs of Turkish Teacher Candidates
Author: Bozkirli, Kürsad Çagri
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Technological Literacy,Self Efficacy,Gender Differences,Foreign Countries,Computer Use,Ownership,Teacher Education Programs,Internet,Instructional Program Divisions,Family Environment

The aim of this study is to examine the educational internet usage self-efficacy beliefs of Turkish teacher candidates studying at Kafkas University. The study, carried out with the survey model, included 209 Turkish teacher candidates studying at Kafkas University in 2016-2017 academic year and they were selected by random sampling method. In the study, &quot;Educational Internet Use Self-Efficacy Beliefs Scale&quot; developed by Sahin (2009) was used as data collection tool. The Cronbach alpha value of the scale consisting of 28 items was found to be 0.95. The data obtained were analyzed using SPPS 17.0 package program. Based on the results of the study, it was determined that Turkish teacher candidates found themselves sufficient in terms of educational internet use and educational internet usage self-efficacy beliefs did not change according to gender but differed significantly according to the grade levels of candidate teachers, owning a personal computer, and having internet connection at home.
Problems Experienced by Teachers during Their Postgraduate Education in Turkey
Author: Alaca, Eray
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education,Graduate Study,Self Efficacy,Teacher Attitudes,Masters Degrees,Doctoral Degrees,Content Analysis,Expectation,Problems,Foreign Countries,Educational Experience

The purpose of this study was to reveal the problems encountered by teachers during their postgraduate education in Turkey. The participants involved 43 teachers who completed their master or doctoral education in different cities and universities in Turkey and who worked at schools affiliated to Ministry of National Education (MONE). The participants were chosen on a volunteer basis. A semi-structured interview form was developed in order to reveal the problems encountered by teachers during their postgraduate education. Content analysis was conducted on the data and themes were interpreted using tables. As a result of the study, it was observed that teachers encountered problems sourcing from university/institute, their school, and their close environment. The teachers began their postgraduate education with high expectations and assumed that postgraduate education was a process in which academic knowledge would be gained, discussed, and developed. However, considering their problems during the postgraduate education, it was observed that their expectations were not fulfilled.
Investigation of University Students&apos; Aggression Levels in Terms of Empathic Tendency, Self-Compassion and Emotional Expression
Author: Arsland, Coskun
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Aggression,Empathy,Emotional Response,Prediction,College Students,Scores,Measures (Individuals),Predictor Variables,Student Attitudes

The purpose of this study is to investigate the correlation between aggression, empathic tendency, expression of emotions and self-compassion, and to find out whether empathic tendency, expression of emotions and self-compassion significantly predict aggression. The sample of study consists of 526 female and 290 male in total 816 students who are studying different faculties in Selcuk University and students are chosen with random sample method. In the study for the personal information of students 'Personal Information Form', to determine their aggression scores 'Aggression Scale', to specify empathic tendency 'Empathic Tendency Scale', to determine their selfcompassion 'Self-compassion Scale' and also to determine their expression of emotions scores ‚Expression of emotions Scale have been used. Correlation and multiple hierarchical regression analysis were used to analyze data. For statistical analysis of data SPSS 15.00 program was used. According to results of study, university students' empathic tendency, expression of emotions and self-compassions explain their aggressive behavior significantly. There is a negative and significant correlation between aggression and empathic tendency, expression of emotions and selfcompassion. In regression analysis, empathic tendency, expression of emotions and selfcompassion are significant predictors of aggression.
Effects of Web-Based Intelligent Tutoring Systems on Academic Achievement and Retention
Author: Karaci, Abdulkadir
Date: 2018-09-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Academic Achievement,Academic Persistence,Spreadsheets,Computer Software,Undergraduate Students,Teaching Methods,Experimental Groups,Control Groups,Pretests Posttests,Management Systems,Foreign Countries,Instructional Effectiveness

This study examines the effect of web-based intelligent tutoring systems (ITS) on academic achievement and retention. The ITS developed by Arici and Karaci (2013) was adapted for instruction on electronic spreadsheet software, and an experimental study was conducted with 80 undergraduate students. The experimental design involved quantitative research using a pre- and post-tests with a control group. The control and experimental groups consisted of 42 and 38 students, respectively. To measure academic achievement and retention, the researchers developed an achievement test that consisted of 27 questions. After a four-week implementation period, students that used the ITS showed higher levels of academic achievement than the control group. However, the ITS did not significantly influence retention levels.
School as a Social System
Author: Bozkus, Kivanc
Date: 2014-04-00
Type: Journal Articles
Subjects: Schools,Social Systems,Systems Approach,Models,Educational Theories,Institutional Characteristics,Social Structure,Social Theories,School Culture,Educational Environment,Leadership,Decision Making,Interpersonal Relationship

Social system perspective which belongs to systems theory has been elaborated comprehensively using its founders' ideas, and characteristics of schools have been explained consulting to this perspective. The course of social system idea has been reviewed along with its relation to other systems. How researchers who assumes schools as social systems define the main components of the school has been reviewed. By attaching importance to the humane side of school, social systems perspective differentiates school from for profit organizations. For this reason, social systems theory has been one of the most realistic models for schools. The assumptions behind this assertion are examined. It is probable that this perspective sheds light on research conducted in educational organizations.