ethanporcaro/eric-fulltext-meta huggingface dataset:
Using the Cooperative Learning for Teaching Idioms on French Foreign Language Students
Author: Güngör, Zühre Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Language Patterns,Second Language Learning,French,Elementary School Students,Grade 1,Experimental Groups,Control Groups,Second Language Instruction,Reading Instruction,Teaching Methods,Instructional Effectiveness,Outcomes of Education,Learning Theories

The objective of this study is to detect the effect of using cooperative learning for teaching idioms to first grade students, learning French as a foreign language. The study was carried out on two groups -- experimental group and control group -- during the academic year of 2017-2018 in the lesson &quot;Reading in French&quot;. The lesson was taught using traditional teaching methods with the control group, while using Jigsaw-II technique with the experimental group. According to the findings obtained from this research, the experimental group students, on whom the Jigsaw-II technique was applied, became more successful within the scope of learning idioms in French language.
The Effect of Instructional Material Design Process to Mathematics Teacher Candidates&apos; TPACK
Author: Durusoy, Okan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Materials,Instructional Design,Mathematics Teachers,Technological Literacy,Pedagogical Content Knowledge,Mathematics Education,Preservice Teachers,Material Development,Scores

It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
Teacher Self-Efficacy Research in English as a Foreign Language Contexts: A Systematic Review
Author: Hoang, Thinh
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Effectiveness,Teaching Methods,Correlation,Outcomes of Education,Preservice Teachers,Language Teachers,Educational Research

Teacher self-efficacy beliefs (TSE) are recognised as a key component of successful learning and teaching. However, this construct seems to be under-investigated in the field of language teaching. This systematic review aims to examine the state of English as a foreign language (EFL) TSE research published from 2002 to 2017. Twenty seven studies were included and reviewed in terms of (i) contexts, (ii) participants, (iii) focus, (iv) methodology, and (v) main findings. Results show that a quantitative approach was dominant among the reviewed studies, the majority of which took practicing teachers as their participants. Most of the studies were carried out in Middle Eastern countries, and there was a paucity of TSE research in other EFL contexts. TSE research in the area mainly focused on the influence of different factors on TSE, and correlations between TSE and teacher behaviours and emotion. However, there was a lack of evidence for the impact of EFL teacher self-efficacy on learner outcomes. The review also shows the dearth of TSE scales or research that examines EFL specific teaching tasks. Finally, the review provides some outline of directions for future EFL teacher self-efficacy research.
Unexpected Hurdles: Unpacking the Price Tag of College Affordability
Author: Assalone, Amanda
Date: 2018-00-00
Type: Reports - Research
Subjects: College Students,Low Income Students,Paying for College,Student Attitudes,Student Financial Aid,Need Analysis (Student Financial Aid),Tuition,Student Costs,Health Insurance,Textbooks,Transportation,Federal Aid,State Aid,Educational Finance,Planning,Money Management,Geographic Regions,Grants,Barriers

According to the Department of Education (Federal Student Aid Handbook, 2016), the cost of attendance is an estimate of a student's educational expenses for the period of enrollment. Cost of attendance is not only as important to consider as tuition and fees (which are only one component of cost of attendance), but it serves as the cornerstone of establishing a student's financial need. It sets a limit on the total financial aid that a student may receive from TEACH Grant, Campus-Based Programs, and Direct/Indirect Plus Loans, and is one of the basic components of the Pell Grant calculation (Federal Student Aid Handbook, 2016). For example, if the institution lists $8,224 as the tuition and fees, a student is likely to hit a financial ceiling due to unaccounted expenses such as books, lab equipment, health insurance, or other similar necessities. In clearly defining the cost of attendance, colleges include a more inclusive, though not completely exhaustive, list of the expenses not typically accounted for under the &quot;fees&quot; umbrella of &quot;tuition and fees.&quot; The purpose of this policy brief is to explore college affordability through the perspectives and experiences of low-income students in the South. It will also highlight the value of need-based aid programs in increasing college completion rates and explain how specific states in the South are financially supporting low-income students. The brief concludes with recommendations for college faculty and administrators, legislators, and families of students to inform and mitigate college affordability issues that students routinely encounter in institutions of higher education.
Action Research Articles on Education in Turkey: A Content Analysis
Author: Çaliskan, Muhittin
Date: 2018-04-00
Type: Information Analyses
Subjects: Action Research,Foreign Countries,Content Analysis,Educational Research,Journal Articles,Periodicals,Test Validity,Test Reliability,Teacher Researchers

This study is a content analysis of action research articles in the field of education which were published in Turkish journals and indexed by SSCI and ULAKBIM databases. Therefore, 80 articles were examined. The data was collected through a form developed by the researchers. The articles were analyzed according to the theme and code list provided on the form. The themes included the publication date, journal title, journal type, index, language, source of the articles; the number, gender, nationality, occupation, role of the authors; location, field, topic of the studies; research design, action research type and cycle of the studies; sampling level, size and method; duration, data collection and analysis method; validity and reliability method, and citation count of the studies. The data obtained was interpreted in terms of the percentage and frequency. The most remarkable results of the study are that action research is a less preferred type of research in Turkey, mostly conducted by academicians, and the teacher researchers are very few. In addition, the need to acquire more knowledge and experience on the main features of action research such as its methodology, types and cycle, and the role of the researcher can be considered as another important result derived from the study. Finally, it is hoped that the study will increase the interest in action research and contribute to the researchers.
The Nature and Impact of Portfolio-Based Language Assessment (PBLA)
Author: Vanderveen, Terry
Date: 2018-11-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Program Evaluation,Teacher Attitudes,Student Attitudes,Program Implementation,Language Skills,Foreign Countries,Formative Evaluation,Summative Evaluation,Standardized Tests,Language Proficiency,Pilot Projects

The nature and effects of PBLA were investigated. I examined LINC program evaluations, government-solicited assessment reports, PBLA research, and other PBLA-related documents. I discuss the features of PBLA and its reported effects on language outcomes and teacher and student attitudes. I found that the government did not provide a rationale for PBLA and that the results of research did not support the introduction of PBLA. I also found that PBLA is neither standardized nor portfolio-based as claimed. It is costlier, more time-consuming, and appears to have more teacher pushback than the approach it replaced. Regardless, there is no evidence that the LINC program has improved students' language skills before or after the implementation of PBLA
Recruitment of English Language Instructors at the Schools of Foreign Languages in Turkey: Issues and Challenges
Author: Kilickaya, Ferit
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Recruitment,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,English Teachers,Language Proficiency

This study aimed to present a discussion on the selection and recruitment of English language instructors in Turkey and focusing on the issues and challenges arising as well as the views provided by the current English language instructors and the candidates. The study adopted a mixed-method approach benefiting from quantitative data through the online survey as well as qualitative data involving semi-structured interviews conducted with randomly selected participants. The study included a five-point Likert scale survey that was composed of 14 statements used to allow 200 participants to express how they disagreed or agreed with a particular statement. The statements were published as a survey on Google Forms and were shared on several social networking sites such as Facebook. The results of the study indicated that the requirements such as the minimum scores on ALES and language proficiency tests should be reconsidered while calculating the total scores for the selection and recruitment process. The results also revealed that the interviews appeared a real matter of considerable concern for the great majority of the participants as the questions asked during the interviews were not structured or standardized to allow comparisons among candidates and that issue of serious concern were voiced by the participants on the specific requirements in job announcements.
An Analytic Approach for Deciding between 4- and 6-Point Likert-Type Response Options
Author: Gordon Wolf, Melissa
Date: 2019-01-00
Type: Reports - Research
Subjects: Likert Scales,Item Response Theory,Test Items,Goodness of Fit,Factor Analysis,Test Reliability,Psychometrics,Responses,Response Style (Tests),Secondary School Students,Emotional Development,Social Development

This paper presents a framework for choosing between 4-and 6-point response options for use with online surveys. Using data that have both 4- and 6-point Likert-type items, we compare correlations, fit of factor analytic models, and several different reliability estimates as a way of identifying if there is empirical support for choosing a response option with more categories. Results indicate that the instrument had slightly better psychometric properties with a 4-point response option, although the estimates for both response options were acceptable. From a statistical perspective, there was no rationale to switch to a 6-point response option when a 4-point response option was already in place. [This paper was produced by Project CoVitality at the University of California Santa Barbara, Gevirtz Graduate School of Education, International Center for School Based Youth Development.]
Mapping out Interactions in Spoken and Written Discourses. Metadiscourse across Genres. Conference Programme &amp; Book of Abstracts (Cyprus, March 30-April 1, 2017)
Author: Akbas, Erdem, Ed.
Date: 2017-00-00
Type: Collected Works - Proceedings
Subjects: Oral Language,Written Language,Discourse Analysis,Computational Linguistics,Language Styles,Conference Papers,Language Research,Turkish,Persuasive Discourse,Physics,Textbooks,Contrastive Linguistics,Research Reports,College Students,Newspapers,Political Attitudes,Chinese,English,Writing (Composition),Pragmatics,Semitic Languages,English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Academic Discourse,Citations (References),Foreign Countries,Vietnamese,Engineering Education,Business Communication,Case Studies,Spanish,Indo European Languages,Films,Teaching Methods

This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN &amp; WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).
Writing Is Hard Work: The Importance of Story Sharing in a Writing Classroom Involving Collaborative Colleagues as Guest Speakers
Author: Soiferman, L. Karen
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Writing Instruction,Writing Teachers,Story Telling,Team Teaching,Writing (Composition),Perspective Taking,Student Attitudes,Writing Attitudes,Writing Processes,Self Concept,Writing Ability,College Freshmen,Personal Narratives

This report explores the benefits of having guest speakers, who also teach academic writing to undergraduate students, discuss the writing journey they take when they write. The purpose of the exercise was to continue to explore ways to enrich students' experiences in the writing classroom. When students were asked for their thoughts on whether they found it helpful to listen to someone else, besides their instructor, talk about writing, they all said that it was very beneficial and they enjoyed hearing a different perspective on writing. The students found it beneficial to hear that many of the struggles they were having adapting to university writing were the same ones their instructors faced when they began writing university papers. This was one of the features discussed by the guest speakers that resonated with the students and they said it made them feel more confident about their own writing abilities going forward.
Data Use &quot;Multi&quot;-State Spotlight: Using MTSS Data to Improve Graduation Rates
Author: Ruedel, Kristin
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Disabilities,Graduation Rate,Problem Solving,Early Intervention,Data,Student Needs,Progress Monitoring,State Programs,Access to Information,Evidence Based Practice,Capacity Building,School Districts,Alignment (Education)

Data-based problem solving within a multi-tiered system of support (MTSS) can help state education agencies and local education agencies (LEAs) improve graduation rates for students with disabilities. To facilitate problem solving within an MTSS, states and LEAs need efficient systems and processes for analyzing and integrating data across initiatives. Creating the infrastructure to support data-based problem solving can be a challenge. This spotlight shares how three states use different approaches to promote data use within an MTSS to improve graduation rates for students with disabilities. The spotlight concludes with recommendations for states facing similar challenges. [This report was written in collaboration with Matt Hoskins, Victor Rodriguez-Diaz, Laura Moran, Maribel Saimre, and Jeffrey Phenicle.]
Effective Coaching: Improving Teacher Practice and Outcomes for All Learners
Author: National Center for Systemic Improvement at WestEd
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Instructional Effectiveness,Educational Objectives,Evidence Based Practice,Early Childhood Education,Elementary Secondary Education,Observation,Demonstrations (Educational),Feedback (Response),Teacher Evaluation,Teacher Collaboration,Interpersonal Competence,Expertise,Teacher Competencies,Modeling (Psychology),Special Education,Teacher Improvement

The purpose of this brief is to synthesize research on coaching and to offer a framework of effective coaching practices. Part 1 provides general information on coaching, including the need for coaching and the goals of coaching. Part 2 describes critical coaching practices that are linked to improvements in teacher practice and learner outcomes. As these practices are most associated with such improvements, they are the recommended practices that should be central to the every-day routine of coaches working in general education or special education settings, as well in environments (e.g., homes, schools, childcare centers) with learners of all ages. Appendix A contains information about various coaching models commonly cited in research and applied in the field (e.g., literacy coaching, behavior coaching, math coaching). This brief is intended to be used in conjunction with the tool entitled &quot;Implementation Guide for Coaching.&quot; Research from Implementation Science suggests that how a program, practice, or innovation is put into place impacts the degree to which we can expect that innovation to achieve its intended goals (Fixsen, Naoom, Blase, Friedman, &amp; Wallace, 2005; Greenhalgh, Macfarlane, Bate, Kyriakidou, 2004). Similarly, it is important to attend to how the innovation is implemented. Drawing upon principles of Implementation Science, the guide outlines key areas that should be considered and action steps that should be taken when using coaching as a pathway toward improving teacher practice and learner outcomes.
Rhode Island Model Evaluation &amp; Support System: Teacher. Edition IV
Author: Rhode Island Department of Education (RIDE)
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Evaluation Methods,Public Schools,Educational Objectives,Alignment (Education),English Language Learners,Disabilities,Scoring,Measurement Techniques,Data Collection,Knowledge Level,Skill Development,Tests,Test Content,Decision Making,Teacher Evaluation,Teacher Responsibility,Models,Academic Support Services,Academic Achievement,Outcomes of Education,Observation,Classroom Environment

Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all teachers improve and refine their practice. This commitment is an outgrowth of the state's recognition of the influence teachers have on student growth and achievement. Currently, districts in Rhode Island may submit a district-designed model for approval that complies with the Educator Evaluation System Standards or adopt the Rhode Island Model Teacher Evaluation and Support System (Rhode Island Model). There are currently five approved models. This document describes the process and basic requirements for evaluating and supporting teachers with the Rhode Island Model.
Three Circles of Evidence-Based Decision-Making in Early Childhood
Author: Mathur-Kalluri, Monica
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Intervention,Program Effectiveness,Evidence Based Practice,Decision Making,Research

A collective goal in early childhood is focusing on &quot;what works&quot;--finding and using interventions backed by evidence to achieve desired results for children and their families. This resource helps the reader use multiple sources of evidence to determine an intervention's effectiveness. It presents steps in an evidence-based decision-making process to collect and integrate information from multiple sources, make decisions based on that information, and plan for implementation and evaluation.
Secondary School Regulations Reference Guide. Updated June 2018
Author: Rhode Island Department of Education (RIDE)
Date: 2018-06-00
Type: Guides - Non-Classroom
Subjects: State Regulation,Secondary Schools,Academic Support Services,Intervention,Literacy,Numeracy,Student Evaluation,Secondary School Students,Graduation Requirements,Time on Task,Faculty Development,Secondary School Teachers,Educational Planning,Performance Based Assessment,Individual Instruction,Standardized Tests,School Districts

The Rhode Island 2020 Vision for Education defines an ideal Rhode Island graduate to be &quot;one who is well prepared for postsecondary education, work, and life. He or she can think critically and collaboratively and can act as a creative, self-motivated, culturally competent learner and citizen.&quot; The updated Secondary School Regulations, which go into effect in the 2017-2018 school year (for the graduating class of 2021 and beyond), are intended to encourage all schools to further develop a system of opportunity by which every student can reflect the vision of the ideal Rhode Island graduate. The following three ideas provide the basis for that intent: (1) graduation by proficiency; (2) personalization; and (3) multiple pathways. The primary purpose of this reference guide is to provide clarification to educators, students, and families regarding the regulatory changes adopted in the 2016 Secondary School Regulations. [For the 2017 reference guide, see ED572912.]