ethanporcaro/eric-fulltext-meta huggingface dataset:
Mediating Global Reforms Locally: A Study of the Enabling Conditions for Promoting Active Learning in a Maldivian Island School
Author: Di Biase, Rhonda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Educational Change,Educational Policy,Theory Practice Relationship,Educational Environment,Social Environment,Interviews,Leadership Role,Parent School Relationship,Teacher Role,Qualitative Research,Elementary Secondary Education,School Administration,Design

This paper explores active learning reform in the small state of the Maldives. Acknowledging the implementation challenges of active learning approaches globally, the study explored the policy-practice intersection by examining the experiences of one island school and its approach to promoting active learning pedagogy. The school was selected for its proactive approach to adopting innovation. Within the overarching methodology of design-based research, a study of the context was undertaken to investigate the enabling conditions for reform. Drawing on Bronfenbrenner's (1979) ecological framework, this paper considers factors within the school and island context that played an enabling role in the implementation of active learning pedagogy. Data were collected through interviews from key stakeholders within the school. The findings identified the following key features in developing a change-welcoming school: the role of school leadership in leading change; the importance of parent-school collaboration; the school's proactive approach to managing existing resources; and the critical role of leading teachers in providing classroom-based support. The findings were converted into design principles, an output of design-based research, that are intended as guidelines for others implementing similar reforms in related contexts.
An Intervention in Literacy in Three Pacific Nations: Implications of a Context Specific Approach to Co-Design
Author: Jesson, Rebecca N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Context Effect,Design,Intervention,Literacy Education,Language Acquisition,Research Methodology,Cooperation,Problem Solving,Educational Improvement,Foreign Countries,Observation,Communities of Practice,Cross Cultural Studies,Partnerships in Education,Higher Education

In this paper, we consider the implications of a commitment to acknowledging the role of context within a research practice partnership. We outline the approach to doing so within a design-based research intervention with 42 schools across three Pacific Island countries to improve literacy learning and language development. In doing so, the paper identifies context as a central concern for student and teacher learning, for schools as organisations and for intervention implementation. We draw on theories of context from each of these research bases to consider how aid interventions can best contribute to enhancing student learning outcomes across varied student populations in a way that is contextually appropriate, and builds sustainable local capability for ongoing improvement. In considering these concerns we argue for the potential of a design-based research approach, based on the Learning Schools Model (McNaughton, Lai, Jesson &amp; Wilson, 2013) to incorporate &quot;co-design&quot; of the intervention. We exemplify how the process of jointly designing the content and implementation within preset phases of implementation is possible in ways that draw on the varied expertise of in-country and external partners. The focus on collective knowledge building, collective problem solving and sharing practice within trusting relationships is considered to foster capacity for sustained adaptation and improvement at local levels. We believe such an approach is relevant to the challenges faced by Pacific Island Ministries of Education and their aid donor partners in designing effective interventions for learning improvement.
What Instructional Leaders Need to Know about the Effects of Inclusion
Author: Demirdag, Seyithan
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Regular and Special Education Relationship,Middle School Students,Science Education,General Education,Grade 6,Grade 7,Grade 8,Urban Schools,Concept Formation,Pretests Posttests,Science Tests,Disabilities,Scores,Instructional Leadership,Statistical Analysis,Quasiexperimental Design,Multivariate Analysis

Effective school administrators and teachers are those who provide the least restrictive learning environments for all students. The main goal of this study was to analyze the effects of inclusive science education on the general education population of middle school students' scientific conceptual understandings. The study was designed as a quasi-experimental model and conducted in a middle school in a large urban school district in Midwestern US. Approximately 4% of students in the school were receiving special education services. The participants in the study were selected through non-random selection. The participants of this study included 20 students without disabilities in each classroom with a total number of 120 students from a total of six different middle school classrooms. The study included two classrooms (one inclusive and one non-inclusive) for each grade level (6, 7, and 8). The conceptual change of students without disabilities was measured using the Density Assessment, which included 20 multiple choice questions. SPSS program was used for data analyses. Paired samples t-test and a multivariate group analysis test were conducted to investigate significant differences on students' conceptual understandings. The findings showed that the effect of inclusive education was significant and positive on the conceptual understanding of students without disabilities in inclusive science classrooms.
Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis
Author: Harris, Linwood N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Two Year College Students,College Transfer Students,Student Adjustment,Student Experience,Financial Support,Mastery Learning,Family Role,Student Personnel Services,Phenomenology,Interviews

This study is a departure from discussions on why community college students do not transfer in large numbers, but instead, provides an analysis of Latino students from community college who have successfully transferred to Tier 1 universities. The conceptual framework included student engagement theory (Kuh, 2003), the support for student autonomy (Koestner et al., 2015), and the importance of students studying to mastery (Sarwat &amp; Irshad, 2012). These theories were applied to the central research question, &quot;What strategies do Latino students from a community college use to create a successful transition from community college to Tier 1 colleges and universities?&quot; The researcher generated six themes on how Latino students experienced successful transfer: institutional support, student transfer experiences, strategies to adapt, financial support, studying to mastery, and family support as major factors for academic success. These findings would be significant to student development specialists in community colleges. Further, such findings can be used to support Latino community college students as they sought transfer to four-year colleges and universities.
Test Anxiety: Do Gender and School-Level Matter?
Author: Aydin, Utkun
Date: 2017-00-00
Type: Journal Articles
Subjects: Test Anxiety,Gender Differences,Elementary School Students,Middle School Students,Foreign Countries,Age Differences,Time on Task,Responses,Student Attitudes,Hypothesis Testing,Student Surveys,Multivariate Analysis

The study investigated differences in students' reported overall test anxiety before, during, or after test taking among two school-levels and gender. Differences among three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) were also examined. Participants were 725 primary (349 females, 376 males) and 375 middle (180 females, 195 males) school students from a metropolitan city in Turkey. Turkish students' reported overall test anxiety declined from primary to middle school, with females showing higher test anxiety throughout school years. Whereas students rated thoughts high, autonomic reactions were rated low; followed by off-task behaviors. Female and male students did not differ in thoughts and autonomic reactions. School-level differences were found in off-task behaviors and autonomic reactions. The pattern of Turkish students' overall test anxiety derived as a combination of thoughts, off-task behaviors, and autonomic reactions was discussed, and educational implications were offered.
Dropouts and Budgets: A Test of a Dropout Reduction Model among Students in Israeli Higher Education
Author: Bar-Am, Ran
Date: 2017-00-00
Type: Journal Articles
Subjects: Dropouts,Dropout Prevention,Budgets,Engineering Education,Undergraduate Students,Foreign Countries,Academic Persistence,Intervention,Mixed Methods Research,Case Studies,Questionnaires,Pretests Posttests,Semi Structured Interviews,Delphi Technique,Social Support Groups,Gender Differences

This article deals with the problem of student dropout during the first year in a higher education institution. To date, no model on a budget has been developed and tested to prevent dropout among Engineering Students. This case study was conducted among first-year students taking evening classes in two practical engineering colleges in Israel. There are three dimensions of the dropout reduction model: social support, institutional support and personal commitment. The results of the intervention had a positive effect on all three dimensions.
Scrutinizing the Factors Affecting Fluency of English among Arab Learners
Author: Al Ghazali, Fawzi
Date: 2017-00-00
Type: Journal Articles
Subjects: Arabs,English (Second Language),Second Language Learning,Language Fluency,Mixed Methods Research,Foreign Countries,Language Skills,Student Surveys,Majors (Students),Focus Groups,College Students

This research study investigates the cognitive, psychological and personal factors affecting the accuracy and fluency of English language usage among Arab learners. Early research led by Chomsky (1965) and Krashen (1981) suggested that an individual's Language Acquisition Device once triggered at the appropriate time and supported with adequate Comprehensible Input can lead to automatic development of an L2. Relevant research suggests that children are born with the instinct or innate facility for language acquisition provided they have no physical or mental impairment (Al Ghazali, 2006). However, past research (Engin and Seven, 2014; Hanani, 2009; Gupta, 2008; Latu, 1994) has led to the identification of additional factors that go beyond the cognitive domain. These factors were examined individually and against a background of teaching methods, phonetics application, and classroom conditions. In this research, a mixed research study was designed in which a survey and interviews were conducted with a number of university students. With minimal effect from the researcher, the data were collected to examine the influence of these factors on learners' proficiency of English language and application. The findings reveal that Arab learners' ability to learn English is dependent on psychological motivation, physical needs to apply it, and personal reasoning.
Examining the Reading Habits, Interests, Tendencies of the Students Studying at the Faculty of Education and Analyzing the Underlying Reason behind Their Preferences
Author: Tavsanli, Omer Faruk
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Habits,Reading Interests,Preservice Teachers,Preservice Teacher Education,Preferences,Phenomenology,Semi Structured Interviews,Literary Genres,Content Area Reading,Selection Criteria,Social Environment,Content Analysis,Qualitative Research

Acquiring the reading skills and using this skill effectively throughout life is possible by a qualified education hence qualified teachers. Therefore; teachers and candidate teachers are suggested to be; acquired the reading skills, focused on information and learning, trained well as individuals having knowledge of their fields and pedagogics. By the context; the aim of the study is suggested as examining the reading habits, interests, tendencies of the students studying at the Faculty of Education and analyzing the underlying reason behind their preferences. The descriptive phenomenology method; one of the qualitative research methods is used in the study. The studying group within the research is occurred by the 10 students from 5 different fields of Education Faculty, who read books constantly. The data acquired is collected by semi-structured interview questions and content analysis method is benefited to analyze the data. According to the results of the study; 140 discourses are observed to be expressed within the 6 themes, due to the reading habits, interests and tendencies of the students studying at the Faculty of Education. The mentioned themes herein, are formed as the following: &quot;book type interested&quot;, &quot;content interested&quot;, &quot;topic interested&quot;, &quot;acquiring the reading habits&quot;, &quot;criteria for preferring books&quot;, &quot;the effect of social environment to prefer books&quot;. While the most expressed theme is revealed as &quot;criteria for preferring books&quot;, the least one is about the reading habits, within the research.
Reflections from the Application of Different Type of Activities: Special Training Methods Course
Author: Karadeniz, Mihriban Hacisalihoglu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Training Methods,Methods Courses,Preservice Teacher Education,Preservice Teachers,Mathematics Teachers,Case Studies,Semi Structured Interviews,Multiple Intelligences,Discovery Learning,Cooperative Learning,Problem Solving,Computer Assisted Instruction,Learner Engagement,Mathematics Instruction,Mathematics Activities,Learning Activities,Qualitative Research

The aim of this study is to reveal the benefits gained from &quot;Special Training Methods II&quot; course and the problems prospective mathematics teachers encountered with it. The case study method was used in the study. The participants in the study were 34 prospective mathematics teachers studying at a Primary School Mathematics Education Department. The data collection tools were a form composed of open-ended questions and semi-structured interviews. Descriptive analysis of the quantitative data was carried out. In the &quot;Special Teaching Methods II&quot; course, beginning in the spring term of the 2015-2016 academic year, teaching activities on &quot;multiple intelligences&quot;, &quot;discovery&quot;, &quot;group work&quot;, &quot;problem-solving&quot;, &quot;history of mathematics&quot; and &quot;computer-assisted teaching&quot; were developed and implemented. It was concluded that these activities helped students like mathematics more, understand the importance of helping each other and cooperation and have more enjoyable lessons, as well as aiding their cognitive, social and emotional development. It was also found that through these activities participants improved their belief in themselves and increased their confidence regarding teaching mathematics. The participants also faced with some difficulties during the application process. They mostly mentioned that preparing worksheets was time-consuming, finding a school to perform the activity was hard and students were reluctant.
An Investigation of Teacher Candidates' Perceptions about Physical Dimension of Classroom Management
Author: Bulut Ozsezer, M. Sencer
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Classroom Techniques,Student Attitudes,Classroom Environment,Foreign Countries,Reports,Space Utilization,Participant Observation

The purpose of this research is to investigate teacher candidates' perceptions about the physical dimension of classroom management. A hundred two 3rd year students at the Primary School Education Department of a state university were instructed to visit a primary school and to observe a classroom in terms of its physical dimensions. The students were guided both to tell about the actual classroom they observed and to tell about their dream classroom. Thus, this study aims to discover students' perception on actual classroom and their construction of dream classroom in terms of physical characteristics. The research findings revealed that most of the teacher candidates mentioned their dream classroom according to the actual classroom and only one third of them designed the classroom according to their own dream classroom characteristics. Also teacher candidates did not mention the affective influences of physical layouts and environments on individuals.
Psychometric Properties of Adaptation of the Social Efficacy and Outcome Expectations Scale to Turkish
Author: Bakioglu, Fuad
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,Measures (Individuals),Self Efficacy,Undergraduate Students,Construct Validity,Test Reliability,Factor Analysis,Pretests Posttests,Interpersonal Competence,Social Cognition,Item Analysis,Statistical Analysis

The aim of this study was to examine the psychometric properties of the Social Efficacy and Outcome Expectations Scale (SEOES) on Turkish. The sample group included two groups of university students (ns = 440, 359). The validity of the scale was assessed using exploratory factor analysis, confirmatory factor analysis and concurrent validity, and the reliability was assessed using Cronbach Alpha's internal consistency coefficient, test-retest method and item discrimination. The findings obtained from the exploratory factor analysis showed that 51.2 percent of total variance of the scale was explained and the scale consisted of two sub-dimensions like the original one. Confirmatory factor analysis indicated an acceptable fit to the data. The concurrent validity of the SEOES was respectively studied using (0.65) Scale of Perceived Social Self-Efficacy; (0.29) Satisfaction With Life Scale; and (-0.36) UCLA Loneliness Scale. As for the scale's reliability, the internal consistency was determined to be 0.91; 0.92 for Social Efficacy Scale; and 0.81 for Outcome Expectations Scale. The results of test-retest result (0.90) and the findings of item analysis showed that the items in Turkish version of the scales were compatible with the original one. The present results provide evidence supporting the validity and reliability Turkish version of the SEOES.
Skills in Social Studies Curricula in Turkey: An Examination in the Context of Socio-Cultural Interaction
Author: Ibrahimoglu, Zafer
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Curriculum Evaluation,Content Analysis,Skill Analysis,Comparative Analysis,Qualitative Research,Citizenship Education,Public Agencies,Educational Change,Educational History,Educational Practices

The aim of this study was to chronologically examine the contents of the social studies curricula implemented in Turkey in terms of skills teaching in the context of socio-cultural interaction. In the study, the social studies curricula used since 1967 were subjected to content analysis, and the skills aimed to be taught to students in the contents of these curricula were listed. These lists were examined with reference to the socio-cultural conditions of the time they were implemented. Based on the findings, it can be stated that the contents and emphasis of skills cyclically varied across different social studies curricula in Turkey. There was sometimes an individual-centred and libertarian approach adopted in the curricula, while at other times an environment was present in which strict rules were dominant and the system was emphasized rather than the individual as part of the political and social conditions of the time.
Educational Leadership and Comprehensive Reform for Improving Equity and Access for All
Author: Yavuz, Olcay
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership,Educational Change,Equal Education,Access to Education,Disproportionate Representation,Urban Youth,Longitudinal Studies,Student Personnel Services,Partnerships in Education,Poverty Areas,Enrollment,College Readiness,Accountability,Student Development,College Admission,Urban Schools,Program Implementation,Alumni,Surveys,Likert Scales,Statistical Analysis,Enrollment Rate,Regression (Statistics),Predictor Variables,Parent Background,Grade Point Average,Special Education,Intervention,Group Counseling,Statistical Significance,Correlation,Educational Administration,Pretests Posttests,Secondary School Students

Disparities in college access for underrepresented urban students are one of the most urgent educational problems of America's education system. In response to growing national concern, this longitudinal study investigated how school leaders worked collaboratively with key stakeholders to implement research-supported student services in order to improve college access for underrepresented urban students. The quantitative investigation showed that when educational leaders and key stakeholders worked collaboratively to deliver comprehensive student services, urban students in a high-poverty school district experienced measurable benefits in terms of their college enrolment. This study may be of particular value to policymakers, school leaders, and educators concerned with the low college access rates of students in urban schools, as well as to those who are seeking to understand what works better to prepare urban students for post-secondary education.
The Impacts of Retention, Expenditures, and Class Size on Primary School Completion in Sub-Saharan Africa: A Cross-National Analysis
Author: Ruff, Ryan Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Costs,Educational Finance,Class Size,Elementary Education,Teacher Student Ratio,Expenditures,Grade Repetition,Correlation,Path Analysis,Databases,Academic Persistence

Education in Sub-Saharan Africa is increasingly viewed as a means of emancipation and a transformative project for social mobility. Developing nations have pursued policies such as universal or free primary education to increase access to education and improve student outcomes. In this study, direct and indirect precursors to primary school completion in Sub-Saharan Africa are analyzed using national cross-sectional data collected by the UNESCO Institute for Statistics. Results show that imbalanced pupil-teacher ratios and high student retention rates are negatively associated with primary school completion. Additionally, the positive relationship between expenditure increase and completion rates is mediated by a negative contribution to pupil-teacher ratios. Results are compared with existing production function research on educational inputs and student success.